bluuebunny/crossref_metadata_2025 huggingface dataset:
Making People Talk: From Empathy to Inquisition
Authors: Townsend John
Published: March 2008

A couple of years ago I met a man who was to become a good friend of mine. I remember that first meeting very well. I was at a large business conference in London and he was one of the speakers. After the last session of the day, I caught up with him as he was leaving and invited him to have a drink with me. We talked for over three hours and I was sorry when he said he had to go. I thanked him for a fascinating and stimulating conversation and took the liberty of asking him whether we could meet again (he was a well‐known writer and lecturer and extremely busy) and to my delight he agreed. Later that evening, reflecting on the meeting, I suddenly realised that my new‐found friend had hardly said a word during those three hours. He is one of those people who are artists in making other people talk about themselves and that was why I found him so fascinating. Of course, since then I have got my own back and learned a lot about him too. But at that first meeting, he got me to like him simply by being interested in me.
Focusing Managerial Development
Authors: Cunningham Ian , Leon Patricia
Published: March 2008

It is a cliché that management development should be relevant to the requirements of managers. Yet this criterion so often seems to be merely part of the rhetoric of management development. The problem of relevance is more acute the more senior the manager. You can get away with formalised packaged management training for junior managers, but top managers realise that their situations are unique. In this article, we will comment on an example of developing a particular kind of senior manager, namely, potential partners for a major accountancy firm — Deloitte Haskins and Sells.
The Manager's Role in Staff Development
Authors: Cooke John , Knibbs John
Published: March 2008

A number of writers on management have emphasised the development of subordinates as a major function of management. This has been placed alongside the other functions of planning, organising, motivating and controlling. Hekiminian and Jones went as far as to suggest that the greatest contribution managers could make to their organisation was the development of the human resources under their control. This developmental or educator role has been described as providing the “vision and ability to perform”. In spite of the importance of this function, our own experience, shared by others (see Stewart), suggests that it is a neglected one, in which the manager receives little guidance from the organisation. Managers therefore concentrate on those aspects of work which superiors regard as important.
Resolving Re‐entrants' Problems in the Transfer of Management Learning
Authors: Mmobuosi Ifechukude B.
Published: March 2008

The purpose of this article is to present a model for resolving the problems experienced by managers (re‐entrants) when they try to apply and diffuse their learning on return to work. The continuing interest in post‐course organisational events arises from the fact that the ultimate benefit of management training is in work‐place application.
RESEARCH REPORT
Authors: Walsh M.
Published: March 2008

At a meeting of financial directors/planners at Manchester Business School, concern was expressed at the way education and training (E&T) was being managed within companies at the strategic business level; in particular, whether E&T was being regarded as a consumptive good to be met from profits and hence being cut in stringent times, or whether it was regarded as an investment which was fundamental to the long‐term success of the business. These two fundamentally different approaches require different financial treatments. In the first, E&T would be regarded as a cost centre for which the expenditure is written off in the year of occurrence: in the latter, E&T should be treated like any other strategic investment and subjected to their different set of planning and control procedures. In other words, was E&T being managed as a hurdle which had to be jumped for the organisation to continue functioning for the next year or as a springboard to long‐term success? In either case, was it possible to bring E&T expenditure under stricter financial control to the benefit of the organisation as a whole? Though there have been several surveys on E&T of late, these presented little evidence on the financial and strategic aspects of its management, so the Financial Research Control Institute (FCRI) was asked by the companies to carry out a pilot survey into current practice in the appraisal of E&T as a revenue investment.
Training Trade Unionists in Britain
Authors: Farnham David
Published: March 2008

At the end of 1984, the Certification Officer listed 365 trade unions in Britain with a total membership of 10,753,993. Eighty‐nine of these organisations were affiliated to the Trades Union Congress (TUC) whose total membership at that time was 10,082,144 (p. 47), (p. 1). There are no up‐to‐date figures providing the numbers of full‐time officers and lay officials of TUC unions currently. But an estimate by the TUC in 1973/74 suggested that there were about 2,800 full‐time officers in affiliated unions at that time. There were also 400,000 voluntary officers in union branches or at their places of work, with an annual turnover of 20 per cent (p. 2). Given that TUC affiliated membership was just over 10 million at 31 December 1973, it can reasonably be assumed that there are similar numbers of full‐time officers and voluntary office holders today. The potential education and training needs of these 3,000 paid officials, but especially of the 300,000 work‐place representatives and 100,000 branch officials, as well as those of millions of trade union members generally, are very large indeed. And, given the limited resources available to satisfy them, they can only be marginally addressed by the trade union movement.
Distance Learning — Getting Started
Authors: Hawes Mike
Published: March 2008

