Suggests methods for getting line managers involved in the administration of training. Suggestions include defining why line managers should get involved, encouraging their participation as instructors, making courses relevant to jobs, and providing reinforcement. (CT)

Suggests ways of improving productivity for public libraries faced with increased accountability, dwindling revenues, and continuing inflation. Techniques described include work simplification, work analysis, improved management, and employee motivation. (RAA)

The U46 Administrators' Academy, sponsored by School District U46 in Elgin (Illinois), provides administrator inservice training at no cost. Academy instructors, primarily central office administrators, are selected for their credibility with their peers, for their knowledge of the topics, and for their ability to teach. (Author/MLF)

Examines staff management problems within British public libraries, one example of which is the unsuccessful attempt to introduce participative management. The effect of trade unions is noted and three levels of personnel planning (national, professional, and local) are discussed. (SW)

This analysis of Black managerial problems suggests that the issues confronting Black managers are distinctive and special and that there are specific features of Black life which need to be examined as possible cultural influences on Black organizations. (Author/EB)

Describes the bases for management services that would ensure that the larger business organizations of the future will receive an intake of highly trained men, or women, who by age 30 would have been subject to 15 years of specialist general management training, suitable for any form of business enterprise. (WL)

Describes partner institutes as nonprofit organizations that provide training to member organizations in an industry. Presents a competency-based needs assessment model for assessing training and development needs of the industry, incorporating a variety of data-gathering techniques, eliminating redundancy, and forestalling role conflict. (SK)

Developmental assessment centers focus on helping existing staff improve job performance. These centers are most effective when they combine clear, precise feedback with pragmatic, on-the-job follow-up, although they do cost more to operate. (SK)

Compares past and present forms of university and corporate executive education. Considers the benefits of a customized approach containing features of both. Identifies trends affecting executive education, such as global competition and technology change. (SK)

Former principal suggests several ways to make principal's job more manageable: Revise the principal's job description, improve professional preparation, provide ongoing professional development, provide more support, improve management practices, and strengthen staff hiring. (PKP)

Classifies trends in management development approaches using Kolb's experiential learning model: (1) abstract conceptualization (traditional management education); (2) active experimentation (action learning, project, and consultancy approaches); (3) concrete experience (competency based); and (4) reflection (reflective practicum, apprenticeship).…

Survey responses from 100 providers and 100 purchasers of open learning materials/media found confusion over the definition of open learning; use in management development to be recent; and a shift to CD-ROMs and videoconferencing. Purchasers and end-users determined success of a medium; therefore, stakeholders' context/environment should be…

Reviews research on transformative learning and competency analysis, pointing out areas from which those involved in leadership and management development could benefit. Identifies where more research is needed. (Contains 17 references.) (SK)

A survey of 524 managers identified key practices to improve performance in a changing environment: clarifying roles, goals, and expectations; ongoing performance evaluation, feedback, and coaching; mentoring; challenging assignments; formal career planning; customer contact; cross-training; and 360-degree feedback. (Contains 31 references.) (SK)

Explains how and why to incorporate the concepts of land, sense of place, and land ethic into management and environmental education. Describes 10 themes for teaching: transcendence, locality, community, limits, morality, emotion, beauty, stories, work, and culture. (Contains 22 references.) (SK)