Describes an Internet resource, the management archive that can help students learn how to become better executives and help instructors become better instructors. (SR)

A survey of 145 sales and marketing professionals identified their preferences and expectations of executive development programs. Most preferred practitioner-taught, single-day programs or seminars over alternative learning formats (teleconferencing, cable television, etc.). (JOW)

A matrix is presented for evaluating outdoor development programs. The four quadrants (narrow skills, broad skills, fun/enjoyment, self/other awareness) are ranged along two dimensions: tight to loose task approach and low to high intensity process. (SK)

A survey of 1,224 small Illinois manufacturers received 220 responses uncovering the following issues: (1) workers and management were the chief causes of quality problems; (2) better training and management commitment would improve quality; (3) most used inhouse training but were only somewhat satisfied with it; and (4) most used only the…

Improvement of writing in the workplace involves both writers and their managers in a systematic process: (1) prepackaging the assignment; (2) delegating; (3) clarifying and focusing the assignment; (4) promoting efficient writing techniques; (5) efficient editing and/or peer reviewing; and (6) reviewing the final document. (SK)

Faced with upcoming administrator retirements, school districts must quickly induct novice administrators. This article compares the benefits of mentoring (pairing the novice with a respected, experienced administrator and moving the novice toward higher productivity and effectiveness) and shadow consulting (placing an expert with the novice to…

Describes an experiential learning-based management course in Nigeria that uses team building as a way of achieving organizational objectives. Appendices outline course structure, content, and activities and describe the team consolidation and group process. (SK)

During the 1990 fall semester, Department of Educational Administration and Secondary Education at Arkansas State University initiated a project to identify and address needs of the region's beginning school administrators. Needs were identified in school finance, school law, staff relations, student discipline and motivational techniques,…

Of 258 business schools, responses from 85 that have management development programs showed no relationship between revenues or staff size and age of the program. Most were noncredit, and 96% targeted middle management. Most have specific policies on use of internal/external faculty and on rate of faculty pay. (SK)

An instrument for evaluating management instructional films was tested by rating 52 films. The instrument identifies suitability for courses in organizational theory, behavior, and development; management principles; policy; and human resources. It also rates content, organization, pedagogy, and technical quality. (SK)

This brief guide to total quality management (TQM) includes definitions, a review of the history of the concept, profiles of five principle experts, and a discussion of TQM jargon. (SK)

Management theory often ignores cultural differences. Trainers should design learning strategies that encourage discussion of differences and establish a classroom climate in which one set of values is not automatically given precedence. (SK)

Discussion of summative evaluation focuses on eight steps involved in the planning process. Topics discussed include client commitment to evaluation; evaluating the training organization; evaluating management training, including appropriate evaluation strategy; institutionalizing the evaluation process so it becomes normal operating procedure;…

Networking as a goal of training can increase communication, problem solving, and flexibility. Necessary steps are selecting participants to support the network, including provisions for trust and relationship building, ensuring the transfer of training, and encouraging followup and accountability for transfer. (SK)

The Master's of Business Administration model includes skills, functions, and strategy and focus on traditional "management"; formal knowledge acquired may be unrelated to practical experience. The certificate in management model focuses on competencies, disaggregation, managers, and experiential, work-based learning but may ignore a…