Describes an empirical study that was conducted to examine the performance of expert search intermediaries from Chemical Abstracts Service. Highlights include subject-independent and subject-dependent expertise; a model of the use of subject-specific knowledge; and implications for computerized intermediary systems and for training human…

This study examined the effectiveness of using "subject-performed tasks" to improve memory efficiency of eight autistic children. The procedure involved instructing children to carry out and later remember a series of actions. The procedure's effectiveness was attributed to autistic subjects' lack of verbal encoding strategies and…

Tips for human resource professionals using televised instruction include rehearsing, observing others, being physically and emotionally prepared, trusting the director, dressing in appropriate colors, using variety and graphics, being oneself, and discussing logistics with trainees before beginning to teach. (JOW)

Describes a submethodology for using information from the analysis phase during the design phase when developing technical training. The development of instructional materials is discussed; Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model and Gagne's events of instruction are compared; and the development and use…

The biggest concern about resistant trainees are problems their lack of learning can create later. One way to deal with resisters is to establish a link between the person, the job, and the organization's goals. (JOW)

This interview with Sunil Weeramantry, a World Chess Federation Master, examines his initial involvement in the world of chess, changes in the field of chess, the role of mentors, the qualifications and role of the chess coach, and the development of chess talent in young children. (DB)

De Valk examines three group dynamics that challenge every trainer: groups that are too large, groups that are reluctant to talk, and groups that talk about everything but the issue at hand. Beary describes nine ways in which trainers can use questions to enhance the learning process. (JOW)

Discusses decision making and suggests that using simulation techniques based on a sophisticated decision support system facilitates the identification of utility-maximizing strategies. The negotiation training model is described, and preliminary results based on simulation runs are reported. (LRW)

Discusses tacit learning, the bringing together of mind and body by practice, and how to incorporate it into training. Includes descriptions of exercises that reveal tacit knowledge. (JOW)

This condensed version of the American Society for Training and Development's annual state of the industry report highlights the practices that distinguish leading-edge firms from average organizations in how and to what degree they train. (JOW)

Discusses ways to embed customer service learning and customer loyalty including making customers think, examining every aspect of customers' service encounters with staff, providing follow-up, making learning fun, and involving customers in your business. (JOW)

Describes a framework for designing an electronic performance support system (EPSS) that reduces the requirement for more traditional forms of training. An intervention summary table is provided that includes five types of interventions, user access, user type (expert and/or novice), purpose, and difficulty. (Author/LRW)

Examines the differences between traditional training and performance improvement. Highlights include the role change for human resources professionals from managing employee training to shaping strategic plans for the organization; incorporating a systems approach; engaging a task force; and enlisting top management support. (LRW)

Discusses the importance of situational factors in training program development, particularly in programs intended for professionals in the fields of mental health and social welfare. Proposes a methodological manner for selecting situations relevant to future tasks that revolve around the role the professional is expected to fulfill. (Author/LRW)

Offers suggestions for international training: tone down natural assertiveness, be flexible about time, do not use group participation, expect problems with logistics, and expect the best. (JOW)