The benefits of comprehensive skill training for participating inmates are increased learning and skill transfer. Comprehensive training programs require optimal consistency and communication among all levels of corrections personnel. Thus, administrative roles and skills become critical factors influencing successful implementation of an institutionwide training program. This article proposes that an administrator's central function in bringing about comprehensive program change is to: (1) orient staff to program goals; (2) provide a common language that will promote communication about organizational goals, activities, procedures, and evaluation; and (3) structure and model productive problemsolving techniques to solve problems that arise during program implementation and maintenance. A nine-step problemsolving model for implementing a comprehensive training program within a correctional setting is presented. It is argued that productive organizational change can provide the milieu and model for positive inmate change. (Author abstract)