Creative training and development of creative problem-solving skills for employees is vital if a business is to grow and flourish in the 80s. Trainers should allow course participants to learn creative problem solving as well as permit training to be the catalyst for changing employee attitudes. (JOW)

Describes a strategy-based learner-controlled instruction model. Strategies involve predetermining training results; recognizing the prior experiences of employees; using the real work world in training; evaluating actual performance; providing immediate and continuous feedback to employees; self-paced training; and self-managed training. (CT)

Key elements to ensure the effectiveness of training include (1) systematic development of instructional materials; (2) a means of preparing trainers; (3) techniques to transfer training to job performance; (4) materials to support administration and management of trainees; and (5) systematic measurement of program effectiveness. (SK)

A case study of what one company did to increase the productivity of its sales force and generate cost savings by using computer-assisted instruction to teach salespeople at regional offices. (Editor)

Discusses a universal foundation upon which a comprehensive supervisory training program may be built. Individual businesses can modify the basic plan, which was developed by the International Labour Organization, to fit their needs. (JOW)

Because of increased training needs, caused by complex products and employee turnover, Honeywell provides trainers with training packages which facilitate more effective teaching of new production workers. (JOW)

Four authors discuss the benefits of using games and icebreakers in workshops and training situations and give examples. (JOW)

Three groups of strategies for overcoming trainee resistance are (1) preventing (distracting, assuming a "one-down" position, baiting, preempting, linking); (2) circumventing (refraining, disengaging); and (3) using resistance (treating it as substantive agreement). (SK)

The author presents suggestions concerning the use of video in training programs. Suggestions involve viewing angles, use of humor or animation, models, subtitles and repetition, note taking, feedback, number of viewers, visual and auditory distractions, and use of data. (CT)

The increasing worldwide use of the metric system is leading the United States into abandoning the English system of measurement and undertaking the monumental task of converting to the metric system. Great Britain offers valuable training experience to the United States with their seven year lead into metrication. (DS)

Author proposes a system of manufacturing management training where the return on investment can be measured in dollars and cents. (GB)

Presents a study which looked at the ways in which managers affect employees' careers. The study resulted in the formation of a proposed schedule for a training program and a career planning process model. The authors also suggest a possible set of feedback guidelines. (CT)

Sales training programs require continual evaluation. The authors present a conceptual model of the interrelationships of planning, training, evaluation, and modification (IPTEM) in corporate sales training programs. (CT)

The author discusses computer teleconferencing and electronic bulletin boards (EBB) and gives reasons why trainers need to understand this technology's potential in international training. An evaluation of the use of an EBB in an undergraduate engineering course is provided. (CT)

Reviews 10 steps which serve as guidelines to simplify the creative process of producing a video training program: (1) audience analysis, (2) task analysis, (3) definition of objective, (4) conceptualization, (5) visualization, (6) storyboard, (7) video storyboard, (8) evaluation, (9) revision, and (10) production. (LRA)