Any organization with a comprehensive training program has a leadership development curriculum. These programs include everything from conventional classroom learning with guest speakers to high-tech simulations and lavish retreats. There also may be mentorship thrown in, as well as multiple job rotations. Despite the well-rounded curricula, many…

The author gives five impressions on the state of evaluation of training programs in industry. He takes the position that evaluation is given short shrift. (IRT)

Discusses the need for training and education in new skill areas. Points out that the right people often do not get the right training. Too often engineers and skilled workers are trained to the exclusion of supervisors and operators. (JOW)

Although corporate motives for training tend to be short-term, functional, and mission-oriented, more and more corporations and institutions of higher education are cooperating to offer employees classes carrying college credit. (Author/IRT)

Discusses the British attitude to training in general. Concentrates in particular on training in information technology and the response of managers. (SK)

Management must manage more cost effectively if it is to survive; every function must demonstrate its value-adding performance. Procedures such as training value analysis help make decisions about the value of programs and improve the return on investment of the training function and the organization it serves. (JOW)

Noting the vital importance of a trained work force to our national economy, the chairman of Bell & Howell Company states that industry must assume a leading role in the education and training of American workers. He calls on industry to organize its training resources to meet its needs. (PD)

Discusses the importance of employer-sponsored training programs as a way of improving productivity both on a cost-benefit basis and through meaningful employee personal growth. (JOW)

Presents background information about terminology, the extent of corporate commitment to training, and the trainer's role before dealing with programs to train trainers. Recommended are training programs for trainers that provide multiple opportunities for interacting with other people under both simulated and real conditions. (Author/MER)

Although postmodernism suggests multiple realities, the predominant view of workplace learning is that realities are explainable in terms of competency-based standards, uniform syllabi, and narrow beliefs about how learning should be managed and measured. These practices are linked with image, market share, power, and control in enterprises. (SK)

The person responsible for skills training in an industrial company has a greater role to play than simply linking hardware and people. The training department should also contribute to the organization's productivity. (SK)

Examines work experience in the Youth Opportunities Programme and summarizes guidelines that should be useful to those running work experience programs and those involved with any industrial training that involves work experience. (JOW)

Reports on the expanded role of telecommunications in education, especially the computer networks that are developing on college campuses such as University of Minnesota and Carnegie-Mellon University. Discusses how the growing importance of telecommunications will affect policy in the management of higher education. (PD)

Rapid technological change is inevitable, and employees must develop some means of coping with such change. Two means of coping are suggested: an extension of industrial democracy, and an entirely new initiative to extend education to the place of work. (CT)

In the factory of the future, emphasis on quality and increased productivity creates a competitive advantage. People and computers work together in all major activities. Training is a major factor in creating that competitive advantage. (JOW)