A case study of a Canadian health care organization and a Delphi study with a sample of subject-matter experts identified five themes for management training and development: continued tight financial constraints; greater accountability; need for better staff development and evaluation; cooperative resource sharing for management training; and…

Criticizes popular models such as transformational leadership, suggesting leaders need to focus on constructivism and contextualism. Points out the narrowness of the "great man" model fostered in English public schools, arguing for expansion of leadership development options. (SK)

There are disparities in definitions and assessment of competence in the United Kingdom and United States. Each perception is incomplete and fails to address the dynamic environment and contexts of management performance. An alternative approach integrates elements of both, emphasizing issues central to achieving enhanced performance. (Contains 36…

A British study of 29 providers of competency-based management training to small and medium-sized enterprises (SMEs) and a survey of 591 SMEs revealed that the value of National Vocational Qualifications (NVQs) was unclear to both groups. Providers felt NVQs lacked relevance to SMEs and were time consuming. Some SMEs participated only because…

Malaysian and Australian managers enrolled in a training program exhibited differences attributed to national culture in their approaches to learning, influences on management behavior, and ways of knowing. National culture had greater influence on management development and organizational learning than did organizational or systems cultures.…

Reviews the market for National Vocational Qualifications (NVQs) in management as well as evidence of their effectiveness for management development in Britain. Suggests that management NVQs focus on routine aspects of management and are ineffective at adding value in organizations. (SK)

Includes "Seven Key Issues for Management Development" (Paauwe, Williams); "Typology of Management Development" (Jansen, van der Velde, Mul); "Management Development at Royal Dutch/Shell" (Mahieu); "Management Development in Unilever" (Reitsma); "International Co-ordination and Management…

Responses from 97 managers in southwest England indicated the following: the marketplace is increasingly competitive and demanding; key goals of management development are competitive advantage and demonstrable return; managers need leadership and change, personal, and strategic management skills; and selection of a business school or other…

Survey responses from 100 providers and 100 purchasers of open learning materials/media found confusion over the definition of open learning; use in management development to be recent; and a shift to CD-ROMs and videoconferencing. Purchasers and end-users determined success of a medium; therefore, stakeholders' context/environment should be…

A survey of a French business school with multinational branch campuses received 123 usable responses supporting the proposition that cross-cultural differences exist within each of Kolb's learning cycle stages. National profiles of learning preferences were developed for French, German, Spanish, Anglo-Irish, and Eastern European learners. (SK)

Includes six articles on the challenges for management development in the 21st century in the German-speaking nations (Avery, Donnenberg, Gick, Hilb), Baltic States (Manning, Poljeva), East Africa (Mitiku, Wallace), South Africa (McFarlin, Coster, Mogale-Pretorius), Vietnam (McDaniel, Schermerhorn, Cuoc), and Australia and New Zealand (Avery,…

As Australian corporations have increased overseas activity, there has been a significant increase in international business degrees at the undergraduate and graduate levels. The curriculum is balanced between business-technical knowledge courses and cultural knowledge courses. (SK)

Discusses an Australian task-force report on future needs of management, addressing from a business education viewpoint the issues of philosophy of management education, theory versus practice, government role, curriculum renewal, technology, and the nature of management. (SK)

Survey responses from 50 United Kingdom and 40 continental Europe business schools and 71 U.K. business students revealed that far more European than U.K. schools think foreign languages are integral to business administration education and that international business training is heavily Anglocentric. Students' opinions were closer to those of…

The process of organizational transformation in a bank included a training program for managers to prepare them for changing role behaviors. Training emphasized role clarity, coping with role pressures, team building, raising expectations, and interpersonal dynamics. (Contains 20 references.) (SK)