Instructional specialists in industry are usually also managers. They are responsible for addressing the skill and knowledge requirements of their employees as well as considering the overall needs of the organization. They provide effective training and solve organizational problems. (JOW)

Describes in sequence the key considerations involved in planning an effective program for communications among a school's staff members. Covers program goals, communications needs analysis, responsibility, credibility, communications rights of employees, necessary attitudes, planning steps, appropriate channels and network patterns,…

Explored the effectiveness of an intergroup development organization development (OD) intervention at different stages of an organization's life cycle through four simulated organizations. Results suggest intergroup development interventions can be effective at any life stage, but impacts will be felt in different outcome measures and perceptual…

Charts significant elements of organizational culture centering on four "dimensions of difference": a company's stock of managers, the conceptual job model managers used, significant influences on job performance, and managers' perceptions of freedom. Portrays two organizations in these terms, exploring factors that appear to have influenced their…

Most small colleges face difficult decisions during the 1980s regarding their institutional identity and educational goals. Forces acting upon college administrators today tend to favor comprehensiveness at the expense of distinctiveness. Society will be served better by an array of distinctive small colleges, each having a character of its own.…

Developmental and situational experiences of individuals affecting organizational behavior are distributed predictably in contemporary higher education. It is possible that universities will experience institutional "passages" as a result of the widely shared experiences of their members. (JOW)

Discusses Theory Z, the Japanese philosophy of work and job training. Examines the 13-step matrix of this theory. These steps include: knowing the company's organization and management philosophy; implementing the philosophy; developing interpersonal skills; testing oneself and the system; involving the union; and stabilizing employment. (CT)

This paper outlines some of the general characteristics of current LEA (Local Educational Agency)-inspired self-evaluation schemes and suggests that they may be usefully viewed from an organizational development standpoint. The construction and use of a self-evaluation instrument which was informed by such a perspective is briefly described.…

Describes the development of Communist youth groups, the Young Pioneers, in Siberia during the 1920s and 1930s. The youth organizations became increasingly associated with the schools in promoting socially useful work. The press reinforced their popularity and stimulated student militancy. (AM)

The performance of 43 library work groups was assessed by means of supervisor's ratings. Characteristics of the groups' tasks, membership, leadership, structure, and process were measured by averaging their members' responses to factor of the Work Group Survey. The implications for both organization theorists and change agents are discussed.…

Summarizes the open questions that must be answered by researchers if practioners of interorganizational development are to have adequate planning-and-action guidelines. Suggests the questions should help practitioners become more sensitive to potential action considerations that may require special thought and attention until a firmer knowledge…

Studied differences in job satisfaction between professionals and administrators. Administrators (N=44) and health-care professionals (N=105) completed questionnaires addressing organizational climate, role conflict, role ambiguity, functional influence, and job satisfaction. Results found several differences and suggest that differential…

Presents a method for holistic organizational analysis that provides developers with a rationale to obtain data and decision bases for successful internal and extraorganizational intervention and change. The analysis, based on the Organizational Elements Model, relates organizational resources, efforts, results, and organizational impact. Presents…

The authors present an alternative model for training in organizational development (OD) which differs from other such models by being eclectic, inexpensive, and applicable to participants with varying degrees of experience. A design for a training laboratory is elaborated and related to theories about OD and about learning processes. (SK)

The goals of organization development in higher education are to improve the quality of work life for faculty and staff and to improve the effectiveness of the institution in facilitating student development and learning. (Author)