Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

Focused, sustained staff development occurs too seldom in U.S. schools. The "just-in-time" approach involves learning teams composed of teachers who teach a specific content area at the same time or at contiguous grade levels. "Bite-sized" training sessions, facilitated by a staff-development professional, occur every few…

Examines the importance of diversity training for employees in all work environments and presents a case study of one training program delivered to facility management personnel at Ohio University. The diversity program components are described as are its positive results and potential pitfalls when presented at an institution. Concluding comments…

Suggests that the director is key to the quality of an early-childhood organization. Updates promising developments in leadership training. Notes that 12 states, two national organizations, and 17 foundations have launched credentialing initiatives for child-care-center directors. Highlights several national organizations that provide development…

This study evaluated the effectiveness of a staff training-and-management package on nutritional practices in two community-based group homes serving adults with developmental disabilities. Food storage, menu development, and meal preparation were covered. All staff behaviors increased after training and were maintained for up to one year.…

Today's staff developers juggle eight roles as their work has broadened to incorporate more responsibility and accountability for continuous changes in educational programs. The eight often-overlapping roles are trainer/designer, coach, resource provider, program manager, consultant, task facilitator, process facilitator, and catalyst for change.…

Surveys are a commonly-used tool for measuring satisfaction with staff-development workshops. The four main sources of error and bias in most surveys are sampling slips, non-response nonsense, time-slice traps, and questionable questions. The paper discusses several typical survey problems and presents tips for making surveys into effective tools.…

Review of the current state of human-resource-development literature includes definitions, models, and dominant biases. The review concludes that the literature is fragmented and reflects a diverse range of issues and opinions. (73 references) (SK)

Discusses the psychology of anger as a basis for dealing with anger-related problems that arise at camp. Camp staff may have problems with anger that are not identified by staff screening. The camp staff manual should contain a written policy regarding overt displays of anger. Guidelines suggest the use of anger during conflict resolution. (CDS)

Describes the rationale for a code of ethics and integrity in human resource development (HRD). Outlines the Academy of Human Resource Development's standards. Reviews ethical issues faced by the HRD profession. (SK)

Investors in People (IIP) is a British national standard for quality in training and development. Evaluation of companies achieving IIP recognition identified business benefits that resulted from the process. (SK)

The orthodox view that nonwork-related employee development contributes to organizational effectiveness is flawed in theory and practice. In a democratic society, employee development deserves to be sponsored insofar as it contributes to the process of democratization. (SK)

A research review identified findings about the financial analysis method, forecasting of the financial benefits of human resource development (HRD), and recent financial analysis research: (1) HRD embedded in a performance improvement framework yielded high return on investment; and (2) HRD interventions focused on performance variables forecast…

Describes the changing role of the school janitor in today's more sophisticated and automated educational facility and what principals should consider when selecting, training, and progressively developing custodial staff members. Administrator resource information is highlighted. (GR)

Interviews with 10 administrators in 9 long-term care facilities revealed a commitment to staff continuing education and recognition of the escalating need, but also an emphasis on individual responsibility. Lack of fiscal and human resources and diversity of staff hampered the ability to provide continuing education. (SK)