Attempts to facilitate a greater confluence between counseling and social psychology with respect to the psychology of emotion. Identifies a series of impediments that may be responsible for curtailing interchange between the two disciplines. Examines professional issues, practical concerns, methodological impediments, theoretical and…

Uses components of Habermas' life-world concept to identify the processes through which communities of practice create intellectual capital as members co-construct knowledge. Concludes that organizations should find ways to enhance communicative collaboration in order to develop intellectual capital. (Contains 30 references.) (SK)

Looks at subject-specific issues in mentoring from the perspective of newly qualified modern language teachers in their first year of teaching. Suggests that conventional conceptions of mentoring may only be a marginal factor in survival of these teachers in their first year. Discusses implications of findings. (BT)

Discusses issues regarding the relationship between language and practice commented upon by Michael Fielding in this journal. Considers the extent to which language may be partly constitutive of educational practices and a radical misconception about the nature of education inherent in what Fielding labels the language of performativity. (BT)

Examines the relationship between mentoring and counseling in the context of a mentoring relationship. Explores how career functions of mentoring are incommensurable with psychosocial functions with a specific focus on counseling. This analysis raises some problems with the notion of counseling as part of the repertoire of the mentor. (Contains 37…

In a model of nonadversarial bargaining, 62 percent of the school district's applicable income is earmarked for salaries and benefits. To settle nonmonetary issues, administrators and union representatives meet in a loosely structured council. (MLF)

A retracing of a college faculty member's relationship with his mentor suggested essential elements of the typical mentor-protege relationship, including professional recognition of the mentor, similar thinking styles, professional commitment, and self-direction. (CB)

Notes that some companies have begun setting up formal mentoring programs, matching junior managers with compatible seasoned veterans. Looks at what various companies are doing in the area of mentoring and formulates four key questions to ask when setting up a mentoring program. (NB)

States that in a series of two studies, research identified situations in which superiors and subordinates felt the need to maintain their relationships; delineated communication tactics and strategies that were consciously enacted to maintain relationships; and investigated how superiors and subordinates in different kinds of relationship…

Outlines the benefits and risks of faculty mentoring in terms of the faculty mentoring program at Western Carolina University. Suggests that formal faculty mentoring programs can be the most critical vehicle on the road to tenure and promotion. (SR)

Discussion of human performance technology (HPT) interventions focuses on requests for solutions to problems that involve conflict between the FEFM ("Fix 'em for me") Virus and the WIIFM ("What's in it for me?") Requirement. Building a relationship of mutual trust and confidence with the client and demonstrating responsiveness…

Discusses the working relationship between an instructional technologist and a subject matter expert (SME). Highlights include characteristics of a good relationship; the context for working with a SME; and a model for SME interactions, including checklists for various phases. (five references) (LRW)

Ways in which the speech writer for an executive can write a successful speech are outlined, including meeting regularly with the executive, getting to know his or her personal and professional preferences, asking questions, doing adequate and appropriate research, finding the right tone, and coaching the speaker. (MSE)

Social and academic values emphasizing individualism, competition, and unidisciplinary thinking affect the development of interdisciplinary programs. Interdisciplinary health care teams must be concerned with interprofessional and professional-client relationships and shared team values, which should be addressed in gerontological and geriatric…

Presents suggestions for using agendas to structure team meetings and for encouraging dialog among team members at middle schools. Discusses the importance of considering dialog in planning agendas and concludes that team dialogs can help to create a new version of collaboration in schools and new connections for students. (KB)