In July 1985, the Training Development Department of British Gas completed a thorough one‐year evaluation of computer‐based training (CBT) and found considerable long‐term benefits which overcame many of the problems of traditional training. One of the main advantages was flexibility. Distance learning allows people to work at their own pace, without the stress of a traditional classroom environment. Line managers find it easier and more acceptable to slot training into the work schedule, rather than having to release people to go to a training unit.
Management Learning Contracts: From Theory to Practice, Part 1 — Theory
Authors: Boak George , Stephenson Mac
Published: March 2008

The purpose of this article is to introduce the Management Learning Contract as an effective method of developing the skills of individual managers. Part I will describe the origins and potential of the contract methods. Part II will provide a practical guide to application.
Training Effectiveness Evaluation
Authors: Swanson Richard A. , Sleezer Catherine M.
Published: March 2008

The gap between evaluation theory and practice is a serious problem for training in industry and business[1]. A recent literature review of the summative evaluation on training noted:
High‐tech Executive Skills — What New Research Shows
Authors: Brianas J.
Published: March 2008

The merits of management education and training have during the past decade come under attack by educators and practitioners alike. The ivory tower is not as sacrosanct as it has been, nor are management trainers blameless for emphasis on classroom games at the expense of work‐place results.
Designing Effective Programmes for Encouraging the Business Start‐up Process
Authors: Gibb Allan A.
Published: March 2008

There has been a substantial growth in training programmes in the UK over the past decade and particularly in the 1980s, aimed at supporting the business start‐up process. In the 1970s, small business training, channelled mainly through the Industry Training Boards, concentrated almost exclusively on the existing small business. That there has been such substantial growth reflects the priorities and influence of the Manpower Services Commission (MSC). Its pioneering work on the New Enterprise Programmes in the late 70s led on to a hierarchy of start‐up programmes in the 80s covering a wide variety of client types. Behind this, in turn, lay the political commitment to support of self‐help progammes aimed at increasing the rate of starts of small business as a counter to unemployment, and increasing their viability, thus lowering the failure rate. Start‐up training has gone much farther in the UK than in the rest of Europe, and several European countries have followed British practice in recent years[1]. The growth in provision can partly be monitored by the Manpower Services Commission's own figures which show 64 starters being helped through training in 1978/79 and 31,000 in 1986/87. The MSC is planning to revise its programme portfolio in this area, in the light of its evaluation, and in an endeavour substantially to increase the through‐put of participants with targets of over 45,000 in 1987/88.
Promoting Natural Learning Activities within the Organisation
Authors: Garavan Thomas N.
Published: March 2008

The idea that learning is a natural human activity which takes place in a relatively non‐contrived way as part of everyday life has, in the author's experience, been lost when one considers the present state of training and development in many modern organisations. While it is accepted that some contrivance of the learning activity is necessary in order to make it more effective, there has been something of an obsession amongst trainers and consultants to come up with new methods and approaches, rather than concentrating on helping people to learn. Furthermore, the training function has tended not to emphasise the important role that the line manager plays in the development activity within the modern organisation. This may have arisen because the training function wanted to demonstrate ownership and establish a power base within the organisation; however, centralised ownership of training and development does not lend itself to the promotion and undertaking of non‐contrived on‐the‐job/natural development activities.
Moving towards the Future — Training Practices in Africa:
Authors: Akin‐Ogundeji O.
Published: March 2008

There is a growing interest among writers, academics and professionals in Europe and America about the integration of training with organisational development (OD). As will be seen later, the basis for this is the need to develop training as an integral part of organisational life, so that its contribution to organisational performance can be enhanced. Training is being seen more as an OD tool than the traditional role of providing courses for improvement in individuals' job performance.
Leadership Styles and Human Resource Management:
Authors: Culpan Refik
Published: March 2008

