Compares the management styles of Japan and the United States. (JOW)

Reports the results of a survey of U.S. organizations to determine what types of training programs are priorities and to whom these programs are delivered. (JOW)

Describes a program for unemployed managers that used Action Learning principles. Concludes that the results of the course were impressive, as there was a 50 percent reemployment rate. (NJR)

Continuation of a two-part feature on how the exigencies of recession can spark a change of training direction from activity to results. (See CE 512 717 for part one.) (JOW)

A successful in-house management development program is characterized by staff involvement in planning, designing, and conducting the program. Top management support is critical, as are program diversity and relevancy, preparation and excellence, and evaluation and followup. (Author/MLF)

Presents and examines the "Stages of Commitment to Organizational Change" model in order to provide managers with a cognitive map of how commitment can be generated. Stages include contact, awareness of change, understanding, positive perception, installation, adoption, institutionalization, and internalization. (CT)

Assessment center programs can be designed to measure specific skills with validity and reliability. The results of these assessments can be used to design both individual development programs and programs for developing the skills of groups of managers who have common weaknesses. (Author/IRT)

Discusses the advantages and hazards of mentoring. Describes the qualities of a good mentor and of a good protege. Also gives strategies for selecting a good mentor. (JOW)

Describes a framework that defines management competence and locates competencies within a coherent whole. Uses organizational competence as a lens through which to view managerial competence embedded within the context of organizational environment and culture. (SK)

Points out the dangers of metaphorical thinking in management development and organizational theory. Explores the notion of the learning organization as metaphor. (SK)

Effective leaders who have been instrumental in their companies' success must contribute to continuing success by personally developing leaders at all levels. They should share their teachable point of view, including ideas, values, edge, and energy. (JOW)

Aspiring and entry-level principals desperately need encouragement, coaching, and help from veteran principals willing to be their mentors. According to a recent study of 377 elementary principals, most believe strongly in mentoring, and 90 percent would like to fill that role. Great commitment is necessary for preparing tomorrow's school leaders.…

Surveys assessing issues related to management training and education were completed by 611 companies with at least 1,000 employees per company. Findings revealed that less than one-third of companies surveyed conducted needs assessment to determine development needs of managers. Nonetheless, companies reported using formal training programs, task…

Administrators at the Engelwood (Colorado) Schools have found that effective instructional leadership training for principals requires coordination of various practical and theoretical elements, including integrating district philosophy, building a knowledge base, and other factors. A supervision training structure is presented. (MLH)