The faculty development program sought to improve knowledge and skills in seven areas, which included psychological principles such as modeling and checking prerequisites, methods for analyzing the audience and tailoring the session accordingly, and conducting small group discussions. Each program goal was developed into measurable learning objectives to help evaluate the results. The participants were asked to bring a topic they wanted to develop into a continuing judical education session. At the end of each unit, participants checked their completed exercises against criteria provided by consultants who also explained where and why revisions were needed. At the end of the program the participants presented a portion of their sessions. The participants received take-home materials which included unit outlines, checklists, and other learning aids. A total of 24 administrative and professional personnel from the Michigan court system participated in the first program in March 1978. In addition to their daily evaluations, the participants were given a questionnaire consisting of both scaled responses and narrative feedback. The findings showed that participants had positive views of the information they gained. They saw the value of open communication with the audience. They also found the sessions on developing effective presentations and selecting instructional strategies, including the use of instructional media, of practical value. Developing learning objectives was one of the most difficult areas for participants. Mastering the terminology and distinguishing between a goal, an enabling objective, and a terminal objective seemed to be the problem. The institute's staff detected applications of the program's principles in several areas. For example, in the session planning and followup stages, trained faculty members often requested more specific information about the audience. Use of visual aids also increased. The trained faculty members also promoted innovations by making suggestions to the untrained instructors. Subsequently, the institute adopted the program as an integral part of its effort to improve the administration of justice. Detailed description of the program development, the National Judicial College 1981 calendar of resident sessions, and footnotes are included.