A bibliogrpahy of about 4,000 entries was compiled as a first step in assessing the state of the art of the systems approach to training (SAT). It was concluded that the voluminous SAT literature reveals an underlying confusion concerning the nature of SAT. The same terms are used to refer to different methodologies, thereby yielding the illusion of a greater degree of agreement that actually exists. A great deal of empirical research is needed to further refine and articulate the SAT concept. The bibliography which forms the bulk of this document is divided into 18 sections, each covering a topic important to training program development. The topics include those which are considered by proceduralized SAT manuals, such as: task analysis, specific behavioral objectives, sequencing, media selection, methodology selection, and evaluation. Also included are topics which must be considered in the design of efficient training programs but which are neglected by the proceduralized manuals: instructor training, instructional management, cost, human engineering, simulation, innovation, and educational technology. The remaining sections are: instructional systems development, programed and computer-assisted instruction, job analysis, task taxonomy, and systems analysis/operations research. (Author/PF)