The Federal Express Leadership Institute helps managers improve skills through a model emphasizing experiential and self-directed learning. The institute takes place within the context of Fed Ex as a learning organization. (SK)

Illustrates the technique of mind mapping as applied in executive education and management development. Indicates that most of the 70 students surveyed appreciated its use for recall and creative thinking, although some prefer a top-to-bottom, linear outline approach. (SK)

Outlines the content, process, and implementation issues of a critical pedagogy for management education. Discusses the usefulness of critical reflection for less hierarchical management. (SK)

Shows that 22 managers indicated a clear preference for obtaining information about popular management ideas through seminar attendance rather than through reading books. Identifies the semiotic code shaping this preference, charts its regularities and inconsistencies, and uncovers several ironies on how this code is used and understood. (SR)

The Professional Fellows Program is a nondegree, self-designed management-development program for midcareer professionals. Outcomes after one to three years for 53 participants included greater self-confidence, increased sense of control, and legitimation of life/career transitions. (SK)

Human-resource-development needs that arise from different business strategies will depend on the purpose and structure of the strategies. A strategic approach to training and development necessitates increased theoretical rigor, more rigorous evaluation of effectiveness, and determination of responsibility for training. (Author/SK)

A study of Sears managers in accelerated management development shows that managers who progress quickly develop problems that often lead to failure: no personal network, alienation of others, no resilience, and no metacompetencies such as adaptability and self-understanding. (SK)

Interviews with 40 female managers in Europe suggest that mentoring may be even more important to the career success of female international managers than to female managers working in their home countries. However, there is a smaller supply of mentors available to women, and women are less likely than men to seek mentors. (SK)

Two case studies involving story telling show how management competence is affected by subjective interpretation and by the context of management behavior. Management and organizational development should thus consider how contexts and relationships operate to prevent development of situation-specific competence. (SK)

Discusses experts' views on changes in managerial careers and management development; evidence of organizational changes that support the rhetoric about changes; and implications for management education. Concludes that rhetoric outstrips reality; however, there is evidence of changes in organizational forms and career resilience and boundaryless…

Dissatisfaction with managers is a major cause of employee turnover The Charles Schwab Corporation surveys employees annually and holds employee focus groups and online town meetings. The information is used for the coaching and training of department heads. (JOW)

Reviews management education from a nonlinear systems perspective, concluding that it fails to incorporate double-loop learning or take into account experiential learning and development. Finds an overreliance on management fads and fashions in business school curricula. (SK)

Asserts that universities, as providers of management education, have an opportunity and critical responsibility to adopt the practices of learning organizations. Suggests strategies for developing learning organizations in British universities. (SK)

Includes "Seven Key Issues for Management Development" (Paauwe, Williams); "Typology of Management Development" (Jansen, van der Velde, Mul); "Management Development at Royal Dutch/Shell" (Mahieu); "Management Development in Unilever" (Reitsma); "International Co-ordination and Management…

Responses from 72.4% of 65 management training participants were used to examine the relationship between learning behavior (meaning oriented, instruction oriented, planned) and learning opportunities (transitions, tasks, obstacles, support). Obstacles increased instruction-oriented learning; transitions increased meaning-oriented learning.…