Management is one of the most challenging tasks of everyday life. It can be defined most simply as getting things done through people. But dealing with people presents many complexities due to differences in personalities, attitudes or motivational levels, learning styles, communication skills and technical competencies. Despite these differences, the mission of managers is to get the task accomplished. Additionally, managers are supposed to motivate employees to perform better. Managing an organisation is a demanding job. The question, then, is what constitutes effective management? And what are current themes of, and approaches to, management? This article seeks to answer these questions, first, by examining popular management books published in the US in the last decade, and then, in light of environmental changes, by discussing emerging leadership styles and human resource management implications.
Interactive Team Teaching on Management Courses: Some Personal Experiences
Authors: Durcan J.W. , Kirkbride P.S.
Published: March 2008

Team teaching is concerned with interdisciplinary, integrative presentations, e.g. lecture discussions, seminars or case study sessions. It is a method of teaching by two or more tutors of different disciplines in combination (p. 296).
Moving towards the Future: Training Practices in Africa —
Authors: Akin‐Ogundeji O.
Published: March 2008

In discussing the general approach to management and supervisory training in Nigeria in Part II of this article, attention will be given to:
A METHODOLOGY FOR TESTING JOB TASK PERFORMANCE: PART I
Authors: Campbell Clifton P. , Armstrong Richard B.
Published: March 2008

Introduction Employers have often hired graduates of vocational training programmes based on their diplomas and certificates rather than on their capabilities. As a result, these employers do not frequently hold vocational education/training in the highest regard. Additionally, the profession itself is concerned about the discouraging outcomes of some vocational programmes. Employers, governing bodies and taxpayers are all insisting that vocational programmes become more accountable.
HOW TO CONDUCT SUCCESSFUL SALES TRAINING MEETINGS
Authors: Lidstone John
Published: March 2008

Field sales managers are judged by the combined sales produced by their teams. During the course of any one year, individual appraisals will reveal that sales teams have some common training needs or weaknesses. These may range from company/competitor product knowledge, a selling technique such as closing or an aspect of their work organisation. When this occurs, there are two choices. You can plan and carry out a programme of training on an individual basis for each salesperson. This will take time and it may be felt that immediate action is needed to correct this common weakness. A more speedy and effective solution might be to bring the sales team together and conduct a group training meeting. In most companies employing large and small sales forces, local training meetings held on a regular basis are commonplace. It has been estimated that more than 10,000 internal sales meetings are held in the British Isles alone every week.
IS THE TRADITIONAL EXECUTIVE PROGRAMME OBSOLETE? USC'S NEW STYLE EXECUTIVE PROGRAMME
Authors: Coulson‐Thomas Colin
Published: March 2008

The Changing Business Environment, Intense global competition, financial uncertainties, dumping, protectionism, political constraints, alliances and joint ventures are the reality of today's business world. Successful managers in this challenging transnational environment are increasingly called on to make decisions in situations of high risk and uncertainty, all too often under crisis conditions. How does one prepare management for this turbulent environment? To what extent do “traditional” executive programmes, including those leading to an MBA, provide the multidisciplinary skills and the analytic, communication and decision‐making capabilities needed to cope with these realities? Do they equip participants with the international perspective and outward orientation needed to confront and handle revolutionary change?
THE IMPORTANCE OF TEAM BUILDING IN A HIGH‐TECH ENVIRONMENT
Authors: Jacobs R.C. , Everett J.G.
Published: March 2008

For companies operating at the frontiers of knowledge and technology in business, developing innovative attitudes and strategies is critical to survival. The area of business defined as “high tech” is characterised by rapid change, growth, new companies, instability, fierce competition and considerable uncertainty. Natural selection and survival of the fittest in this area are an undeniable fact of life, and fitness in this context seems directly related to a company's inclination and ability to innovate. Two factors are important in determining whether people working in this environment will innovate:
ORGANISATIONAL LEVELS: A FRAMEWORK FOR MANAGEMENT TRAINING AND DEVELOPMENT
Authors: Rashford Nicholas S. , Coghlan David
Published: March 2008

