Demonstrates how principles of simulation help students develop working models or prototypes. Explains how computer software enables this process for learners with only basic computer knowledge. (SK)

An action research study examined the effects of executive coaching in a public municipal agency. A conventional training program followed by one-on-one executive coaching had 31 participants. Training increased productivity by 22.4%, whereas coaching produced a productivity gain of 88%. (JOW)

Responses from 54 of 100 British companies showed that those who use outdoor management development programs believe them effective for personal, team, and leadership development. However, these conclusions seem based more on anecdote and intuition than empirical evidence. (SK)

Argues that few librarians possess the needed competencies to fill the role of "chief knowledge officer" or "knowledge executive." Outlines executive competencies required: communications, leadership, experience, financial management, customer focus, entrepreneurial insight, and information technology grounding; examines gaps…

Assesses the effectiveness of the Team Management Index and raises questions about measurement techniques. Argues that data collection can never provide complete proof of a link between interventions and organizational change. Suggests that evaluators study a team's change process. (SK)

Counters the following myths: competence has been defined; managerial effectiveness can be identified; management is generic; effectiveness can be measured; management is composed of skills, behaviors, or traits; and only maximum performance counts. (SK)

Small business owner-managers were grouped in networks in a collaborative approach to management learning. Establishment of these communities of trust helped overcome lack of time and resources for reflection, lack of peer contact, and the expectation that small business managers must be omniscient. (Contains 27 references and 12 additional…

Interviews with 19 human resource managers, 6 consultants, and 11 business faculty investigated the effectiveness of client-based management education. Results suggested that strategic management education is a business imperative and many companies are developing partnerships with business schools to deliver training that supports business…

Case studies of four British companies showed that management legitimacy and authority were negotiated along the axes of technical expertise and abstract knowledge. Employees required evidence of management competence, and structural indicators such as management degrees or courses did not confer unquestioned legitimacy. (Contains 62 references.)…

An innovation management course has three strands with face-to-face and online components: (1) seminars with online course notes and slides; (2) assignments (group online case studies, tutorials, in-class presentations); and (3) assessment (online, oral, in-class, written). Students are able to benchmark their work online and teachers use the…

Provides a classification scheme for computer simulation, role playing, and educational games. Discusses outcomes of each when applied in business and management education and training. (Contains 52 references.) (SK)

A literature review identified elements of transformational leadership and desirable learning outcomes related to it. The review suggests that management instructions should enact transformative leadership in the process of teaching about it. (Contains 31 references.) (SK)

The 1990 AASA Recognition Awards for Outstanding Achievement in Leadership Preparation by Colleges and Universities went to Boston Leadership Academy (Boston University) for its case study training methods applied to urban settings; and to the Meadows Principal Improvement Program (East Texas State University) for training experienced teachers to…

In a survey of 2,220 engineers in New Zealand, 73 percent felt the need for more management education and training, including 85 percent of engineers under 40. The analysis also indicated that most engineers spend more than half their time on management work, although few management training courses are specifically designed for them. (SK)

Organizing training for business executives differs greatly from that for business students. Trainers of experienced business personnel must provide practical, relevant programs that introduce new approaches, methods, tools, and structures. (SK)