Presents results of the 2002 Human Resource Management Compensation Survey (n=1,084) indicating that salaries for training and development professionals increased only 1.8 percent over 2001. Tables depict salaries at various levels, by geographic area, and by industry. (JOW)

Training for small businesses requires an entrepreneurial rather than a conventional approach. Critical trainer competencies include profiling the business, segmenting the market, understanding the business development process, introducing the relevant environment, delivering enterprise skills training, and teaching across the board. (SK)

Attention to trainees' learning styles can enhance training effectiveness. Trainers should strive to improve the fit between their training style and trainees' cognitive styles and develop different kinds of learning environments: affectively complex, perceptually complex, symbolically complex, or behaviorally complex. (SK)

Debunks 10 myths about instructor training: platform skills are supremely important; enthusiasm is essential; technical people are terrible instructors; practice makes perfect; videotaping improves skills; watching good instructor is good way to learn; student evaluations will improve instructors; good instructors can overcome bad design; good…

Responses from department chairs in 18 of 19 institutions in the University Council for Vocational Education indicated that 11 believe students should be prepared for employment in training and development (T&D) positions; many find it difficult to know where students are employed after graduation; and T&D programs are far more similar than…

The Career Concerns Inventory was administered to 300 sales and marketing trainers. Analysis of 149 responses revealed that training needs differ at different career stages; common core of training needs exists; and 31 competencies identified by American Society for Training and Development (ASTD) were validated, but no relationship was found…

Expert panels and focus groups in Taiwan examined human resource development competencies that had been identified by the American Society for Training and Development. Although most competencies required of Taiwanese professionals were similar to those in the United States, Taiwanese culture placed more emphasis on career development theory,…

Discussion of participative learning strategies that can be used in training focuses on the need for the trainer to adapt to unexpected events, whether they involve equipment or learners. The achievement of instructional objectives is discussed, characteristics of experts are described, and three examples of training sessions with unexpected…

A survey of 429 secretarial/clerical trainers received 191 responses emphasizing that postsecondary office systems curricula should focus on communication and human relations skills, technology-related applications, telephone techniques, transcription, and keyboarding accuracy. (SK)

Analysis of workplace experiences recounted by 29 human resource development (HRD) professionals uncovered 3 themes: emphasis on people and work processes, need for greater personal control and security, and desire for task and functional equity. Findings suggest that HRD is an occupational culture more concerned with employee development and…

Experienced trainers can foster professional values and attitudes in other trainers by facilitating reflection in action--a process of examining assumptions underlying practice during practice. Techniques such as curriculum review and videotaping provide opportunities to critique performance. (SK)

Problems faced by corporate trainers include the following: (1) no staff; (2) low attendance; (3) trainees' bad attitude; (4) information overload on the Internet; (5) lack of competent staff; (6) convincing the boss of the value of training; (7) making training stick; (8) making training cost effective; (9) training experts to train; and (10)…

Describes opportunities and concerns involved in four human-resource development initiatives for enhancing women's career development: mentoring, training, career planning, and informal learning. (SK)

Interviews with 16 apprentices and 8 trainers focused on the extent to which they perceive the workplace as a learning environment. A clash between production and learning goals meant learning was undervalued and incidental to the process of production. This jeopardizes the development of continuous learning attitudes. (SK)

Challenges confronting preparation of human resource development (HRD) practitioners include competing views of what drives practice, the changing nature of workplaces, and diverse findings on the role of HRD practitioners. HRD preparation should therefore be grounded in the context of practice, address traditional training activities, and foster…