The field of continuing education is undergoing dynamic change. The recruitment, selection, development, supervision, and recognition of able teachers of adults are vital functions which must be continuously improved. (SK)

Strengthening organizational support for continuing education requires educators who are proficient at designing and managing the organizational change process. (Author)

A discussion of types and styles of administration and supervision is followed by approaches to promoting and sustaining change and organizational innovation in social service agencies. (SK)

This outline of the organizational structure for the new department of education lists propositions to guide the reorganization of educational research and innovation activities and discusses the potential functions of several new department offices. (RLV)

Presents the "Change Potential Analysis Chart," a tool for administrators to use in successfully managing change. (Author/JM)

The High School Self-Renewal Program offers a method for defining and solving school problems. (Author)

Case study of Admiral Elmo R. Zumwalt's attempt at innovation in the United States Navy offers a means of assessing individual initiative in hiearchical change. (PD)

(Available from NTL Institute for Applied Behavioral Science, P.O. Box 9155, Rosslyn Station, Arlington, Virginia 22209; $3.75 single copy.)

Noting that it is what we do with what we know which creates both efficiency and effectiveness, the author emphasizes that it is not just the trainees but employees at all levels who have to subscribe to the philosophy that the professionalism which derives from correct training is the only acceptable life style for their organization. (WL)

Describes how United Technologies Corporation (UTC) is restructuring its library and information services. Outlines the UTC information network model that divides library staff into three groups: information managers, research analysts, and knowledge facilitators (global information support, printed resources group, and INET--information…

Distinguishes between managers (administrators) and leaders (innovators) and argues that while managers outnumber leaders in most organizations, new leaders are essential if organizations are to move into the future. Defines leadership and discusses leadership qualities in libraries, instruction librarians and leadership, collaborative leadership…

Reflects on what schools must do to become genuine learning organizations. Traditional organizational culture was typically inward looking, centralized, and insular. Bureaucratic systems make schools structurally ineffective. Mintzberg's varied government and normative-control models are less suitable for education than Alfred C. Crane's…

This model of organizational learning represents a transformative learning process involving shared mental models and vision; links between organizational, team, and individual learning; and the central role of leadership and teamwork. (SK)

Interviews with 139 British managers, 84 recent graduates, and 35 workers doing similar jobs to the graduates identified key changes in work environments and organizational cultures. Employees appeared to want adaptive, adaptable, and transformative workers and expect graduates to be immediately effective on the job. (SK)

Adults, by choice or necessity, are often faced with making work-to-school, work-to-work, or work-to-retirement transitions. Adult educators should be aware of the strains and expectations of each transition in order to help adult learners manage change effectively. (SK)