Training and developing managers in skills that enable them to deal effectively with the multiple issues within an organisation is a perennial task for management, trainers and consultants. There are many approaches to the issues of behaviour in organisations and organisation development on which such training could be based. One approach, developed by Rashford and Coghlan, articulates and links the different levels of behaviour through the concept of organisational levels. Their use of the construct differs from the common use of organisational levels in organisational behaviour and organisation development texts. This article describes how this paradigm was used in management development courses in the United States.
CREATING INTERACTIVE VIDEO SEQUENCES FOR MANAGEMENT
Authors: Binsted Don
Published: March 2008

This article stems from research into the use of interactive video (IV) for the education and training of managers. The research has been carried out by the Centre for the Study of Management Learning at the University of Lancaster for a consortium of 11 co‐sponsors. The article is based on the making and testing of three entirely different IV programmes. The testing was done on “real” managers, which is a fundamental principle of our research methodology, since the opinions of trainers and professional video makers may be markedly different from the people for whom the programmes are designed. A second phase of research is being undertaken, so the reader is asked to consider what follows as interim findings. However, one thing is clear. We are convinced that, to utilise the full potential of IV, we need to create video sequences and not attempt to activate existing linear video made for continuous viewing. This view is supported by Nick Rushby, reported in his chapter on the making of the “bus driver” IV programme. The only exception to this might be the use of documentary or archive material, of which we have no direct experience. As you read this article, it will become evident that, apart from archive material, the chances of finding the sequences needed already in existence is remote. Further, we find that looking at the sequences we created linearly makes no sense at all.
RESEARCH REPORT: MANAGEMENT LEARNING GROUPS — A LESSON IN ACTION
Authors: Blennerhassett Evelyn
Published: March 2008

This article is based on an action research project carried out by the Institute of Public Administration on behalf of the former Department of the Public Service. The project sought to answer two interrelated questions:
HEAD TEACHERS OR MANAGERS? — IMPLICATIONS FOR TRAINING
Authors: Holmes Gary , Neilson Alastair
Published: March 2008

Currently, there are signs of great interest in the provision of relevant management training for senior educationalists, especially for head teachers. The need for head teachers to receive some form of planned learning experience in management is apparent. After all, they are responsible for their staff, their pupils, the educational process within their schools, and the premises in which these processes take place. This represents a significant set of managerial responsibilities for which they have not received any formal training. Naturally, then, the provision of some form of management training can only be expected to improve the situation. Indeed, current developments would appear to be increasing the need for such learning experiences; head teachers now have responsibilities for training and developing their staff, appraising their performance and providing feedback to staff on ways of improving performance.
TRAINING SUPERVISORS IN EMPLOYEE PERFORMANCE APPRAISALS
Authors: Sims Ronald R.
Published: March 2008

It meant also informing the men each day just what they had done the day before and just what they were to do that day. In order to do that, as each man came in the morning, he had to reach his hand up to a pigeonhole (most of them could not read or write, but they could all find their pigeonholes) and take out two slips of paper. One was a yellow slip and one was a white slip. If they found the yellow slip, those men who could read and write knew perfectly well what it meant; it was just the general information: “Yesterday you did not earn the money that a first‐class man ought to earn. We want you to earn at least 60 per cent beyond what other laborers are paid around Bethlehem. You failed to earn that much yesterday; there is something wrong” — Frederick W. Taylor.
Assessment and Appraisal of Site Staff
Authors: Schneider P.S.
Published: March 2008

A feature of the modern organisation is the existence of temporary systems—task forces, project groups and other teams established for a specific purpose and disbanded when the purpose is accomplished. Such groups provide particular problems for management and in this and two subsequent articles, the authors describe some of the problems and how they were tackled in the Civil Engineering industry
Negotiation Skills Training—Part 1
Authors: Pedler Mike
Published: March 2008

