Presents technique of nonverbal exercises, discusses how such exercises can help groups deal with problems of task achievement, and presents case examples that demonstrate the application of the exercises to community organization and group work practice. (Author)

To aid in personnel training and as a complement to its enforcement program, the Minnesota Pollution Control Agency implemented an operator assistance program in June 1976. Its principle objective was to train operators in process control to improve their skills and enhance their long-term ability to produce high quality effluent. (Author/JN)

Pretesting not only helps determine the benefits of a training program, it can actually help trainees learn more. (Author/SSH)

Social skills training four blind unassertive adolescent females include instructions, feedback, behavior rehearsal, modeling, and manual guidance. Most behaviors selected for modification changed markedly, although some decreased after four weeks, requiring "booster" sessions to promote a return to posttreatment levels. (Author/CL)

Presents a format for designing and running workshops to train personnel employed in positions of high customer contact, focusing on the practice of patron contact skills, i.e., communication with problem patrons. Describes opening exercises, attitude exploration, integration skills and attitudes, stress management, and evaluation. (WAS)

Relates leadership needs in corporate organizations with the experiential learning in Outward Bound courses. Explores the value of Outward Bound inductive learning in developing management and leadership potential on three organizational levels--supervisory, middle management, and executive. (PD)

Makes a distinction between the instructional development which only translates present curriculum into more effective instruction and that which develops both curriculum and instruction. A management structure for developing materials of the "translation" variety is outlined and a writing and programing technique--information mapping--is…

When managers apply the skills they learn, the techniques associated with leadership training often do not translate to improvements in employee productivity or in organizational productivity or profitability. (JOW)

Training specialists must confront the need and obligation to incorporate disabled individuals into their organization's training programs professionally, sensitively, and effectively. The first and biggest step in adapting programs is to develop open and constructive attitudes in the training designer. (JOW)

Discusses the results of a study in which data gathered through interviews with managers at various levels from six coal mining companies were used to compare worker productivity levels with the utilization of company-sponsored training programs. A table summarizing the results and a 14-item reference list are included. (Author/JL)

Results indicated that socially unskilled, learning disabled children (8 to 10 years old) can be taught to respond appropriately to role-play situations. However, improved performance did not generalize to the natural school setting and treatment did not affect ratings of peer acceptance. (Author)

Twenty-nine food service employers were provided with a behavioral description of either a handicapped or nonhandicapped worker and asked to state their acceptance of select training procedures. Results indicated employers differentially accepted the use of some training procedures based upon worker description. (Author/SB)

Describes a field experiment conducted with ninth-grade Israeli students to find to what extent it is possible to reduce the degree of credence in Israeli television programs and instead develop a more critical and selective approach. Three different training methods were tested: discussion, analysis, and personal experience. (CT)

Three groups of older adults were compared on a free recall task with categorizable lists. Data showed that older adults' memory performance is modifiable and that efficient performance is obtained when instructional training is aimed at the processes that are crucial to task performance. (Author)

Studied how the didactic training of Rogerian theory and the didactic training of assertiveness each caused an increase in the level of actualization and time competence. The effect of didactic training was significantly greater than the effect of inspiration or expectation on actualization, Didactic training, did not affect assertiveness. (Author)