Training supervisor at Citibank accepts role as manager and considers aim to increase corporate earnings through cost-effective training. Based on an address delivered at the First Annual Training in Business and Industry Conference in New York, New York. (DS)

Article discusses how the extension educational specialist can aid school districts in developing successful research and development and in-service education programs. (Author/MM)

Article describes the changing concern from how to why for total organization development. (MM)

Two national firms with standardized marketing schemes employ persuasion rather than instruction in teaching an employee to sell. Students leave for their first assignment convinced of success in spite of a lack of skill. (JB)

United Aircraft's training program teaches basic skills to the disadvantaged after they have been hired. (RK)

Twenty trainable mentally handicapped adolescents and adults received 15 training sessions involving discrimination of pictured objects representing five categories from unrelated objects. (Author/GW)

An argument centered on perceptual-motor training as an educational fad and a criticism of training approaches. Paper presented at the annual meeting of the American Orthopsychiatric Association (New York, New York, 1969). (RJ)

Both society and the individual student need a deliberate and conscientious attention to the development of listening skills. It is felt that the T-Group setting is an excellent vehicle for this development. A tentative design is proposed through attention to key factors of content and style of training. (Author)

Suggests how to use student critiques as a means of testing program suitability. (RB)

How to establish an integrated training system which balances the training requirements of the present, routine training, against those of the future, development training; and concentrates on that which is needed and that which contributes to departmental and company effectiveness. (RB)

A course of instruction in psychological and psychiatric principles for tutors of pre-clinical students to prepare them to guide students' academic progress and social adjustment. (IR)

The paradigm was utilized to train professionals in the skills of attending behavior, expression of feeling, and reflection of feeling. Results showed that all trainees evidence significant learning of all three behavioral skills in a short period of time. Significant pre to post treatment differences occurred on all criterion measures. (Author)