In recent years, a number of developments have combined to make industrial relations a high priority for management and Government. Trade unions have always seen industrial relations as a high priority, yet they too are affected by the developments as is shown by the increasing number of active unionists. This increased activity can be seen as a response to the need for the management of organisations to cope with change and to become increasingly collaborative and consultative. “Full employment”, inflation, the development of post‐industrial society, increasing white‐collar and managerial unionism and the higher expectations of an ever‐more skilled, educated and flexible population are some of the pressures underlying this movement.
Group Process Techniques in Assessing Training Needs and Setting Training Objectives
Authors: Venna Yrjö
Published: March 2008

Definition of target areas and target levels is an essential aspect of training planning. This definition is followed by the planning of training programmes with the aid of which the programme participants will be enabled to accomplish their training targets, which should be derived from the training needs. However, it has been found both difficult and laborious to arrive at a definition of qualitative training needs. The information yielded by survey‐type questionnaire studies does not usually correspond to the amount of work and expense they require. They do not provide an adequate basis for defining the target areas and target levels. These experiences formed the point of departure for the development of the methods set forth here.
What Should We Do with the ITBs?
Authors: Jarvis Brian
Published: March 2008

What's Happening? The industrial training boards, as organised at present, are an example of that peculiarly British trait of thinking of a good idea and then modifying it in the interests of “pragmatism” and “individual freedom” so that it becomes ineffective. As a nation we seem to believe that a collection of tactical initiatives added together equal a total strategy. They do not. As conceived, ITBs were intended to ensure an adequate supply of trained personnel at all levels of British industry, to secure an improvement in the standard of industrial training and to share the cost of training more equitably amongst firms. In other words, they were meant to make a very direct contribution to industrial efficiency and economic growth.
Selection Interview Training
Authors: Keenan Tony
Published: March 2008

It has been known for many years that the selection interview is often a far from perfect instrument. However, the unabated popularity of training courses in the selection interview is only one of many indications that managers have no intention of abandoning its use. Given this, it is obviously very important that such training be designed to be maximally effective. This question of the effectiveness of interview training has been investigated as part of an ongoing research programme on the selection interview which is being carried out at Heriot‐Watt University. Both our research findings, and our practical experience of running interview courses ourselves, have led to the development of a new approach to interview training which we have called individual‐centred training. This article describes the origins and basic principles of individual‐centred training for interviewers.
Negotiation Skills Training— Part 3
Authors: Pedler Mike
Published: March 2008

The first two articles (See JEIT Vol. 1 Nos. 4 and 5) dealt with the concept of negotiation and the nature of conflict. In particular the interrelation of communication, trust and power was explored in the context of conflict. This third article is concerned with how these conflicts are resolved. In addition to offering a taxonomy of approaches to conflict resolution, it provides a detailed skill and knowledge breakdown of the negotiating process itself.
Discovering Experiential Learning
Authors: Allner David , Teire John
Published: March 2008

Learning through experience and participation in training courses may be old hat to some. But in general, the training manager who is dissatisfied with the conventional approach does not find it easy to change his courses in this direction. This article is based on the authors' work with a number of organisations in introducing experiential training, and reflects the thoughts, problems and objectives of doing so as seen through the eyes of company training manager, Jim …
Insight into Redundancy Counselling
Authors: Stewart Valerie
Published: March 2008

They waited until lunch was being served before they told him. Like that, they thought he would not make so much of a fuss. It left a mark that may well be permanent, for the run from King's Cross to Harrogate is one he does fairly often, and now he finds piercing memories coming back as the familiar landscape rushes past the carriage window.
Negotiation Skills Training — Part 4
Authors: Pedler Mike
Published: March 2008

The first three articles have been concerned with the substance, the conceptual context and the skills of negotiating. This final section is devoted to the ways and means of learning how to negotiate. Some relevant ideas on learning are discussed and a number of resources are listed to help those who are designing programmes in this area.
FILMS
Authors: Jones Clive
Published: March 2008

Whilst widely recognised and used throughout industry, the appraisal interview can be a two‐edged sword. If handled incorrectly or unprofessionally by the interviewer, it is at best pointless and ineffective; at worst it breeds frustration and discontent, and contempt by the interviewee for his superior. The pitfalls for the manager conducting the interview are many, but they can be grouped, at least according to Video Arts, under three broad headings, which are reflected in the three characters featured in their new training film on appraisal, How Am I Doing? (colour, 27 minutes).
Assessing Management Education
Authors: Hogarth Robin M.
Published: March 2008

