This report on an annual salary survey of trainers (n=2,223) indicates that people at the top received the largest increases and four job categories saw actual pay shrink (especially one-person training departments). Tables depict salaries by region, gender, and the following categories: executives, managers, classroom instructors, instructional…

Describes three scenarios for the future workplace: (1) the Wave--high demand for smart products, high degree of connectivity, high ability of intellectual capital to attract financial capital; (2) the Current--high demand and connectivity, low ability to attract capital; and (3) the Wake--low demand and ability to attract, high connectivity. (SK)

Examines the compatibility between training and development/human resource development and teacher preparation programs. Presents a rationale supporting compatibility based on a common mission. (JOW)

Organizational and workplace changes are altering the work of trainers and consequently their professional development needs. Training and development professionals need a foundation in training design and delivery with the ability to incorporate multiple perspectives, delivery systems, and locations and to be responsive to change. (SK)

Explains how trainers can assess their own competencies and learning needs, citing web resources useful for career development. (SK)

Analysis of 1996-97 to 1998-99 data sets from the Scottish Qualifications Authority and City & Guilds yields an estimate of 300 private training providers, many of which concentrate on vocational qualifications through various government-funded programs. In this area they compete with further education colleges. The private training sector is…

Presents results of the 2002 Human Resource Management Compensation Survey (n=1,084) indicating that salaries for training and development professionals increased only 1.8 percent over 2001. Tables depict salaries at various levels, by geographic area, and by industry. (JOW)

Training for small businesses requires an entrepreneurial rather than a conventional approach. Critical trainer competencies include profiling the business, segmenting the market, understanding the business development process, introducing the relevant environment, delivering enterprise skills training, and teaching across the board. (SK)

Attention to trainees' learning styles can enhance training effectiveness. Trainers should strive to improve the fit between their training style and trainees' cognitive styles and develop different kinds of learning environments: affectively complex, perceptually complex, symbolically complex, or behaviorally complex. (SK)

Debunks 10 myths about instructor training: platform skills are supremely important; enthusiasm is essential; technical people are terrible instructors; practice makes perfect; videotaping improves skills; watching good instructor is good way to learn; student evaluations will improve instructors; good instructors can overcome bad design; good…

Responses from department chairs in 18 of 19 institutions in the University Council for Vocational Education indicated that 11 believe students should be prepared for employment in training and development (T&D) positions; many find it difficult to know where students are employed after graduation; and T&D programs are far more similar than…

The Career Concerns Inventory was administered to 300 sales and marketing trainers. Analysis of 149 responses revealed that training needs differ at different career stages; common core of training needs exists; and 31 competencies identified by American Society for Training and Development (ASTD) were validated, but no relationship was found…

Expert panels and focus groups in Taiwan examined human resource development competencies that had been identified by the American Society for Training and Development. Although most competencies required of Taiwanese professionals were similar to those in the United States, Taiwanese culture placed more emphasis on career development theory,…

Discussion of participative learning strategies that can be used in training focuses on the need for the trainer to adapt to unexpected events, whether they involve equipment or learners. The achievement of instructional objectives is discussed, characteristics of experts are described, and three examples of training sessions with unexpected…

A survey of 429 secretarial/clerical trainers received 191 responses emphasizing that postsecondary office systems curricula should focus on communication and human relations skills, technology-related applications, telephone techniques, transcription, and keyboarding accuracy. (SK)