For a workshop to be successful, it must have characteristics such as organization, acceptable pace, well-defined objectives, and adequate facilities. Trainers court disaster if these are not present. Includes symptoms of dysfunctional behavior by participants, causes of this behavior, and strategies to deal with it. (JOW)

Four major considerations must be taken into account when planning a training program: content, external constraints, skills and preferences of faculty, and learning styles of participants. Understanding differences in learning styles can significantly affect the outcome of training. (JOW)

Presents a method for socializing trainees into the learning environment, including a model of organizational socialization, applications in training, and instruments for assessing socialization. (SK)

Twenty training professionals in different occupational groups rated eight steps in the training process from development to execution to evaluation. Accountability proved to be a key factor in training success, while needs assessment is usually not well executed. (SK)

Study of causes of poor performance not correctable by training is an example of the non-training problems trainers were expected to solve. (Author/RK)

The authors report data from a survey of perception of training from the viewpoint of the organization, the trainee, and the trainer. The article also presents a sample of the strategies traditionally available for improving these perceptions. (CT)

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)

Discusses definitions of learning disabilities and strategies for identifying and accommodating learning disabled adults during job training. (SK)

Results of a questionaire sent to twenty five firms in Atlanta asking the question: What five major qualifications are you looking for in hiring a management trainee with a college degree?'' (GB)

To improve an ongoing training session, the author suggests holding 20- to 30-minute evaluation meetings at the end of each day. Trainers and representative trainees identify learning problems, air issues, and propose modifications for the next class or session. (SK)

A study of five organizations examined employee motivation regarding the pretraining environment. Findings support the assumption that employees will be more motivated of supervisors are supportive and if they view attendance as voluntary. (JOW)

An instructional methods inventory was completed by 200 geologists and geophysicists, 117 of whom had just completed a technical seminar. Results indicate that field trips, illustrated lectures, and small-group simulations are highly effective instructional techniques. Results also indicate that four and one-half day seminars are preferred. (CH)

Presents a model for developing a strategy for training evaluation, according to the purpose of the evaluation or who is being evaluated. (MF)

Ways to improve communication, comprehension, and language skills and to adapt strategies and media to emphasize visual aspects are suggested to accommodate hearing impaired trainees. (SK)

Examines a training program to prepare managers for business, technical, and social changes facing them. (DS)