THE STUDY OF INDUSTRIAL TRAINING AND EDUCATION AT MOTOROLA, INC., COMPARED THE MOTOROLA EXPERIENCE WITH PREVALENT THEORIES AND PRINCIPLES OF PERSONNEL DEVELOPMENT. EMPLOYEE SURVEYS AND INTERVIEWS, TENATIVE AND FINAL COURSE OUTLINES BASED ON SPECIFIC NEEDS OF SUPERVISORY, CLERICAL, AND TECHNICAL PERSONNEL, EVALUATION SHEETS FOR PARTICIPANT FEEDBACK, AND ADDITIONAL FOLLOWUP COURSES AS NEEDED WERE USED IN THE SUCCESSIVE STAGES OF THE TRAINING CYCLE. IN 1962, THERE WERE 128 COURSES BEING OFFERED IN EVENING MANAGEMENT AND TECHNICAL TRAINING INSTITUTES AND IN LARGELY JOB ORIENTED DAY PROGRAMS, TOGETHER WITH SPECIAL UNIVERSITY LEVEL TRAINING PROGRAMS OUTSIDE THE PLANT. EXCEPT IN CLASS SCHEDULING AND EVALUATION TECHNIQUES, A CLOSE SIMILARITY WAS FOUND BETWEEN THE MOTOROLA PROGRAMS, DEVELOPED IN LARGE PART AFTER THE 1958 REORGANIZATION OF THE TRAINING AND EDUCATION DEPARTMENT, AND THE CRITERIA, METHODS, AND PROCEDURES SUGGESTED BY AUTHORITIES ON TRAINING AND DEVELOPMENT. (THE DOCUMENT INCLUDES AN APPENDIX, TWO TABLES, 21 REFERENCES, A HISTORICAL REVIEW, AND APSECTS OF PROGRAM ADMINISTRATION.) THIS M.S. THESIS IS AVAILABLE FROM NORTHERN ILLINOIS UNIVERSITY, DEKALB. 95 PAGES. (LY)