Expresses concerns about "consultants" who, without real professional qualifications, put on a performance instead of conducting training. (SK)

Discusses a method for identifying candidates for open management slots who not only meet technical requirements but also have good management and administrative skills. (JOW)

Explores the four key concepts to be considered in the subject of regulation: standards, ethics, certification, and licensing. The authors then examine the advisability of each for instructional technologists. A summary of terminology, including definition and function, is included. (CT)

Employers place less emphasis on experience and much more on adaptability. They want people who can learn. However, at the lowest stratum of the service sector, jobs are being dumbed down so that a worker has only to obey commands of smart machines ("Touch french fry icon now"). (Author/JOW)

Forces that will affect trainers into the next century include rapid change, information overload, globalization, downsizing, empowerment, and remote worksites. Key characteristics of a 21st-century trainer include performance orientation, technical skills, social skills, self-employability, bilingualism, and international competence. (JOW)

Because organizations need to be broader based and cross-functional, workers must have broader expertise as well as deep specialized skills. Cross-training and teamwork are essential. (SK)

The author notes that before any training takes place, managers must know their responsibilities as advisors, coaches, reinforcers, and positive models. They must understand that, if they fail to fulfill those roles, their subordinate supervisors probably will not use their new skills on the job. (SSH)

Teachers who seek training positions in business and industry should possess the following qualifications: business knowledge; creativity; planning; organizational and supervisory skills; flexibility; and awareness of adult learning approaches. (SK)

Presents the cases for and against advanced degrees for human resource development professionals. Notes that degree programs offer theory and internship experience, but there is such wide variety that employers cannot be sure of the quality of graduates. (SK)

Training managers discuss aspects of their job that must be learned on the job, rather than in training. Examines the value of line managers, the goals of the training director, the responsibility for management education, and the ideal training department. Examples are presented from various companies. (CT)

Discusses constructing the competency model to replace job descriptions. Focuses on potential users and benefits. Describes the application of a competence assurance system by a pharmaceutical division. Reviews how objectives are formed and how the sales representatives and others are benefitted. (CSS)