After a nationwide search, the NASP PREPaRE Workgroup recently invited Brian Lazzaro, Christina Conolly-Wilson, and Melinda Susan to join the workgroup. This was done in an attempt to meet the ever-increasing demand and associated duties that accompany the dissemination of the PREPaRE Crisis Prevention and Intervention Training Curriculum. In this…

Discusses the advantages of using subject experts in a training task force to develop a training program. The advantages include a short time frame, credibility, lack of errors, and staff exposure to top management. (JOW)

Discusses an effective way to develop a training program in a few days or weeks without shortchanging the company or the participants. (JOW)

Discusses the relationship between training effectiveness and one's reputation for being/for doing. Lists values important in achieving a long-term reputation for effectiveness and actions that will help build a reputation of which one can be proud. (JOW)

Trainers from different organizations who share ideas and strategies benefit from the experiences of their colleagues. Creative trainers are discovering a cooperative approach to the development and delivery of training. (JOW)

Describes facilitative training which recognizes that unidirectional imparting of knowledge is a limited view of training, and that involvement, accountability, and feedback are essential elements for effective learning. (Author/JOW)

Reviews options for training first-time computer users and discusses the pros and cons of three basic training approaches--vendor classroom, in-house, and self-paced training. (JOW)

Continuation of a two-part feature on how the exigencies of recession can spark a change of training direction from activity to results. (See CE 512 717 for part one.) (JOW)

Describes a nine-step method to overcome resistance from participants and get the most from using role playing in training. (JOW)

Looks at the nature of resistance and how one trainer deals with problems of resistant trainees. Suggests that the best method is to adapt, step aside, and invite the force of opposition--not to humiliate and destroy, but to regain balance and harmony. (JOW)

Suggests that self-directed learning should be approached with the same systematic rigor as other learning activities and that facilitation requires different skills than classroom instruction or on-the-job training. Includes an interview with Malcolm Knowles, a lesson plan, and facilitator competencies. (JOW)

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)

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…

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)