Argues that training improves whenever the trainer keeps the focus learner-centered instead of egocentric, and that the learner's literacy competency and the training objective are the two variables that should determine which training presentation mode to select. A model showing these interrelationships is presented. (Author/JD)

Describes the use of a self-study videocassette course on planning and presenting video training to teach organizational subject matter experts (SMEs) how to develop training materials on videotape. A preproduction timetable is included which lists events and when they should be scheduled prior to production day. (MBR)