Among the effects of trainers on their T Groups was that trainer empathy and security were related to liking for the trainer and perceived member learning. Trainer affection, tendencies to reward and punish, and openess showed no or little relationship to participant learning. (Author)

In response to William Coulson's article in same issue, author expresses need to discover how to replicate reliably the potential of successful encounter process. He also feels that encounter should not become the prime focus of professional attention at the expense of other group counseling processes. (Author/CJ)

This article is a rejoinder on comments, by several contributers, on an article concerning encounter groups written for this same issue by William Coulson. (CJ)

The individual who enters a group must fully understand exactly what the contract" is, what the outcomes that might be sought will be, and the means whereby they will be sought. He must know and choose among the alternatives for experience and development. (Author)

Addresses the question of training transfer; i.e., transferring knowledge gained in training courses back into work situations. States that training staff should systematically analyze course content and identify recipients of proposed changes in order to help course members apply new knowledge. Lists four main practical implications to help…

The South Australia College of Advanced Education undertook a staff development program for industrial trainers in Papua New Guinea, 2,500 miles from the college. The program used individualized instructional modules based upon principles of performance-based teacher education. While this was its strength, lack of resources and distance between…

These planning and evaluative guidelines for online trainers utilize a sliding scale--from minimal to suggested to optimal--for five types of training sessions: (1) Search Service--Beginning; (2) Search Service--Advanced; (3) Search Service--Subject; (4) Database Producer; and (5) Independent Introductory Workshop. (RAA)

Argues that although the training field is evolving rapidly, pre-professional education and continuing professional development are not adequately meeting the needs of the profession. Twelve areas of concern are discussed, and five basic elements to be incorporated in curriculum changes are offered. (Author/MER)

Identifies several common attitudes of institutions, trainees, and trainers regarding the training of a backup searcher. Ten tips are given for dealing with the less-than-perfect training situation, with recommendations (depending on the combination of attitudes) for internal or external training, or both. (SW)

Results of this study reflect changes in the T-group model suggested by authors in the literature. Trainers currently leading groups tend to differ in theoretical orientations. They appear to be running T-groups which frequently have a personal growth and individual orientation, although some still have a primarily group dynamics orientation.…

Presents critical issues including mechanics, literacy and terminology, usual learning style, participant background, verbal and nonverbal language use, and initial activities which experiential learning facilitators should consider when working in developing countries. (CMV)

Helping trainees learn to navigate the shoals of consultation requires a number of environmental conditions and a relatively benign climate, as well as thorough knowledge and experience of various consultative models and strategies. Without this basis, there is no solidity or systematic effort. (Author)

A discussion of three training experts' answers to the following question: What can the human resource development specialist do to gain influence and leverage for human resource development within an organization? (WL)

Trainers, vocational teachers, and counselors undertook inservice training that encompassed theme-oriented work, project work, work related to their specific occupational group, and practical guidance. Cooperation among the three groups and enhancement of teaching skills were emphasized. (SK)

Describes the challenges faced by trainers in industries regulated by the federal government, in terms of mandates, constraints on instructional design, and required recordkeeping. (SK)