A recent national survey suggests that women and Blacks receive less on-the-job training and training opportunities in their jobs than White males. This is especially true of young Black men. The factor of low wage does not seem to play a large part in this discrepancy. (CT)

Addresses the concept underlying Job Performance Aids, (JPAs), reviews research which has been done on JPAs, and describes how they are currently being used. An innovative approach for using computers to assist in improving job performance in the Navy is described, and 11 references are listed. (MER)

Describes various types of vocational-technical schools in the Soviet Union, identifies major objectives of each type of school, discusses on-the-job training programs, and elaborates major problems, including lack of pedagogical training among instructors and the difficulty of reconciling theory and practical training. (DB)

One practitioner's experience in setting up on-the-job training in Saudi Arabia is described, including training materials, cultural environment, and the Saudi work ethic. In a related article, off-duty life for Americans is discussed, including dress for women and men, cultural aspects, and entertainment. (CT)

A South Carolina technical college has developed a unique program emphasizing on-the-job experience to train future golf course managers. (Author/JH)

Portrays the induction process of young journalists into the newsroom at the Singaporean English daily, "The Straights Times." Contends that professional journalism education is greatly influenced by the newsroom socialization process. Explains that front-end controls make the young reporters work in close cooperation with their assigned…

In contrast to the U.S. system of teaching management in a college setting, Germany focuses on competence development through job-based education and other European countries are somewhere in between. Management learning in class and on the job should be integrated, and diverse approaches are preferable to standardization. (SK)

Offers practical advice for learning more effectively on the job. Highlights include types of communication, including written and verbal; informal learning; a work environment that is conducive to informal learning, including organizational culture, job responsibilities, performance requirements, time and scheduling factors, and career stage;…

Discussion of the roles of library schools and library personnel in educating librarians for work with information technology highlights the following needs: technology-oriented and innovative graduates; relevant curricula; updated faculty; expanded continuing education offerings; on-the-job training; encouragement of further education;…

Describes an administrator training program in the Jefferson School District in Daly City, California, which selects interns from in-district staff, pairing them with an administrator-mentor for individualized, practical training, thus providing the district with a pool of trained administrators from which it can draw. (SR)

The Performance Assessment Review system links training to employee performance and development. The system forces supervisors to specify training to remedy individual employee needs. Through the aggregation of data, the system also provides a tool for the assessment of broad training needs across agencies and job classes. (Author/CH)

The author describes the Employment Training program developed by the Work Based Learning Project. This program is designed to help trainers break down tasks into needed skills and to evaluate competence in various skills. (CH)

Typical on-the-job training is unstructured, inconsistent, and slow, yet it accounts for about 80 percent of learning that will occur on the job. More time should be devoted to planning problem-centered training programs and less to formal training. (JOW)

A phone survey of 350 randomly selected alumni of a business school addressed the amount and type of communications training received on the job and who provided and paid for the training. Primary providers were found to be nonformal agencies. Employers were least likely to pay for training in written communication skills. (JOW)

Ruskin College and Oxford City Council collaborated on a course to develop council employees' skills and confidence in 12 2-hour sessions in workplaces and a residential weekend at the college. The brevity and dual locations prompted a change to five full days entirely at the college. (SK)