Identifies success factors found in four leadership training programs in South Carolina, North Carolina, Maryland, and Florida. (MD)

Records the experience of a principal who was able to turn to the Maine Principals' Academy for inservice training programs that help administrators develop effective leadership qualities. (MD)

Michigan's Meadowbrook Leadership Academy supports principals in school improvement programs by providing them with professional development programs. The operation of the center was derived from a set of 15 principles for adult development and staff development outlined with the description of the center. (MD)

Describes the activities developed for the "Students with Special Needs" group of the Fairfax County Principals' Research Group. The "Research Group" has shown that principals can implement ideas that do not emerge from any other source in the school system. (MD)

Indicates that key management positions in technology-based companies go to nontechnologists because many technologists are incompetent at management tasks. Discusses reasons for and issues related to this trend, suggesting that the United States look to French and Japanese approaches in building a new system of science/engineering management. (JN)

Discusses a system that can help organizations meet their future needs in the vital areas of staffing and leadership. Provides a step-by-step guide to succession planning, a program for creating a pool of high-potential general managers capable of assuming several key roles. (JOW)

Discusses a method for identifying candidates for open management slots who not only meet technical requirements but also have good management and administrative skills. (JOW)

Discusses the Youth and Community Service in England and Wales and indicates that its fundamental purpose is to provide programs of personal development comprising social and political education. (JOW)

Discusses an approach to planning that is necessary if management development is to be successful. (JOW)

Obstacles to managerial advancement for women tend to fall into one of three categories, here described as self-imposed'', tradition'' and competition.'' (SA)

In an endeavor to help line managers achieve effective management training and development programs, ten common but serious mistakes in management training are summarized. (DS)

The author discusses his definitions of training and education and presents his suggestions for the solution of management and supervisory training problems: (1) that training should meet real, identified needs, (2) that training responsibilities lie with each manager's superior, and (3) that all training should be results-oriented. (SA)

The article stresses those facets of the position of manager which can be developed by an individual so as to encourage personal satisfaction and job satisfaction, while at the same time being an effective manager. (AG)

Four case studies covering different aspects and problems of management development; include discussion questions. (AN)