Discusses why measuring behavior change is an effective way to project how the training program is contributing to the objectives of the organization and reducing operating costs. (CT)

Leadership development programs that look only at the individuals leading the schools and that fail to help school managers restructure functions and establish support mechanisms will waste resources and change schools very little. (Author/WD)

The purpose of this study was to (1) obtain an understanding of the process of analyzing nonobservable work behavior and (2) develop a system for analyzing subject matter related to nonobservable work behavior for use by management training personnel. (CT)

Discusses the need and reasons for having more children's librarians in managerial positions in public libraries. (CHC)

The difficulties of over-reliance on prepackaged assessment center programs are discussed, along with pointers for determining whether a company should use prepackaged or custom-designed assessment centers. (JOW)

Describes the development of a system that uses the assessment center approach as part of a total management development system that includes the identification of candidates, assessment/training of the candidates, and the presentation of career choices and development opportunities. (Author/IRT)

Discusses a universal foundation upon which a comprehensive supervisory training program may be built. Individual businesses can modify the basic plan, which was developed by the International Labour Organization, to fit their needs. (JOW)

Recommends giving women "proactive" training, which means training to prepare them for more responsibility rather than to correct inadequacies. (Author/JM)

Evaluates the effects of a management development program in which women administrators, professionals, and supervisors received training for upward career mobility. Assertiveness and attitudes toward women significantly improved for administrators and professionals but significantly declined for the supervisors. (Author/IRT)

Suggests 10 ways that meaningful managerial behavior change can be brought about in dimensions such as leadership, initiative, planning and organization, judgment, independence, and delegation. (SH)

A more dynamic conceptualization of managerial competence is derived from a contextually embedded framework that views organizational culture and the business environment as significant determinants of competence. (SK)

Responses from 27 of 51 participants in an executive certification program indicated that most were motivated by enhanced job and promotion opportunities, especially those ages 20-39. Over 50% received financial assistance or time off from employers for study. (SK)

The principal-as-teacher model can help principals become effective instructional and symbolic leaders by grounding them in classroom realities. Teaching gives principals a continuous feel for the educational process, allows testing of administrative decisions or policy, serves as a source of ideas, provides for direct principal/student access,…

Notes defensive actions and routines undermine core competencies and inhibit organizational learning. Discusses a solution of management development "in action," which integrates process and content and facilitates development of a learning organization that is able to engage in double-loop learning. (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)