Describes intellectual capital--employees' brainpower, know-how, knowledge, and processes--and knowledge management--the processes by which a company creates and leverages intellectual capital--as the primary sources of competitive advantage in many industries. Offers ways to measure intellectual capital, a glossary, and additional resources. (JOW)

Describes ways to train employees on a tight budget and cut training costs. Offers ideas such as using local colleges, negotiating outsourcing costs, using computers, making good use of experts, and sharing resources with other companies. (JOW)

Bad diversity training programs can be damaging. The case of training gone awry at the Federal Aviation Administration (in which participants filed formal complaints and investigations followed into the specific training practices used) illustrates the importance of careful development of diversity training. (JOW)

Describes how a regulated utility company redesigned its entire training curriculum in six months. Offers a step-by-step guide to the five-phase project and includes shortcomings for the process. (JOW)

Discusses factors that keep external training companies from being dragged down with the rest of the economy during a recession. They include creating a clear image for the company, satisfying customers, marketing, and maintaining a broad client base. (JOW)

Provides a four-step plan for creating a new training department: (1) Lay a strong foundation; (2) manage expectations; (3) make quality the highest priority; and (4) build relationships. (JOW)

Describes the evolution of performance from a training to a performance perspective. Describes four phases, looks at implications for the trainer, and suggests that the next phase will have to do with leadership. (JOW)

Offers a simple, high-impact exercise that uses individual, paired, and group reflection to enhance and consolidate the learning that is occurring in training sessions. (JOW)

A modification of Donald Kirkpatrick's model suggests use of a training-impact tree to identify variables that could establish links between training and organizational values. Steps include identifying organizational values and practices; identifying skills, knowledge, and attitudes; defining scope and purpose of evaluation; gathering data; and…

Discusses the five powers of questions when used in training situations: (1) questions demand answers; (2) questions provide in control; (3) questions provide information; (4) questions get people to take on and solve their own problems; and (5) questions reveal how people think. (JOW)

Trainers must be creative, use technology, and look outside the organization in dealing with the financial constraints of a downsizing environment. Trainers must link their program to the company's strategic plan and be prepared to do more with less. (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)

Provides a definitive guide to the tools and terms of competency modeling, the idea of testing for competence rather than intelligence. (JOW)

The process by which Eastman Chemical changed their training program when the company restructured yields recommendations for those in similar circumstances: have a powerful, high-level person lead the project, and work with a team of high-potential or experienced employees. (JOW)