This examination of the organizational development model of change as it applies to management development within a complex organization of higher education includes some practical results from applying this model and insights into how to manage a public or private organization. (MBR)

Introduces and defines strategic planning in organizational training, describes four current schools of curriculum theory--subject-centered, experience-centered, objectives-centered, and opportunity-centered--and illustrates how each theory can be modified to make training anticipate as well as react to organizational needs. (MBR)

Presents results of a study of 198 middle managers which was conducted to determine how age relates to competence as assessed by tests following instructional training, and identifies issues regarding test use in assessing employee competence. Results indicate there is a trend for older adults to obtain poorer test scores. (MBR)

Briefly examines the Bell System as it existed before its break-up, changes that have occurred and what has resulted, and efforts of an instructional developer to design a learning experience for middle managers as they move into this new work environment. The resultant seminar and its focus are discussed. (MBR)

Examines ways principals can make more effective use of their central place in the professionalizing of teaching. Suggests that principals ought to create environments that enable teachers to discover their own skills and talents. Principals' support groups and centers can be helpful in facilitating this process. (DR)