Reports study results identifying specific communication skills being used by college graduates who have been in a business organization five years or less. (MH)

The authors discuss advantages of self-directed learning as a part of the workplace training process. They describe how to plan and implement a self-directed learning program, covering staffing and resources, preliminary work, and general guidelines. (CH)

Discusses how performance technologists, or trainers, can provide more impact in reducing field performance deficiencies by gathering feedback from the field regarding training matters. A feedback generator is described that is expressed in terms of an algorithm and helps point to solutions to improve productivity. (LRW)

The author discusses programs developed under Roosevelt's New Deal that attempted to provide training and jobs for unemployed youth. These programs are the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA). The author discusses how support from liberal journalists led to the popularity and extension of these programs.…

Discusses self-management of professional development activities. Defines professional development, discusses information resources available to the professional, and gives suggestions for planning professional development activities. (CH)

Suggests using Kirkpatrick's four-point framework to design evaluation of training programs. The points are (1) trainee reaction to the course, (2) trainee learning, (3) trainee behavior on the job, and (4) organizational results. (CH)

In an effort to improve the ability of vocational education to reinforce academic skills, we must not take the heart out of vocational programs by removing work-related components. The agenda for educational reform must be broadened to include vocational education. (JOW)

The article describes the important part played by the private sector, in the form of recent institutions known as Special Training Schools, in Japan's system of vocational education and training. Emphasis is placed on the Japanese social and educational context, origins and characteristics of the schools, and their growing popularity. (CH)

The author is a former United States Secretary of Labor who developed the Workforce 2000 project. He discusses the need for implementing this project's recommendations and reviews these recommendations. In addition, he expresses his frustration at the slow pace of change within the federal government. (CH)

Points to the importance of teaching job literacy. Outlines a method (which was successfully employed in the military) of analyzing job demands, and then constructing and using effective literacy materials. (ARH)

The authors focus on one of 15 funded projects in Wisconsin designed to help displaced homemakers move into the paid work force. The Northcentral Wisconsin Displaced Homemakers' Project is involved in job development and job market preparation. Case studies are included. (CH)

Reviews the direction that labor and industry are taking to meet the transition that is occurring within the US automotive industry. Specific implications for cooperative education in supporting further training and development for both the displaced and the current automotive work force are presented. (CT)

Discusses various aspects of Training's business profiles, including budgets (salaries, raw materials, hardware, facilities, overhead), employee-to-trainer ratio, number of hours of training, training budget as a percent of total sales, and training budget as a percent of total payroll. (CT)

The authors encourage the collaboration between educational institutions and the defense establishment for the purpose of vocational training. They present a conceptual framework for such relationships, discuss the resulting mutual benefits, and describe specific instances of successful collaboration. (Author)

Word processing instructors and supervisors and correspondence secretaries were surveyed concerning their perceptions of correspondence secretarial competencies, training loci, job qualifications, and company training programs. Findings indicate that entry-level skills are most often learned in company training programs and advanced skills are…