This study examined the relative effectiveness of different media in presenting modeling stimuli to adult trainees in a supervisory skills training program and assessed their satisfaction with the training and their performance. Eighty undergraduate students were randomly assigned to one of four conditions--audio only, text only, audio plus text, or video plus audio--for training which focused on developing their skills in coaching an employee for improved performance. A videotape with or without the video image and a typewritten transcript of the videotape were used in different combinations to present the training, which consisted of an introductory discussion of coaching by a trainer, a modeling example in which a supervisor coached an employee using six key behaviors, and a group discussion in which the trainer and a group of trainees (actors) discussed and critiqued the model's use of the key behaviors. It was found that all four conditions were equally effective in terms of learning recall, although audio alone was found to be superior to video plus audio in terms of actual use of the newly acquired supervisory skill. Nonverbal behavior was not affected by the media, nor were there any significant differences in training satisfaction as a function of the media used. A 27-item reference list is provided. (RP)