Describes the Training Effectiveness Algorithm, a systematic procedure for identifying the cause of reported training problems which was developed for use in the U.S. Navy. A two-step review by subject matter experts is explained, and applications of the algorithm to other organizations and training systems are discussed. (Author/LRW)

Developed and systematically evaluated a prototype set of procedures called the Freshman Athlete Scholastic Training (FAST) program. Describes the design of this applied program and evaluates its efficacy in improving the academic performance of freshman student athletes, male and female, from a variety of athletic programs. The FAST program…

Correspondence training (in which verbalized promises and accurate self reporting of their fulfillment were both reinforced) was used to improve the generalization of social skills training in three mentally retarded adult males. After correspondence training targeted behaviors increased in the generalization setting and this increase was…

The study evaluated the effectiveness of an assertiveness training program with three young adult male stutterers. The program included instruction, modeling, behavior rehearsal, feedback, social reinforcement, and homework. Results indicated substantial increases during employment interviews in such target behaviors as responding to pejorative…

This symposium is comprised of an introduction and four papers on aspects of amateur wrestling. Discussed are medical problems of wrestlers, basic conditioning principles for high school wrestlers, the role of the physician in advising wrestlers about nutrition, and safe weight-loss practices for wrestlers. (MT)

This article discusses the role of the auditor and describes a seven-stage training audit model currently being employed by a multinational United Kingdom bank. Stages include familiarization, auditing the client, auditing the program, auditing the program organizer, auditing the consumer, presenting the report, and tasking action agencies. (CT)

The authors focus on that aspect of continuing education which follows the continuous period of formal study before entering main employment. They maintain that such education should not draw artificial boundaries between education and training, between vocational and general education, or between formal and informal systems of provision or…

Examines problem areas of training needs analysis (TNA), first by presenting a model of the TNA process, then by listing sources of data available for TNA (based on an analysis of the literature), and finally by proposing a method of choosing appropriate data-gathering techniques for TNA. (CT)

Six hospitalized mentally retarded-behaviorally disordered children were instructed in three feeding skills through praise, time-out, and behavioral rehearsal. Results indicated positive behavior change in training sessions and in immediately succeeding sessions during which training was withheld. (Author/CL)

Looks at how trainers can use managers and participants as resources in drawing up workshop objectives. Emphasizes planning as a critical first step in creating an effective workshop design. Examples focus on a one-day supervisory skills training workshop. (CT)

Discusses procedures that a consultant can use in a workshop for cross-cultural training to facilitate the acquisition of global knowledge, broad-minded attitude, flexible communication skills, and adaptable behavior by international managers and technicians in multi-national corporations. (SED)

Discusses the growth rate of marriage and family therapy education, and the increase in the use of marital and family therapy rather than traditional approaches by practitioners and consumers of mental health services. Theoretical and clinical training in these areas are discussed. (CT)

Reports on the problem of adult functional illiteracy in the workplace and discusses how some companies and business-sponsored organizations are dealing with this problem. Describes Polaroid Corporation's in-house literacy training program in detail. (CH)

Examines the history of the Motorola Company, its use of human capital as a strategic resource, hours and dollars committed to training, and the fact that Motorola owes its strong common culture and much of its success to the large number of long-service employees. (CT)

Describes a survey of "Training" readers that asked: (1) Does your organization conduct basic technical skills training? and (2) If you do provide technical skills training, what subjects are you covering? Results are reported and discussed. (CT)