Experiential education is essentially an educational philosophy first developed in the late 19th century and has since been articulated in a variety of fields including cooperative education, internships, outdoor education, organizational development and training, and service-learning. The essence of Experiential Education was captured by the…

Development and Implementation of a management by objectives system is examined. Cited is the Oklahoma experience which has shown management by objectives to be an effective management system for the State Department of Vocational and Technical Education. Planning, decisions, evaluation, goals and stumbling blocks of program implementation are…

The benefits of a formal induction program are frequently ignored. Step-by-step procedures are outlined. (MS)

Authoritarian management from above can no longer impose controls on subordinates. Participative management is now essential to improve organizational efficiency, release individual and group initiative, and make a fundamental improvement in the climate of British industrial relations. (MS)

Participatory planning in educational systems is discussed in this conference paper. Definition is given to the hierarchical decision-making structure often characterized in societal systems. Tendencies towards change in the decision-making structure in educational systems are noted. (SM)

Describes a systematic approach to training needs identification that is directly tied to changing organizational events and performance requirements. The discussion includes nine questions which address performance expectations. (JJD)

Briefly discusses six articles dealing with the role of psychology and psychological research in improving economic productivity. Considers: (l) effects of drug abuse and alcoholism and of psychological programs on employee productivity; (2) methods for analyzing the economic impact of organizational improvement programs; and (3) psychologists'…

Distinguishes between developmental work to bring about change according to a specific organizational theory or organizational development in schools and developmental work based on a rationalistic view of school as an organization or developing schools as organizations. Notes that only the latter can foster real school development. (SB)

Discusses the importance of the selection and evaluation of suitable software packages that will fit naturally into the organizational structure and existing jobs and the role of the training professional in the assessment of training needs and evaluation of training materials supplied by software vendors. (EAO)

States that the purposes of the National Council for Staff, Program, and Organizational Development (NCSPOD) are to foster development activities, research, and evaluation; develop innovative approaches; generate means and resources for self-development; and maintain communication. Lists NCSPOD's services and officers. (DMM)

Just as schools impart social, organizational, and political values to their students, business and industry training programs contain, in addition to the skills ostensibly taught, a large socialization component. Employee human and industrial relations courses should strive to foster democratic participation rather than subservience to the…

Presented at the meeting of the National Council of Family Relations, Milwaukee, 1981. Traced the development of organizational purposes of the National Council on Family Relations and reported results of a survey of past presidents regarding achievement of these purposes. Achievements included establishing professional standards and promoting…

A brief annotated list of recommended readings for the student services manager on the topic of applying management techniques is presented. (Author)

Studies about how schools improve indicate that the process of improvement happens simultaneously on two levels: the individual teacher level and the level of the school as an organization. Staff development, networking, and problem-centered activities are current approaches found promising for school improvement. (Author/MLF)

Effects of organizational development interventions depend on type of product organization is concerned with (end vs process), type of organization (input vs output), and field of forces in situations (driving vs restraining). OD results depend on accuracy of system analysis, intervening correctly, and encouraging belief of positive effects.…