Offers suggestions for international training: tone down natural assertiveness, be flexible about time, do not use group participation, expect problems with logistics, and expect the best. (JOW)

Provides 10 guiding principles related to online learning: (1) know your business, (2) market, (3) respond to needs, (4) know infrastructure, (5) test, (6) create impact, (7) use support systems, (8) use games and simulations, (9) use short modules, and (10) link people through the Web. (JOW)

Although online training is causing restructuring in some companies, content is still predominant and can be delivered without the Internet, for example, through self-study books. Companies should deliver training in the best format for their employees. (JOW)

Discusses encouraging creativity and innovation in an organization. It examines creative training, creative problem solving, fostering creativity, how several corporations are teaching creativity to employees, what chief executive officers think of creativity workshops for employees, and the difference between the logical and creative approaches…

Compares the cost factors of on-the-job training and formal classroom instruction and describes situations in which each method would be cost-effective. (SK)

The author developed an instructional-design model consisting of four simple steps. The model is in a circular format, rather than the usual linear series form, so it is named the training wheel. (SSH)

Ways to encourage student involvement in the learning process are suggested. These include writing activities, sub-group activities, discussion of questions given &y the class, and participation during a film presentation through fulfillment of specific objectives. (EC)

A method for developing skills among trainers working with small groups focuses on the following areas of trainer skill development: content, design, methods, leadership, participation, adult learning, visuals, and time. Variations to the method are suggested, and the strengths and weaknesses of the process are discussed. (EC)

Discusses the strengths and weaknesses of videodisc compared to other media, cost compared to other hardware/software costs, and the cost effectiveness of using videodisc in training. (JOW)

Two different approaches to measuring the results of training programs are described: (1) direct results measurement and (2) measuring results retrospectively. A sample mail survey to measure utilization of training is included. (CT)

Significant control of efficiency and quality in delivering training is achieved by specifically defining the target trainee in terms of prerequisite abilities and learning needs (learning objectives), measuring those abilities by prerequisite testing and pretesting, and responding to differences in planned ways. (CT)

Describes visual aids for training meetings and suggests how the trainer can use them: chalkboards, markerboards, magnetic boards, hook-and-loop boards, corkboards, menu (changeable letter) boards, and easel and presentation boards. Also lists product manufacturers/suppliers. (MF)

Explores why the implementation of active, experiential learning, such as role playing, is often difficult and risky. Offers strategies that allow trainers to be sensitive to the plight of participants in experiential learning situations. (JOW)

Looks at the Marine Corps approach to training in light of the history of corporations borrowing heavily from military training tradition. (JOW)