Wisconsin Power and Light used results of an employee survey on cultural diversity to develop a training program based on increasing awareness of the significance of being able to work together. At workshops, employees identify specific individual actions they are responsible for and formulate work-group ground rules that respect diversity. (SK)

Argues that there is a vital case to be made for the development of counseling strategies aimed at encouraging and assisting self-reflective practice among organizational participants. Outlines a number of strategies and potential strategies for reaching people in the workplace. (JPS)

Surveys literature on organizational moral development and describes research methodology employed, summarizes research findings, and examines career implications for human resource professionals. Contends that institutionalizing an ethics program can impact favorably on both the organization and the career of the implementing human resource…

Discusses a process of total quality management (TQM) that will help define objectives, develop criteria for measuring accomplishments, and identify what has to be done to get an organization from where it is to where it wants to be. Explains the characteristics of a good TQM needs assessment. (JOW)

Employee involvement (EI) activities were established by management to create more meaningful work for employees and to make companies more competitive. What is missing is a clear method to link the problems of an organization with the appropriate EI activity. (JOW)

Senge states that knowledge-based organizations require distributed leadership based on philosophy, attitudes and beliefs, skills and capabilities, and tools (artifacts). McLagan replies that his assertions require deeper, more soulful reflection to bring the concept to life. (SK)

This brief guide to total quality management (TQM) includes definitions, a review of the history of the concept, profiles of five principle experts, and a discussion of TQM jargon. (SK)

Institutionalizing a vision for diversity should include (1) commitment to serving students' perceived needs; (2) seeing through the lens of others' experiences; (3) moral leadership from teachers; (4) a sufficient pool of support and goodwill; and (5) focus on students first. (SK)

Regardless of their content, employee-development activities can engender common interests or mutuality with benefits to employer and employee. They promote lifelong learning, flexibility, increased motivation, commitment, loyalty, and hence effectiveness. (SK)

Survey of 25 British civil engineering firms revealed informal and unstructured learning systems, limiting designers' opportunity to gain feedback about their designs. A more systematic learning culture was recommended for project-based industries such as construction. (SK)

Case studies of four British entrepreneurial organizations reveal the dimensions of learning in small organizations: ability to network, assimilate experience and opportunities, reflect on strategies and mistakes, and assess resources. Results suggest that existing organizational learning theories are more appropriate for large firms than…

Theories of situated learning and distributed cognition are used to support emerging relationships between learning and working. The nature of work evolves from being predictable and deterministic to being more contingent and idiosyncratic. Models of employee development are examined. (Author/JOW)

Examines three theses: (1) work teams should be analyzed as object-oriented activity systems; (2) the nature of teams depends on the type of production in which they are implemented; and (3) fluid forms of collaborative work organization are displacing stable teams. (SK)

Diversity is a multidimensional construct that affects all members of an organization. The relationship between diversity and organizational performance is not automatic. Diversity must be promoted, supported, and managed effectively to reap its benefits. (SK)

Two case studies involving story telling show how management competence is affected by subjective interpretation and by the context of management behavior. Management and organizational development should thus consider how contexts and relationships operate to prevent development of situation-specific competence. (SK)