Instead of presenting an introductory lecture to a training course, the trainer should neutralize any incipient teacher-pupil relationship, begin to form a class community, correct any nonproductive learning agenda that trainees may have, and encourage trainees to formulate their own incourse and postcourse objectives. (MF)

An interview with a professional speaker (Larry Wilson) who is also a professional trainer. He expresses his views on the difference between speaking and training and gives the elements in a good speech that can be applied to training. (MF)

Presents information gathered from organizations with 50 or more employees concerning how the training budget will be spent in 1987 and compares that with information from previous years. Topics include (1) occupations receiving training, (2) use of computers, (3) sources of training, and (4) instructional methods. (CH)

Skill is the crucial element that turns knowledge into behaviors that succeed in the real world. Often "soft skills," such as management, leadership, interpersonal communications, and problem solving, vanish when people are on the job, indicating the need for more effective training programs. (JOW)

Discusses the unique training problems of Witan Associates Limited, a company with Japanese and American employees. Their three-part training program is described: (1) contact with the training company, (2) two-day classroom seminar for all staff, and (3) corporate and departmental meetings. Results of the program are discussed. (CT)

Pretesting not only helps determine the benefits of a training program, it can actually help trainees learn more. (Author/SSH)

Presents an overview of advances in technology-based learning aids and how they can affect training. It discusses five modes of computer-aided instruction applications, creating your own programs, and four types of learner responses to anticipate. (CT)

Describes how Coca-Cola's training department identified problems in the use of a video training package and made improvements that expanded the potential of the corporation-wide training network. (SK)

Delivering training to international audiences at a distance poses challenges. Four factors to consider when adapting training for international delivery are power distance, uncertainty avoidance, individualism, and masculinity. (JOW)

Discusses the ninth annual survey of human resource development personnel to determine how much they budget for training expenses, the types of training those dollars create, how courses are delivered, and so on. Creates a comprehensive picture of training and development in 1990 and provides a yardstick against which to measure an organization's…

Discusses the 45 billion dollars that is spent on training by organizations with 100 or more employees. Addresses who will receive the training, what will be taught, and who will design and deliver the training. (JOW)

Describes Texas Instruments' (TI) attempt to capture the key skills and personal characteristics of outstanding manufacturing supervisors in a competency model derived from research on high performers. The result was a one-day simulation and assessment center that looks and feels like a day on the shop floor. (JOW)

The recession, reorganization of work, and total quality management are spurring emphasis on creativity training in the workplace. A wide spectrum of techniques are being used to influence the generation of new ideas, although documentation of the benefits is difficult. (SK)

Goals of diversity training may be compliance, harmony, inclusion, justice, and transformation. Effective programs are predicated on leadership support, authentic training strategies, and alignment with the organization's goals. (JOW)

Second-language learning is becoming essential for employees of companies with international interests. Some companies draw upon internal resources and others choose commercial language schools and cassette-tape programs. (JOW)