Creative training and development of creative problem-solving skills for employees is vital if a business is to grow and flourish in the 80s. Trainers should allow course participants to learn creative problem solving as well as permit training to be the catalyst for changing employee attitudes. (JOW)

Describes a strategy-based learner-controlled instruction model. Strategies involve predetermining training results; recognizing the prior experiences of employees; using the real work world in training; evaluating actual performance; providing immediate and continuous feedback to employees; self-paced training; and self-managed training. (CT)

Discusses the strengths and weaknesses of videodisc compared to other media, cost compared to other hardware/software costs, and the cost effectiveness of using videodisc in training. (JOW)

Two different approaches to measuring the results of training programs are described: (1) direct results measurement and (2) measuring results retrospectively. A sample mail survey to measure utilization of training is included. (CT)

Discusses why measuring behavior change is an effective way to project how the training program is contributing to the objectives of the organization and reducing operating costs. (CT)

The author presents notes taken from several talks by Malcolm Knowles. Topics include major forces affecting education; administrative involvement in training; and the use of functional work groups. (CT)

One consistent criticism of group involvement is poor leader preparation. The apprenticeship model provides an alternative to an experience-based training model. The development of skills should be graduated, allowing the leader to assume responsibility commensurate with level of training. (Author)

Key elements to ensure the effectiveness of training include (1) systematic development of instructional materials; (2) a means of preparing trainers; (3) techniques to transfer training to job performance; (4) materials to support administration and management of trainees; and (5) systematic measurement of program effectiveness. (SK)

A case study of what one company did to increase the productivity of its sales force and generate cost savings by using computer-assisted instruction to teach salespeople at regional offices. (Editor)

Significant control of efficiency and quality in delivering training is achieved by specifically defining the target trainee in terms of prerequisite abilities and learning needs (learning objectives), measuring those abilities by prerequisite testing and pretesting, and responding to differences in planned ways. (CT)

Discusses a universal foundation upon which a comprehensive supervisory training program may be built. Individual businesses can modify the basic plan, which was developed by the International Labour Organization, to fit their needs. (JOW)

Because of increased training needs, caused by complex products and employee turnover, Honeywell provides trainers with training packages which facilitate more effective teaching of new production workers. (JOW)

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)

A statistically proper method for evaluating change in cardiorespiratory performance as a function of experimental condition is presented.(JD)

Describes visual aids for training meetings and suggests how the trainer can use them: chalkboards, markerboards, magnetic boards, hook-and-loop boards, corkboards, menu (changeable letter) boards, and easel and presentation boards. Also lists product manufacturers/suppliers. (MF)