Describes methods for salvaging training sessions that are unsuccessful. Includes examples of problems caused by office politics, disruptive students, equipment failures, and cultural differences. (JOW)

Discusses using transparencies, foils, and computer-generated slides as support materials during presentations. Steps outlined include planning them offline, establishing personal contact before using them as props during a presentation, using them to display the structure of the presentation, using them to encourage audience involvement, and…

Suggests that a theatrical approach to training can be very effective and stresses the importance of preparation and adaptation for any training activity. (JOW)

Defines the four most widely recognized learning styles and discusses the need to adapt one's training style to fit the trainees. Also stresses the importance of understanding one's own learning preferences and those of coworkers. (JOW)

Suggests case studies as an appropriate method of presenting training. Defines and describes case studies and offers guidelines for using them in training programs. (JOW)

Looks at the growth of the Internet and its potential uses for trainers. Describes listservs and newsgroups that would be beneficial, the World Wide Web, and lists of resources that are helpful. Discusses the culture of the 'Net and training uses. (JOW)

Describes a process for formulating specifications for computer-based training (CBT) vendors that fosters effective participation by the subject matter experts (SME) in an organization whose training department cannot prepare the CBT in-house. Educating the SMEs, giving the request for proposal to the vendors, and general specifications are…

Serious trainers are using myths and fables in an attempt to focus workers on their conscious and unconscious assumptions about quality, diversity, job satisfaction, and other issues and to help them redirect their workplace energy more productively. Followers of Carl Jung argue that the approach used to help patients resolve inner conflicts can…

Provides eight ways for trainers to avoid overloading trainees: prepare succinct reference materials, let learners do more, chunk training, design materials with memory aids, create job aids, build automaticity, give learners "training wheels," and detect and correct overload during training. (JOW)

Discusses how training games have changed and become more prevalent. Looks at characteristics of games and suggests how they should and should not be used in training. Describes 26 types of games and the use of icebreakers. (JOW)

Discusses tactics for surviving as a trainer in an unfriendly organizational atmosphere. Offers a method for demonstrating to managers the connection between quality assurance and employee empowerment. (JOW)

Evaluates a training Web site for professional development of health and safety enforcement officers in the United Kingdom and reviews the use of knowledge elicitation in work-based training in accident investigations. Results showed that the training was realistic and that the imbedded discussion facility had the potential to improve enforcement…

Examines instructional systems design in light of training and performance technology. Topics include the nature of design; categories of stakeholders; three levels of instructional systems design, including Curriculum Architecture Design, instructional process design, and user interface/instructional activity design; and design goals. (LRW)

Discusses the state of sales training where it was, where it's going, and what companies are doing to ensure that their salespeople have the skills necessary to excel. Highlights electronic learning and emotional experience. (JOW)

Throughout the 25-year history of research on stimulus equivalence, one feature of the training procedure has remained constant, namely, the requirement of operant responding during the training procedures. The present investigation compared the traditional match-to-sample (MTS) training with a more recent respondent-type (ReT) procedure. Another…