Delineates the differences between simulators and training devices, and discusses the possibility of inadequate training when simulators are used as training devices. Guidelines for appropriate training device development using a behavioral learning approach are presented. (13 references) (CLB)

The author describes the implementation of a training program at her manufacturing-based company. She covers such program tasks as recruiting trainers, preparing new employee orientation programs, recruiting participants, and providing communication training. (CH)

This article considers trends in recent consultation research from the standpoint of themes or emphases that are emerging rather than from a methodological perspective. The effect of those patterns is considered on future research and practice. Some directions for enhancing the database of consultation are presented for trainers and practitioners.…

Presents results of an evaluation of a training workshop on sexual harassment for counselors at the University of Michigan. Reviews literature on harassment at American universities. Reports that the workshop had a significant effect in changing the attitudes of participants (especially men). (KH)

Examines some of the difficulties in peer tutoring and points out the dilemma of whether to emphasize the tutor component (apprentice model) or the peer component (colearner model). Offers a solution that incorporates elements from both stages, one that treats tutors developmentally. (NKA)

The effectiveness of a training program in conversational skills was evaluated with seven community-dwelling mildly and moderately mentally retarded adults. Training sessions consisted of instructions, modeling, and behavioral rehearsal. Substantial improvements in targeted behaviors in generalization settings was found after treatment and…

Subjects were four learning disabled students (ages 9-10) with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity exhibiting mixed results. (Author/JW)

Three severely retarded adult males were taught to use a side-of-the-foot soccer pass, using a nine-step stimulus-response chain. Intensive physical prompts were provided initially, then systematically faded. The three trainers achieved the no-prompt criterion after 24, 29, and 22 sessions, respectively. (Author/JW)

Discusses the peer-training model, opposition to the plan, major objectives of the model, strategies for motivating employees to train and for making training a priority, training the trainer, ongoing training in the work units, and benefits of the program. (CT)

Steps in a small business analysis are discussed: understand how company activities interact internally and with markets and suppliers; know the relative importance of controllable management variables; understand the social atmosphere within the company; analyze the operations of the company; define main problem areas; identify possible actions…

Vocational education offerings can be linked with employment opportunities by identifying specialties and sub-specialties of the primary occupation and then listing the occupation titles to determine the training program's organization and to name its component courses and units. Such linkages benefit the employer, the school, and the student. (CH)

The author discusses learning curves versus performance curves. He examines how performance curves are created, how they are used, how they evaluate performance, and how they can be used as analysis tools for training system performance. Case studies are included. (CT)

The dual training system (in-company vocational training with supplementary vocational school after completing the regular compulsory years at school) as it operates in the Federal Republic of Germany is examined. The way in which dual training takes place, starting with vocational guidance and progressing to the first job, is explained. (CT)

Advocates use of the systems approach to improve preservice teacher training programs. Describes components of the model developed by N. L. Gage and others: diagnosis of needs, programed training, nonprogrammed training, practice, assessment and revision, and classroom assignment and follow-up. (JHZ)

The author points out that the experiences of women and children closely affect each other, yet in development programs over the past 20 years projects have been designed either for one group or the other--but seldom with both in mind. She provides examples of successful programs that focus on both groups. (CT)