Notes that the growing emphasis on the role of learning in organizations will highlight the need to balance the skills on inquiry with the skills of advocacy. Suggests that management education, and particularly management communication curricula, should foster both of these vital communication skills and offer students the forums and tasks that…

Reflects on the experiences of running a critical management-development program with managers from diverse backgrounds, presenting six case studies of black women. Provides insights into gendered power relations in these studies using a feminist pedagogy. (SLD)

Comparison of outcomes of outdoor management development from the same trainer in two different companies showed a positive immediate impact in both, but only one company sustained change in the workplace four months later. In the other company, considerable barriers in the organizational climate hindered change. (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)

Today's leaders perform the following roles: systems thinker, change agent, innovator, servant, polychronic coordinator, teacher-mentor, and visionary. The elements of action learning (real problems, teams, reflective inquiry, commitment to action, focus on learning) contribute to the development of these critical skills. (Author/SK)

Presents a typology of approaches to spiritual development based on spiritual path type (mystical, personal, ritual, group-participative, ecstatic). Includes a classroom exercise that enables students to identify their spiritual path and learn how to learn about spirituality. (SK)

Describes a program, begun by an elementary school principal, called In the Principal's Shadow, a yearlong program for teachers, who aspire to be principals, to become acquainted with duties and responsibilities of the principalship. (PKP)

Myers Briggs Type Indicator results and 360-degree feedback reports were completed by 22 managers. A positive relationship was found between managerial effectiveness and self-awareness, indicating that self-awareness is a necessary component of management development. (SK)

This research note outlines a project designed to investigate the role of training institutions in providing effective training and development programmes for managers. The investigation is being carried out in the light of recent criticisms levelled against the nature of formal learning environments prevalent in most institutional settings. The…

Researchers who have worked on administrator mentoring program reveal some benefits of mentoring. The various characteristics of a successful mentoring program are presented.

This article reports findings from a study of headteachers and spirituality. It is intended to give some insight into the importance of spiritual experience as a phenomenon which enables leaders to be better resourced internally and find deeper meaning, and to provide evidence of the significance and influence of spiritual experience for…

This article describes a step-process approach to scholarship that links a scholar's personal interests with societal needs. It allows professional insight (knowledge from experience) to be juxtaposed with theoretical insight (knowledge from science). It also facilitates a publication flow protective of academic career advancement. (Contains 4…

Objective: To evaluate the extent to which anger management training provided within a learning disabilities day service generalizes to residential settings. Method: Eleven day-service users participated in one of two anger management groups. Treatment was delivered by day-service staff and an assistant psychologist, using a standard…

The article describes an in-house executive development programme run by the authors in a leading banking group in the CEE region. The programme attempts to follow a systemic approach to learning and contains a mix of elements including action learning, classroom teaching, study, peer support and feedback and "learning visits" to…

This article is based on a keynote address delivered at the 33rd annual Organizational Behavior Teaching Conference in Rochester, New York, on June 15, 2006. The audience for this address included faculty, executive educators from the profit and nonprofit sectors, and doctoral students in the organizational and management sciences who had gathered…