Describes how a company developed a unique training strategy for upgrading its workforce. The on-site training project focuses on new technology at the company, employee motivation, principles of electronics, and hands-on assembly techniques. It meets for 2 hours, twice a week, for 12 weeks. (JN)

Reviews the Metropolitan Atlanta Rapid Transit Authority Police Department training-based promotional system for police officers. Presents a critique of traditional promotional practices and an analysis of relevant case law; offers a theoretical base for a training-based system. Also presents an overview of training delivery, testing, and list…

The staff development teacher facilitates the evolution of a school-based professional learning community focused on improving teaching and learning by being a catalyst for teacher change and reflection. These teacher leaders needed the knowledge and skills to transform individual school staffs into professional learning communities focused on…

Each year thousands of people who may not have had training in education serve as volunteer teachers. This article addresses the question of whether training volunteer teachers can be facilitated by creating partnerships. Options are discussed in terms of team teaching and mentor teaching partnerships for trainees. (Author/MT)

Describes how a new principal learned to be an instructional leader during her first year on the job at Kirbyville Elementary School in Kirbyville, Missouri. (PKP)

At Western Michigan University, the Graduate Center for Research, Writing, and Proposal Development sustains both doctoral students and graduate advising faculty through the doctoral dissertation process and represents one best practices approach that promotes persistence in graduate education--an especially important benefit, given the national…

A teacher of multiply handicapped students describes his approach to training students for actual jobs in the community as well as for use of recreational sites. The approach involves an inventory of skills required by the settings, specific training, and on-site supervision. (CL)

Briefly describes a model of inservice teacher training that emphasizes the importance of coaching support for teachers who are implementing new teaching skills in their classrooms. (Author/RH)

Includes three brief essays that offer practical pointers for managers who handle training for their organizations. Highlights include a training function checklist for executives; questions executives should ask about training; and the cost of unstructured, informal on-the-job training. (LRW)

This article is a combined result of a three years research project on low-skilled learners' experiences as participants of various kinds of adult training and education in Denmark, and the findings of a three years research consortium on workplace learning, summing up and generalizing our various findings as to how low-skilled adults function in…

Andragogy is the art and science of adult education that focuses on real-life application and problem-solving capacity (Knowles, Holton, & Swanson, 1998). This approach emphasizes that training effectiveness is enhanced through trainees' actual performance of the task. Workers learn better when they perceive that learning will help them perform…

The prospects of world economic development are determined by the character of countries' transition to the new stage of development of productive forces: from industrial production, which was dominated by large-scale mechanized machine-driven production, to postindustrial production, which will be dominated by nonmaterial production--the sphere…

Describes an in-house oral communication program that was developed for corporate professionals and which teaches them several strategies for developing informative and persuasive speeches for sophisticated audiences and for general-interest groups. (FL)

Describes the RADIAL model, an approach to in-house organizational communication training, which (1) tailors communication topics to meet specific and changing industry needs; (2) places the training function in the hands of organizational members themselves; and (3) facilitates the transfer of skills from the classroom to the workplace. (SR)

Explains the changes in graduate business education as they relate to human resource development (HRD) and suggests that the HRD specialist can achieve professional growth through accounting, finance, economics, marketing, statistics, management theory training, and practical internships. (MER)