Presents (with tongue in cheek) a four-style behavior model guaranteed to produce excellence in the four types of trainees: nematodes (docile but learn nothing), gerbils (fond of noncompetitive games and hugging), warthogs (like to attend expensive seminars), and Cro-Magnon (like to interpret to others as opposed to actually learning anything…

Describes the environment and activities of trainers at Motorola, Inc. in Schaumburg, Illinois. Topics covered include Motorola's new Galvin Center for Continuing Education, an in-house career development series, teaching methods, use of external programs, and future goals. (CH)

Describes a study of the administrative and instructional practices of large corporations providing written communication programs for middle management employees. (MS)

Suggests three stages to proposal writing that will help increase the writer's success rate and help in writing proposals faster: interview the reader/buyer; write a "yellow-pad" proposal; and use a guide for proposal writing. Also discusses how to organize a proposal. (CT)

Results of a study conducted by Purdue University concerning the use of computers by supervisors in manufacturing firms are presented and discussed. Examines access to computers, minicomputers versus mainframes, training time on computers, replacement of staff, creation of personnel problems, and training methods. (CT)

This excerpt from "Managerial Engineering: Techniques for Improving Quality and Productivity in the Workplace" describes the development, objectives, and use of On-Error Training (OET), a method which trains workers to learn from their errors. Also described is New Joharry's Window, a performance-error data analysis technique used in…

Compared the effectiveness of communication and behavioral skills training programs with working class parents (N=34). Results showed parents successfully learned the skills they were taught, but there was little evidence of skill application. Children did not perceive an increase in skills except in congruence of behavioral participants. (JAC)

Reviews articles and books which focus on topics and strategies related to problem-solving. Also describes the Kepner-Tregoe industrial training program. This program contains many problem-solving ideas and strategies appropriate for the college level. (JN)

Takes a look at the questions involved in designing customized training: What changes does management expect to see as the result of training? Who has information that must be included and excluded? How "customized" should the training be? and How will the training be delivered? (CT)

Describes how Hughes Aircraft trainers followed four steps in meeting the challenges of a flexible manufacturing environment: needs assessment, design strategy, pilot evaluation, and follow-through. Within this environment, 50 self-paced training products were developed for one of the company's wire and back plane harness assembly departments. (CT)

Describes the Martin Marietta Corporation's modular training program that teaches managers to conduct performance appraisals. The article also explains the purposes of performance appraisals, outlines the components of a performance system, reviews the performance appraisal process, and discusses the use of role-playing. (CT)

Type and comprehensiveness of training were experimentally manipulated (N=128) to study their effects on the reliability and validity of rated counselor empathy. Implications for observer training are discussed. (Author)

Describes a training needs approach based on a survey of performance-based skills. Results of the survey are analyzed using mean scores, factor analysis, and product-moment correlations. (Author/CT)

This study examined whether particular strategies would enhance affective arousal and if these techniques would affect warm-up decrement during performance of a sport skill. One strategy eliminated warm-up decrement and two had no effect. Positive and negative arousal and the correlation of arousal level to warm-up decrement are explored.…

Analyses of questionnaires on instructional practices answered by 67 teachers of trainable mentally retarded students and 45 teachers of profoundly mentally retarded students identified similarities and differences in seven categories: personal/professional information, professional preparation, classroom teaching activity, classroom management,…