While recognizing need for programs for the disadvantaged, State Employment Services must not neglect other segments of society. (CJ)

In 1969, more than 5 million Americans were enrolled in correspondence courses. Most of the courses provided some kind of vocational training for students wishing to move up the job ladder. (BC)

Describes a study of efforts to use the Continuous Longitudinal Manpower Survey to estimate the effect that the Comprehensive Employment and Training Act (CETA) has had on the post-training earnings of participants. Results indicate that CETA has had a positive and often significant effect on the earnings of participants, and that women benefited…

The cooperative training program between Illinois's Triton College and General Motors is described. Illustrates the mutual benefits of this problem and recommends that other colleges follow suit. (NJ)

Describes an adaptation of the Component Display Theory to a corporate training setting where the principal developmental effort was done by content experts. An overview of the Component Display Theory is included with a case study illustrating the application process. Examples of the resultant training products are included. (MBR)

Stresses the fact that on-the-job training in written communication is a continuous process. Presents a writing curriculum, developed by the Illinois Office of the Auditor General, that offers a planned sequence of learning activities. (PD)

Describes 70001, a national network of 38 employment training programs in 16 states. Program administrators provide training to prepare graduates for jobs that businesses have agreed to provide. Details programs in Prince George's County, MD, Detroit, and San Antonio. (JOW)

This overview of the Comprehensive Employment and Training Act describes governing legislation, administrative structure, planning approach, delivery system, and funding. (SK)

This literature search revealed a wide diversity of industrial training methods, a shortage of research and information, and an emphasis by corporations on accountability of costs and procedures and on evaluation. (SK)

Discusses five job behavior functions viewed as necessary for practicing performance-based thinking in instructional development activities. Functions examined include the abilities to plan to perform a job, execute a task, monitor or control execution, troubleshoot, and evaluate. (MER)