The Personal Development Plan is a process through which individuals take responsibility for planning their training and development. The process involves assessing one's life as a whole, including expectations, ambitions, job skills, home and personal life, and the wider community. (SK)

Adult education is best provided in a service relationship based on partnership, in which both parties experience mutual benefits and feedback is seen as opportunity for growth. The quality of adult education service necessarily depends on the personal development of all staff. (SK)

In mentoring, individual, group, or organizational issues may arise, and mentors must discern the difference in order to tailor interventions accordingly. An important dynamic is the unconscious: what individuals or organizations are unaware that they are communicating. (SK)

A mentorship model to provide leadership for staff development has five key steps: engender trust, understand learner movement in a development framework, introduce conflict and encourage learner voice, emphasize positive movement, and attend to the relationship. (SK)

Each interpretation of staff development is derived from a particular theory of organizations and a particular understanding of educational and personal psychology. This paper outlines several organizational theories on which staff development might be based. Staff development is considered as being concerned with all those needs of the individual…

Effective organizational learning must build on individual learning. Continuous work-centered learning is a sequential process of interaction, implementation, integration, and iteration. A learning organization should aim to improve individual capacity to recognize and use learning opportunities. (SK)

Responds to a letter from a camp leader who experienced difficulty with an adolescent girl during a 3-day hike and disapproved of a staff member's response. Offers advice on handling such a problem, addressing the staff member's intervention without undermining his credibility, revisiting the situation with the group, and exploiting the…

Betty Dillon-Peterson, the director of staff development for the Lincoln (Nebraska) schools, relates key experiences which shaped her career and also her views about how staff developers can work effectively. She advocates design of a special course of study for staff developers. (PP)

Describes six ways an English supervisor or any other instructional leader can reach beyond the school system to learn about current practices in the field. (HOD)

As part of a long-term inquiry into the nature of staff development, 300 interviews focused on teachers' use of formal development opportunities, informal interactions with other professionals, and personally directed growth activities. The relationships between teachers' growth levels and the social systems of schools are discussed. (Author/MLF)

Psychoeducation is presented as a philosophy and a series of skills which allied health practitioners and educators can use to improve the preventive care and positive health enhancement aspects of their professional practice. An organized approach to the extensive literature in psychoeducation is outlined. (Author)

This paper discusses some generic humanistic principles and conditions of learning which should undergird a field based educational and staff development process designed to enable teachers in a variety of situations, circumstances, and schools to improve themselves personally and professionally. (Author/JD)

A staff developer summarizes the impact of several formative experiences on his career and professional outlook. Through his work as a Colorado state science curriculum consultant and his participation in various state and national organizations, he learned the importance of forming collegial relationships and networks to effect change. (PP)

The author, a private educational consultant in Michigan, traces the influence of early experiences, positive and negative role models, and various jobs on his career development. As a counselor and teacher trainer, he was particularly concerned with teacher burnout and stress. (PP)

To design a learner-centered training process, the author emphasizes focusing on the creative artistry of people and the logic of human beings. Lists sixteen key skills designers should obtain to design and develop training programs. (CSS)