Author outlines two basic session plans and sets down guidelines for a successful training program. (Editor)

The article deals with the theory that the educator as internal consultant has the responsibility to persuade today's management not to choose tomorrow's leadership on the basis of yesterday's standards. (Author/EK)

The article reappraises initial sales training and presents a program emphasizing objectives, responsibility for training, program content, and teaching techniques. Formal Initial Responsive Sales Training System (FIRSTS) is the name of the program explored and evaluated. (Author/MW)

Emphasizing the relationships between the objectives and identified competencies of an instructional program to the method and media used, the author discusses the timing of the method/media decision and a basis for making selections. Presents a three-page flowgram depicting essential considerations in method/media selection. (EM)

Discusses the experiences of two T Groups who, after having worked together, separate and select a leader for each group. During tests, these leaders are exchanged resulting in different reactions. (EK)

Projects a greater degree of success in developing management abilities in trainees by modifying and controlling human behavior. (EK)

Presents guidelines for designing a training program having a proper blend of didactic (instruction) and experiential (process) learning methods. Covers two major dimensions to consider in determining the appropriate blend of didactic and experiential methods: utility (how the learning will be used) and the nature of the learning. (EM)

Examines criteria useful in deciding which instructional strategy is optimally appropriate for a given training program. Topics include instructional strategy and training design, curriculum-oriented criteria, organization need and environment, behavioral goals, and nature of the learner, objectives, and curriculum. (TA)

The project training design presented is an integrated approach to management development aimed at optimizing the transfer of training back to the work situation. This design combines some of the effective elements of classroom learning and job-based learning systems. (KP)

Describes a program in which industrial supervisors attended training sessions to improve their report writing skills. Training methods were based on case studies and included role plays and simulations. Suggestions for improving the program are included. (CT)