Three conceptual models to assess training program development and to evaluate training's effectiveness were developed. The models addressed both external and internal issues and were designed for both formative and summative evaluations. These models included the Instructional System Operations Model, the Instructional System Evaluation Model, and the Correctional Issues Model. Study data were then gathered via site visits to 17 corrections agencies, a questionnaire survey of 1,170 directors of all types of corrections agencies, and a review of literature on program evaluation. The 485 responses received by October 26, 1979 were included in the analysis. Findings showed that 96 percent of the agencies conducted training. Courses viewed as useful and offered most often included basic orientation training, crisis intervention, supervision and leadership, security procedures, human relations and communication skills, and counseling techniques. The main problem involved in personnel training was lack of resources in terms of staff and money. In addition, much training was somewhat pro forma and did not deal with the most pressing problems in corrections. Agency training goals were mainly to maintain control of offenders and to obtain offenders' compliance with agency regulations. The most useful courses had clear and specific goals as well as clear relevance to trainees' work. The courses judged most useful were developed on the basis of a job analysis, development of written standards for work performance, and assessment of need. However, a sense of powerlessness on the part of persons responsible for training and lack of explicit linkage of organizational goals to the correctional environment were problem areas. Results indicated that training courses should be developed based on needs assessments and that correctional agencies should try to share training resources when undertaking similar work tasks. Careful course planning and clear communication with trainees are also recommended. Involvement of others in the agencies, minor innovations in courses, and formal or informal evaluations of training are recommended as well. Tables, charts, and about 150 references are included. For other volumes of this report, see NCJ 76554 and 76555. For an executive summary of the full report, see NCJ 76552.