Reasons for frustrations surrounding needs assessment in organizations are examined. Action strategies are paired with three of the root causes of obstacles to effective assessment: (1) flawed needs assessments; (2) no organizational support; and (3) inadequate expertise assigned to the effort. A sidebar presents four possible causes linked to…

A macro model of training and development includes input (training and development climate), process, and output (individual/organizational change) indicators. A test of the model with 387 Kuwaiti bank employees supported these indicators. Managers' perceptions of training and development and the organization's return on investment were…

Schools cannot produce students as continuous learners and effective collaborators without teachers who possess those same characteristics. Learning organizations thrive on attention to staff orientation, curricular and/or interdisciplinary teams, peer observation, study groups, action research, school improvement task forces, professional…

Steps in developing a camp staff handbook include considering its intended uses, choosing a name, deciding on the handbook's size and the cover's style and design, choosing and sequencing topics and subtopics, and designing the layout of each page. Eye-catching ways to present information and tips for refreshing an old handbook are discussed. (SV)

Emphasizes the importance of the planning and the process of organizing staff meetings. Specifically addresses the areas concerning clarity of purpose and structure of meetings, as well as promoting learning and connecting during meetings. Provides specific strategies to achieve these goals including suggestions for self-assessment. (SD)

Describes the development of an online learning program being developed by the University of the Highlands and Islands Millennium Institute, a consortium of colleges and research institutes in Scotland. Highlights include staff development; theories of learning and teaching; principles of course design; conversation theory; and paradigm shifts in…

Presents an inventive approach to professional development in early childhood education and care settings. Focuses on how early childhood programs shape the stories of individual children, the importance of planning physical environments to shape stories and remembering the power of the social-emotional environment, and the need to include…

Offers 11 concrete approaches to improve the quality of substitute teacher programs and provides sample evaluation forms. (MLF)

Whereas the laissez-faire approach merely tells each teacher to do what he or she thinks best, the principal moving toward empowerment charges a group of teachers with devising the best decision for all. A Maryland elementary school used the Teacher Expectations and Student Achievement staff development plan as a big step toward preparing teachers…

Describes the work of the five regional centers established by the U.S. Department of Education under the 1986 Drug Free Schools and Communities Act 1986, including the names, addresses, and telephone numbers of the centers. (SK)

Discusses the importance of a well-conducted needs assessment to the healthy functioning of a social services agency. Describes the assessment of its training needs undertaken by the Youth Services Bureau of Ottawa-Carleton, Canada. (JOW)

Staff development should be involved in dealing with the capabilities of the whole institution by nurturing staff. Institutions must deal with attitudes and incorporate equal opportunities within the structure, content, and delivery of all of their activities. (SK)

Defines distance learning, summarizes recent developments, and explains four networks in the federally funded Star School Program: TI-IN, the Midland Consortium, the Technical Education Research Center (TERC), and the Satellite Educational Resources Consortium (SERC). Satellite networks are the most cost-effective way to offer advanced classes and…

Examines the logical and psychological aspects of competency-based staff development programs. Analyzes myths of competency-based learning (CBL) and indicates that incorporating principles of CBL with those of adult learning may be a way to improve staff development programs. (JOW)

An understanding of adult learning principles will enable staff developers to select the most appropriate learning environment for participants. The purpose and sample activities of formal, informal, or non-formal learning environments are presented. (JD)