Presents an eight-step model for establishing a training and development program: (1) initiate consultative relationship with management; (2) develop written agreement; (3) diagnose needs; (4) formulate action plan; (5) design program proposal; (6) gain management approval; (7) conduct training; and (8) evaluate results. (SK)

Suggests ways for instructional design consultants to develop people skills and foster successful client relationships: take win-win approach; match consulting models; study clients as you study problems; build common ground; study organizations as you study clients; be respectful, trustworthy, informative, slow to judge; express your needs, and…

In designing consultation programs for special education teachers, three factors must be considered: (1) characteristics of consultation; (2) practitioner needs of consultation information; and (3) specific consultation skills to include in the training sequence. (Author/CL)

A review of literature on topics of teacher consultant roles, cross-categorical services, approval criteria, and caseloads suggests the position of teacher consultant as it is being implemented may be untenable. There is a critical lack of role definition at state and local levels and a dearth of professional preparation in consultation skills.…

Ten rules for presidents who want to stay cool under hot TV lights are presented including: be yourself, be likable, prepared, enthusiastic, specific, correct, and anecdotal, listen, bridge from where you are in a discussion to where you want to be on topics of your choice, and be cool. (MLW)

In one common method of conflict management, the parties to the conflict are convened for a series of face-to-face discussions in the presence of an outside facilitator. This chapter presents two cases in which premeeting mailed questionnaires were used to improve the efficiency and effectiveness of the process. (BW)

Describes five consulting activities developed over several years association with a business firm in order to show that intensive work for one company can be an interesting option for consultants who want to address a firm's many communication problems and who want to see long-term results. (FL)

A program of integrated teaching by consultants and general practitioners is described. The teaching took place in the hospitals used for the purpose by the Medical Faculty of the University of Birmingham. (Author)

High school reading specialists possess specialized knowledge and have the potential to positively affect adolescent literacy growth. Research on the role of the high school reading specialist can create a better understanding of depth and breadth of that role and provide a comprehensive portrayal of the role. This outline lists literacy problems…

This article describes a consultant-to-counselor concept in which a consultant serves as a resource person and aid to school counselors and guidance program directors. (RWP)

This article describes the transition of delivery of school psychological services from primarily a clinical model to one of consultation. It identifies existing conditions facilitating change, analyzes problems, and suggests solutions. New Services arising from the changed perception of how a psychologist functions are discussed. (Author)

Educators are aware that personal problems of a faculty member can interfere with effective performance. The purpose of presenting this particular type of case is to enable the reader to understand how a distinction can be made between commitment to counseling a faculty member about personal problems and acting as a consultant to a particular…

Describes part of a 3-year research project into the organization and workings of eight LEA's, with the main focus on the structure and key methods of the administrative agencies. Six case studies were undertaken of how these authorities planned certain changes to their educational provision, and two of LEA's that reorganized their education…

The purpose of this paper is to question whether adequate consultation can take place when issues and problems are considered only at the level of the overt behavior of the problem child.'' (Author)