The difficulties of over-reliance on prepackaged assessment center programs are discussed, along with pointers for determining whether a company should use prepackaged or custom-designed assessment centers. (JOW)

Describes the development of a system that uses the assessment center approach as part of a total management development system that includes the identification of candidates, assessment/training of the candidates, and the presentation of career choices and development opportunities. (Author/IRT)

Discusses a universal foundation upon which a comprehensive supervisory training program may be built. Individual businesses can modify the basic plan, which was developed by the International Labour Organization, to fit their needs. (JOW)

Recommends giving women "proactive" training, which means training to prepare them for more responsibility rather than to correct inadequacies. (Author/JM)

Evaluates the effects of a management development program in which women administrators, professionals, and supervisors received training for upward career mobility. Assertiveness and attitudes toward women significantly improved for administrators and professionals but significantly declined for the supervisors. (Author/IRT)

Suggests 10 ways that meaningful managerial behavior change can be brought about in dimensions such as leadership, initiative, planning and organization, judgment, independence, and delegation. (SH)

A more dynamic conceptualization of managerial competence is derived from a contextually embedded framework that views organizational culture and the business environment as significant determinants of competence. (SK)

Responses from 27 of 51 participants in an executive certification program indicated that most were motivated by enhanced job and promotion opportunities, especially those ages 20-39. Over 50% received financial assistance or time off from employers for study. (SK)

The principal-as-teacher model can help principals become effective instructional and symbolic leaders by grounding them in classroom realities. Teaching gives principals a continuous feel for the educational process, allows testing of administrative decisions or policy, serves as a source of ideas, provides for direct principal/student access,…

Notes defensive actions and routines undermine core competencies and inhibit organizational learning. Discusses a solution of management development "in action," which integrates process and content and facilitates development of a learning organization that is able to engage in double-loop learning. (SK)

Criticizes popular models such as transformational leadership, suggesting leaders need to focus on constructivism and contextualism. Points out the narrowness of the "great man" model fostered in English public schools, arguing for expansion of leadership development options. (SK)

Representatives from 17 of 24 "best companies for women" identified preferred career supports for women in management (supervisors, mentors, role models), policies for women's development (sexual harassment, maternity leave, flexible opportunities), and selection and training policies (competence in functional areas, identification of…

There are disparities in definitions and assessment of competence in the United Kingdom and United States. Each perception is incomplete and fails to address the dynamic environment and contexts of management performance. An alternative approach integrates elements of both, emphasizing issues central to achieving enhanced performance. (Contains 36…

Analysis of management discourses, especially project-based learning and knowledge management, indicates that such terms as human capital, working knowledge, and knowledge assets construe managerial workers as cogito-economic subjects. Although workplace learning should develop economically related capabilities, such discourses imply that these…

Managers trained in executive education programs (n=203) identified ways in which management education can increase an organization's competitive advantage: exposure to new ideas and practices, skill development, and motivation. Characteristics of effective management education included experience-based learning orientation, credible instructors,…