Describes a three-dimensional model for human resource development (HRD) professionals. The dimensions are HRD roles (learning specialist, administrator, consultant), practitioner categories (professionally identified, organizationally identified, collateral), and competency levels (basic, middle, advanced). Discusses the model's usefulness for…

Training and development experts Robert Blake and Jane Mouton formulate 11 significant issues facing the human resource development profession. (SK)

The educators' version of the Maslach Burnout Inventory was completed by 40 of 156 in-house trainers. More than one-third experience emotional exhaustion weekly, and almost half feel a lack of personal accomplishment. Subscales of emotional exhaustion, depersonalization, and personal accomplishment correlated with perceptions of organizations'…

Provides a survey of salaries in the training profession. Breaks down statistics according to sex, location, size of company, and specific job. Includes a worksheet to enable individuals to compare themselves with other trainers. (JOW)

Discusses individual thinking styles, their influence on problem solving techniques, and implications for trainers and consultants. A four-step thinking cycle is explained, five basic styles of individual thinking are defined, and examples are given using the field of human resources and development. (LRW)

A survey of 361 human resource developers (HRD) found that trainers are more satisfied with training than with their previous positions because HRD gives them the chance to do different things, make use of abilities, try their own methods, and earn satisfactory pay. (JOW)

Describes a program at Pacific Bell that foreshadows a role for training professionals as brokers of learning. Looks at the initiative from three perspectives: (1) the corporate leader who champions it; (2) the training executive who stewards it; and (3) the business-unit heads who implement it. (Author)

Although postmodernism suggests multiple realities, the predominant view of workplace learning is that realities are explainable in terms of competency-based standards, uniform syllabi, and narrow beliefs about how learning should be managed and measured. These practices are linked with image, market share, power, and control in enterprises. (SK)

McLagan discusses her 1980 article that presented a model for developing job competencies. She looks at the shift in human resource development roles and enumerates those trainers must perform now: strategic advisor, systems designer, organization design consultant, learning program specialist, instructor, performance consultant, and researcher.…

Trainers can use stories to entertain, inspire, and/or instruct. Stories should be structured around the context, the challenge or dilemma, and the climax. Techniques for story telling include dramatizing, describing, shifting roles, pausing, and using gestures. (SK)

Provides a framework for researching entrepreneurship and describes enterprise training as a complex conjunction of the learning cycles of trainer and client. The delivery of training is seen as a joint learning experience in which trainer and client search for different context-related outcomes. (SK)

Lessons learned by two neophyte trainers in a corporate quality improvement program include (1) the importance of team training; (2) training across levels, mixing different departments and responsibilities; and (3) concreteness and small group instruction. (SK)

Training styles range from director to listener, interpreter, and coach. Rules to train by include (1) project being in charge; (2) build rapport with and within the group; and (3) balance participation to achieve desired outcomes. (SK)

Presents a disabled trainer's story of the effectiveness of trainers with disabilities in the workplace and their problems with being accepted. (JOW)

American Society for Training and Development members (n=120) participated in a Q-sort study to determine problems of corporate training and development practitioners. Problems appear to be related more to the individual than to any one group of training practitioners. (Author)