Discusses many sources of leadership development activities including commercial, federal- and state-sponsored, university, and professional association resources. (JOW)

Describes "Developing the Learning Company," a pilot project funded by Great Britain's Manpower Services Commission. Its purpose was to define and test the feasibility of Learning Companies as an approach to business and human resource development strategies. A Learning Company is one that facilitates the learning of all its members and…

Describes a management training project at GTE Corporation that aimed to improve the quality of every product and service they offered. (JOW)

Research conducted by the American Society for Training and Development and the U.S. Department of Labor found that American employers are not doing enough management training. They need to provide more and better formalized training and much more development. (JOW)

The author discusses the two basic advisory styles: (1) pumping advice in and (2) drawing information out that helps individuals solve their own problems. He demonstrates the major differences between these styles and indicates the conditions under which each is appropriate. (CH)

Focuses on the process of operating self-development groups within a structured program. Includes aims, problems, group characteristics, and conclusions. (JOW)

Executive education programs should be redesigned to stress problem-solving and process-management skills geared to the overall organization. Shifting priorities, altering content, and changing the delivery system would benefit all and provide a lasting skill--learning how to learn. (JOW)

Notes that the growing emphasis on the role of learning in organizations will highlight the need to balance the skills on inquiry with the skills of advocacy. Suggests that management education, and particularly management communication curricula, should foster both of these vital communication skills and offer students the forums and tasks that…

Reflects on the experiences of running a critical management-development program with managers from diverse backgrounds, presenting six case studies of black women. Provides insights into gendered power relations in these studies using a feminist pedagogy. (SLD)

Comparison of outcomes of outdoor management development from the same trainer in two different companies showed a positive immediate impact in both, but only one company sustained change in the workplace four months later. In the other company, considerable barriers in the organizational climate hindered change. (SK)

Analysis of a study of 16 businesses that recently internationalized identified five stages of the process: aspirational, procedural, behavioral, interactional, and conceptual. Needs for management learning varied with each stage, mostly involving tacit knowledge; reflective, action-oriented approaches; and generative double-loop learning. (SK)

Today's leaders perform the following roles: systems thinker, change agent, innovator, servant, polychronic coordinator, teacher-mentor, and visionary. The elements of action learning (real problems, teams, reflective inquiry, commitment to action, focus on learning) contribute to the development of these critical skills. (Author/SK)

Presents a typology of approaches to spiritual development based on spiritual path type (mystical, personal, ritual, group-participative, ecstatic). Includes a classroom exercise that enables students to identify their spiritual path and learn how to learn about spirituality. (SK)

Describes a program, begun by an elementary school principal, called In the Principal's Shadow, a yearlong program for teachers, who aspire to be principals, to become acquainted with duties and responsibilities of the principalship. (PKP)

Myers Briggs Type Indicator results and 360-degree feedback reports were completed by 22 managers. A positive relationship was found between managerial effectiveness and self-awareness, indicating that self-awareness is a necessary component of management development. (SK)