A major task of administration is planning and implementing changes in the organization. Successful administrators must understand the reasons people resist change, use techniques for dealing with resistance, and develop appropriate change strategies. (SK)

Several problems facing the new US Department of Education (ED) even before it officially begins to function in May 1980 are identified. These include staffing, organizing, and preparing a budget for fiscal 1981. Education programs from other cabinet departments, now under ED jurisdiction, are listed. (JMF)

A theoretical framework for the analysis of organizational structures should be underpinned by modes of analysis that are adequate at the levels of meaning and causation and that understand the necessity of purposes that actors attach to their conduct while explaining the complex outcomes of intended and unintended events. (Author/IRT)

The reorganization of the federal equal employment opportunity enforcement efforts and the establishment of the Office of Federal Contract Compliance Programs (OFCCP) is explained in this description of the structure and function of specific divisions within the organization. A directory of OFCCP's regional and area offices is included. (RLV)

Discusses the impossibility of organizational change and how that impacts the role of human performance technology. Five components of technology are described, including systems thinking; personal learning and mastery; mental models; building shared vision; and team learning. (LRW)

Notes that community youth development is a challenging approach to youth work that focuses on the incorporation of new values at the practice, management, and community levels. Explores the implementation of a community youth development approach within the context of learning organization theory, and describes experiences of three youth-focused…

The barrier to a company's performance may be a conflict of organizational values and culture with those of the training profession. Elements of this value system that create the invisible wall are egalitarianism, people focus, "guerilla" training tactics, and emphasis on human interaction. (JOW)

Looks at several ways that change comes about over which the institution has little or no control: by mandate, through legislation, or through the accreditation process. Offers the CAP method (Communication, Alternatives selection, and Participation) to guide the institution through the change process. (JOW)

In the current economic climate, fast-track career models pose problems for individuals and organizations. An alternative model uses a resource-based view of the company and principles of sustainable development borrowed from environmentalism. (SK)

New types of psychological contracts, in which promotions cannot be guaranteed or expected, are emerging. Former methods of selecting and assessing high-potential candidates are obsolete, and human resource management practices must change. (SK)

Discusses changes in organizational training systems in light of new ideas about organizational development and learning. Topics include the difference between training and learning, old assumptions about the functions of training, how training can be detrimental to organizational development, how to initiate change, and expanding training…

States that the lure of cost savings and other incentives are prompting more organizations to outsource their entire learning function. Suggests that this will provide different opportunities for trainers. Looks at incentives, services, and advantages of outsourcing training. (JOW)

Survey responses from 120 British local governments that achieved the Investors in People (IiP) standard for training and development indicated that most found some benefits from the award; a number of barriers were identified. Results of this and other studies suggest that it is unclear how effective IiP is for improving business performance or…

Discusses how dire, long-term financial pressures for both public and private colleges and universities could lead to a fundamental restructuring of their organizational and learning systems around the most promising innovations in teaching and learning. Offers three organizing principles and seven transformative actions. (EV)

Criticizes popular models such as transformational leadership, suggesting leaders need to focus on constructivism and contextualism. Points out the narrowness of the "great man" model fostered in English public schools, arguing for expansion of leadership development options. (SK)