The article discusses some of the aspects of production quality in the designing of video training programs as they relate to training objectives. (BP)

Two important components of performance, selection and placement of personnel and the motivational environment created by an organization, influence what a trainer can reasonably expect to accomplish in a training program. The implications of these components for training program success are examined. (EC)

The author believes that one benefit of a clear philosophical view of training is consistency of effort and results. He includes a list of questions which can be used to identify significant training beliefs. (JOW)

Gives specific recommendations for the effective use of behavioral objectives in planning, designing, delivering, and evaluating training. (SK)

Suggests ways to minimize the risk of training failure and ensure that training accomplishes its objectives. Explains key differences to be learned in order to use the appropirate method of applying quality assurance and quality control. Examines five quality factors to be measured, including pre- and post-training testing devices. (CT)

The reason for the failure of a training program was the lack of a clear definition of the trainee's needs. The following goals were formulated for a new training program: regroup, identify needs, set objectives, general alternatives, evaluate alternatives, design and develop the program, and test the program. (EC)

Instead of presenting an introductory lecture to a training course, the trainer should neutralize any incipient teacher-pupil relationship, begin to form a class community, correct any nonproductive learning agenda that trainees may have, and encourage trainees to formulate their own incourse and postcourse objectives. (MF)

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)

Pretesting not only helps determine the benefits of a training program, it can actually help trainees learn more. (Author/SSH)

A step-by-step method can determine whether training programs match the training needs as expressed by rated objectives. Trainers calculate the time devoted to each objective while the program users rate the importance of each objective. The match between importance and time is a measure of program efficiency. (LRA)

Twelve training experts discuss their views on the efficacy of sales training in relation to organizational budget and sales success. (WL)

If management's motives are clearly aimed at improved performance for individual and organizational growth, and if the process is applied faithfully both in spirit and in action, a measurable return on investment is virtually guaranteed. Therefore, the author calls for an effort that would integrate the performance-evaluation process into an…

Discusses the love/hate relationship that the human resources development community has with corporate training programs. Indicates three major objectives of effective programs: (1) build generic management skills; (2) build skills and knowledge applicable to a particular organization; and (3) forge and maintain a cohesive corporate culture. (JOW)

Presents a series of articles on training trainers. Sample articles include (1) course description and objectives for train the trainer activities and (2) questions trainers should consider in soliciting participant feedback. (CSS)