The author believes that the position inventory type of description of management requirements does a disservice to a proper evaluation of management development as it judges the subject as a personality rather than as a manager. (EK)

Training managers fully for the performance appraisal process can transform an appraisal discussion from an administrative exercise to a worthwhile experience that contributes to the organization as a whole. (Author/SSH)

The Westchester (New York) Chapter of the American Society for Training and Development presented a panel discussion focusing on the process of matching skills, career goals, and objectives of employees to the needs of the corporation. Their findings are presented in this article. (CT)

A research and testing process at Xerox Learning Systems identifies steps for developing an effective skill-based supervisory training program. (Author/SSH)

Discusses why career planning is changing its focus from content and information to skill building. Examines why this change has been so slow, strong forces supporting career planning activities, major barriers, building required skills, organizational responsibility, and the need to train all participants in a system. (CT)

To ensure significant improvement in individual and organizational managerial effectiveness, the design and implementation of soft-skill management development programs need to address the six factors leading to change resistance and the five critical elements that contribute to success. These factors and elements are discussed in detail. (CT)

Describes an aid in making managers more effective in technical and leadership problems. (Editor)

The authors argue that management can make meaningful decisions about supervisory selection, training, and development only after classifying supervisors and comparing their activities. (Author/SSH)

Discusses Theory Z, the Japanese philosophy of work and job training. Examines the 13-step matrix of this theory. These steps include: knowing the company's organization and management philosophy; implementing the philosophy; developing interpersonal skills; testing oneself and the system; involving the union; and stabilizing employment. (CT)

Includes "Outdoor Training: Revolution or Fad?" (Wagner, Baldwin, Roland); "Getting the Most out of Outdoor Training" (Buller, Cragun, McEvoy); and "Outdoor Training Companies" (a directory of more than 100 firms). (JOW)

The author discusses misconceptions about behavior modeling as a management skills training method and elaborates on three major steps in the modeling process: (1) effective demonstration of master performance; (2) guided student practice; and (3) feedback on the quality of student effort. (SK)

Describes a study of 200 employers in which the key questions were: How many people do you train each year? How many person hours of training occur? What subjects are studied? How much money is spent? Results are reported and analyzed. (CT)

By assessing the competencies needed by a particular firm, an instructional package can be developed which will satisfy the training needs of the organization. Communication, control, and leadership competencies should be identified. Training programs should be designed for specific industries, since not all industries attach equal importance to…