Offers a four-step approach that highlights the key issues at each stage of the coaching process: (1) contract with the client; (2) observe and assess needs; (3) constructively challenge; and (4) handle resistance. (JOW)

Executive education programs should be redesigned to stress problem-solving and process-management skills geared to the overall organization. Shifting priorities, altering content, and changing the delivery system would benefit all and provide a lasting skill--learning how to learn. (JOW)

Competency models involve a methodology that demonstrates the validity of the model's standards: are people who have the competencies better managers than those who do not? Competency models should no longer be regarded as a panacea and should be only one of the tools used by trainers. (JOW)

Networking as a goal of training can increase communication, problem solving, and flexibility. Necessary steps are selecting participants to support the network, including provisions for trust and relationship building, ensuring the transfer of training, and encouraging followup and accountability for transfer. (SK)

Describes how two Peace Corps volunteers used elements of indigenous culture to help village leaders in the Pacific Islands learn about management, planning, and brainstorming. (JOW)

Offers tips and resources for putting together a roster of training classes for building employees' cross-cultural skills. Types of training include cultural awareness, multicultural communication, country-specific training, executive development, language courses, and host-country work force training. (JOW)

Executives do not always fully understand or support quality improvement initiatives. A four-step model for guiding human resource development practitioners in educating executives about quality involves establishing a quality position; a shared vision; a quality management system; and goals, strategy, and plan. (JOW)