Coaching can help executives deal with organizational change by focusing on objectives, developing resilience, and building interpersonal skills. Coach and executive move through phases of building commitment and facilitating personal transformation. (SK)

Analysis of a study of 16 businesses that recently internationalized identified five stages of the process: aspirational, procedural, behavioral, interactional, and conceptual. Needs for management learning varied with each stage, mostly involving tacit knowledge; reflective, action-oriented approaches; and generative double-loop learning. (SK)

Managers in service and manufacturing organizations (n=433) identified top practices for improving their performance as focus, feedback, and learning from experience. There was a disparity between the management development they want and what organizations provide. (SK)

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)

Middle managers in high-tech companies (n=163) characterized their work environment with the terms complexity, ambiguity, and lack of control. A postmodern mechanism for organizational and managerial development involved creation of complexity maps, a diagnostic tool for identifying concerns and areas for personal growth and development. (SK)

Compares past and present forms of university and corporate executive education. Considers the benefits of a customized approach containing features of both. Identifies trends affecting executive education, such as global competition and technology change. (SK)

Women will not make significant advances until the focus shifts from gender awareness to multicultural awareness. Management development must shift from assuming that white women are normative professional models to an inclusive perspective that recognizes women's diversity. (SK)

Management development programs should be considered a way to reenergize organizations. Their effectiveness should be measured by managers' intention to use new knowledge. Barriers to new actions should be minimized and the practice of new actions/skills reinforced so they become continuous and long term. (SK)

Explains how a management education video on the Challenger disaster was created and insights gained from the experience. Reflects on its use in promoting organizational transformation. (SK)

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)

Responses from 90 management development graduates (of 293 surveyed) from 1989-2000 reported that the program had a positive impact on career advancement and professional development. They believed it helped their organizations deal with and manage change but did not have an impact on succession planning or gender equity. (Contains 32 references.)…