Assessment center programs can be designed to measure specific skills with validity and reliability. The results of these assessments can be used to design both individual development programs and programs for developing the skills of groups of managers who have common weaknesses. (Author/IRT)

Describes a framework that defines management competence and locates competencies within a coherent whole. Uses organizational competence as a lens through which to view managerial competence embedded within the context of organizational environment and culture. (SK)

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)

Analyzes the strengths and weaknesses of assessment center methodology and then outlines an innovative system--the integral appraisal system--that uses some assessment center principles to examine managers' behavior on the job. (Author/IRT)

This paper examines 100 years of study of managers and leaders. The paper is divided into five distinct eras, with a color scheme providing a metaphor for each period. The five periods and their dates are: (1) Management Foundations, 1886-1916, when the first call was issued for a systematic study of management; (2) Rollercoaster Economy,…

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…

Good executive development systems help enhance technical, interpersonal, and conceptual skills; use both in-house and external programs; and clearly articulate connections between components. (SK)

The author warns that the generic nature of categorically funded programs presents a multitude of problems and risks to the program administrator, and suggests that these managers sharpen up their management skills if they desire professional satisfaction and success. (KC)

Discusses how two-year colleges can concurrently formulate institutional development strategies and build strong executive teams through a process involving the selection of institutional development issues to be addressed and the formulation of specific institutional development strategies to address the issues. Outlines conditions for success.…

Training employees separately based on gender should be a thing of the past. The trend is toward androgynous management development--blending male (task-oriented) and female (people-oriented) styles. (SK)

A project developed a content model for international project management training. It also compiled a bibliography of project management references, identified specific project management training needs based upon a survey of international sponsors and contractor personnel, and documented the training needs of international project managers. Data…

This is the second of three articles discussing a learning preferences approach to management self-development. Two case studies of individual managers illustrate the process. An organizational case study is also provided to show how organizational structure and culture interact with the learning and problem-solving styles of employees. (SK)

Describes a program of management development at Manchester Business School, designed to lead managers to examine the relationships of business, economic, and social environments, changes in these environments, and the issue of leadership. Also speculates about the effects of economic uncertainty and global turbulence on people's search for…

Women are underrepresented in management generally as well as in educational management. Improving the situation requires equal opportunity policy and practice, training and staff development, and women's appreciation of their own management skills and knowledge. (SK)

The distinction between high-status intrinsic education and low-status instrumental training is dissolving. The creativity and initiative demanded of today's workforce requires higher order social and cognitive competencies. (SK)