This manual was developed to upgrade the training design and delivery skills of inservice trainers in the field of alcoholism. It is geared for inservice trainers with little or no formal background in design/delivery of adult education programs, who spend at least 50% of the time in training activities. Contents include: (1) adult learning…

It was hypothesized that favorability of member attitudes toward the trainer and group in T groups is a function of similarity of members' control and affection needs with the trainer's. It was further predicted that similarity in control needs would affect attitudes toward the trainer primarily during an early stage, and similarity in affection…

Two days of hearings on training needs in gerontology were opened by Senator Lawton Chiles. Statements were made by Senators Frank Church, Harrison A. Williams, Jr., Jennings Randolph, and Edward Kennedy. Witnesses for the first day were J. E. Wilson, III, with George Ebra and Maeve H. Foster; Walter M. Beattie; Percil Stanford; Clavin Fields with…

At the second day of hearings on training needs in gerontology the witnesses were Stephen Kurzman accompanied by Arthur S. Flemming, John Lapp, Gerald D. LaVeck; George Maddox; Elias Cohen; Wilma Donahue; Brin Hawkins with Lettie Graves and Yolanda Owens; and John B. Martin. (MS)

The purpose of this brief guide is to assist managers in the process of selecting personnel to fill training vacancies. It describes key steps in the selection process and provides a means for accomplishing these steps in a systematic fashion; however it is not intended to make selection decisions or to supersede personnel regulations. Three major…

The article views power as a potential tool for human resource development (HRD) practitioners and focuses on personal power (the ability to influence others) rather than on role power (the right to influence others). Manipulation is discussed as a way to exercise personal power. (Author/BP)

Presents a model for developing a strategy for training evaluation, according to the purpose of the evaluation or who is being evaluated. (MF)

The author presents strategies, taken from recent research on effective teaching, that worksite-based trainers may find useful. He covers such areas as (1) course structure, (2) curriculum, (3) classroom climate, (4) structured momentum, (5) guided practice, and (6) targeted individualization. (CH)

Four authors who have experience with contract training present their recommendations for those who want to become contract trainers. Topics covered include program design, audience analysis, and marketing the trainer. (CH)

This study was designed to determine potential professional development needs of individuals working in the training and development field. More specifically, the intent was to assess the perceptions of training and development professionals regarding the importance of a variety of competencies to the performance of their jobs. (Author/CT)

Lists reasons why people shy away from trainer recertification programs, benefits of attending such programs, and considerations that users and purchasers of training programs might keep in mind in order to get the best quality programs and service from their vendors. (CT)

This article seeks to identify the key factors that are important in being successful as a trainer and how to survive for tomorrow. It draws on research carried out in the United Kingdom and sponsored by the Manpower Services Commission and on many seminars, workshops, and conferences held with trainers and managers in the UK. (CT)

Features documents in "Resources in Education" that describe how the following occupational groups handle conflict: nurses, school superintendents, city managers, board members, teachers, and training directors. (PD)

Career guidance at the beginning of training can play an important part in developing a student's interest, attitudes, and expectations. The instructor of a trade should be prepared to present all aspects of the job, not merely the more attractive. (DS)

Teacher trainers may react to metrication in one of three ways: ignore it; mistakenly believe it is being taught in science courses; or investigate the Systeme Internationale (SI) metric, learn it, and teach it. Specific reading materials are recommended, and ten actions for industrial teacher educators are suggested. (AG)