A leader in human resource development reminisces about the people, places, and programs that made the field what it is today. (JOW)

Research on 50 organizations elicited 19 attributes of learning organizations: individual learning, group learning, streamlined structure, corporate learning culture, empowerment, environmental scanning, knowledge creation/transfer, learning technology, quality, learning strategy, supportive atmosphere, teamwork/networking, vision, acculturation,…

Key elements of learning organizations are as follows: understanding strengths, weaknesses, threats, and opportunities; open-book management; streamlined processes; team spirit; lifelong learning and skill recycling; and removing anxiety. A learning organization consists of empowered, motivated people committed to improving continuously. (SK)

Because traditional leadership discourages creativity and initiative, an alternative model is needed for transforming organizational culture. Key elements are formulating an inspiring vision, determining crucial interventions, developing close friendships with managers, building a network, and seeking support. (SK)

Argues that traditional research model used in industrial-organizational psychology is not useful in understanding deeper dynamics of organizations, especially those phenomena labeled as "cultural." Contends that use of data obtained during clinical and consulting work should be legitimated as valid research data. Spells out clinical model and…

As recently as the 1980s, most companies did not pay much attention to executive education. In the 1990s, many see executive education as a must for revamping competitive strategies, increasing productivity, improving quality, reducing cycle time, and revitalizing corporate culture. (Author/JOW)

Themes of the 1980s affecting human resource development (HRD) include customer service, the total organization, lack of definition of the field, the bottom line, globalization, and workforce productivity. Future directions include defining the field, the learning organization, and the size of the HRD operation in an organization. (SK)

Any organized activity centered on human development could legitimately be seen as human resource development (HRD). A more holistic view defines HRD as a wide range of integrating processes aimed at developing greater purpose and meaning, higher performance, and greater capacity to respond to change, leading to more effective individuals, teams,…

Many practitioners and policy makers view personalized school environments as a means to promote student commitment to school and engagement in learning. Personalization also rewards teachers and encourages their commitment and accountability. A personalized environment is the product of deliberate, strategic choices about organizational…

Organizations can improve success in hiring or placing change agents by emphasizing needed competencies, confirming credentials, establishing contracts, and ensuring that change agents speak the organization's language and are flexible and focused on objectives. (SK)

A literature review on action learning in management/executive development concludes that few meaningful examples of action learning have been assessed for their effects on organizations. There has been more focus on team building than on individual or organizational learning. (SK)

The National Association of Intercollegiate Athletics is hoping to stem member institution defections to the National Collegiate Athletic Association by reorganizing national staff, emphasizing regional competition, and helping members with local marketing efforts. The organization's 340 members are primarily small regional public and private…

Introduces Organizational Citizenship Behaviour (OCB) as a factor that contributes to the performance ratings of counselors. Describes models of OCB and circumstances that encourage its use. Suggests a method for integrating OCB sensitization training into counselor education programs as a means to prepare counseling interns, including information…

Organizations are using story telling to communicate values, adapt to change, define their culture, develop communication skills, and refine employee relationships. Examples include the anecdotal or biographical story, creative characterization, and story as metaphor. (SK)

Illustrates how job coaching networks can be implemented using adult education principles, with dialog and conversation as the foundation. Network success depends on in-house expertise, program ownership, and enough structure to maintain program integrity while allowing creativity. (SK)