Although recent years have seen heavy investment in management education programmes, relatively little effort has been made at evaluation. Kane, however, has noted that the time when training and development activities are no longer questioned “appears to be well on its way to passing from a reality to a memory”.
Assessing Spoken English on the Shop Floor
Authors: Fitzgerald M.J. , MacLachlan I.D.
Published: March 2008

During the 1950s and 1960s the excessive demand for labour in industrialised Western Europe produced an acceptance of any available manpower in industry. As a consequence, in areas that experienced immigration, a large proportion of the indigenous workforce was either dispersed or had job aspirations raised and now evidences a relutance to undertake low level work. Consequently the migrants were and still are recruited for repetitive and menial work, as well as work involving anti‐social hours. As a consequence of the job level restrictions there was cultural clustering in particular areas of the shop floor which led to communication problems. The following example is typical of those problems management was having to meet.
The Effective Negotiator — Part I
Authors: Rackham Neil , Carlisle John
Published: March 2008

Very few studies have investigated what actually goes on face‐to‐face during a negotiation. Two reasons account for this lack of published research. Firstly, real negotiators are understandably reluctant to let a researcher watch them at work. Such research requires the consent of both negotiating parties and constitutes a constraint on a delicate situation. The second reason for the poverty of research in this area is lack of methodology. Until recently there were few techniques available which allowed an observer to collect data on the behaviour of negotiators without the use of cumbersome and unacceptable methods such as questionnaires.
Action Research and Action Learning in Management Education
Authors: Margerison Charles
Published: March 2008

What is it that managers want from management educators? What is it that management educators can give to managers? I believe that the essence of successful management education is a good exchange relationship between the givers and the receivers. Indeed what we have got to do is to establish a way in which the management educators can work with managers on problems which the latter feel that they have.
A New Look at the Retraining of Unemployed Executives
Authors: Harrison Rosemary
Published: March 2008

The learning problems of unemployed executives (which, in this article, is a term used loosely to cover managerial, professional, administrative and technical personnel) are attracting increasing attention from trainers and researchers. Particularly noteworthy are the publications and projects sponsored by the Cambridge Industrial Training Research Unit. Several suggestions have recently been made about how these problems might be tackled, and a number of innovatory courses have been organised which specifically recognise the problems and are intended to reduce them, e.g.
The Effective Negotiator — Part 2
Authors: Rackham Neil , Carlisle John
Published: March 2008

A. Introduction 1. Resumé In our first article we presented a case for using behaviour analysis as a method of differentiating between successful and average negotiators. Our findings about the successful negotiator's behaviour during a negotiation are summarised below.
Management Development and Organisation Theory
Authors: Salaman Graeme
Published: March 2008

At first sight this topic brings to mind Sherlock Holmes's remark about the dog that didn't bark in the night — the most striking thing about the relationship between management development and organisation theory is the lack of any relationship. However, closer inspection reveals that there is a relationship — albeit an uncertain one — and it operates — or fails to operate — at three levels.
Retirement: The Bonus Years?
Authors: Beveridge W.E.
Published: March 2008

There is a noticeable increase in the number of work organisations which are engaging in attempts to help their employees approaching retirement to prepare themselves for this new phase of life. Some firms organise their own courses, some use courses arranged for them by Colleges of Further Education or Technical Colleges, and others send their employees to join with employees from other companies in courses run off the premises by outside educational organisations.
The Use of Instruments in International Training
Authors: Peters E. Bruce , Lippitt Gordon L.
Published: March 2008

Confronted with cross‐cultural training the authors have used data collection instruments for flexibility and adaptability and to bridge the cultural and language gap. The frame of reference here is international but many of the advantages might also apply in other training contexts. This is how the utilisation reported in this article occurred.
Project Groups at Nabisco
Authors: Smith Bryan
Published: March 2008

It is often stated by trainers that projects are a means to an end, a learning vehicle. This only holds true, however, where the project is primarily or solely for learning. Where the project and project groups are part of a strategy for loosening up the structure of an organisation, generating structural flex, and moving towards a situation of greater involvement and participation at all levels in an organisation, then the project group is a key element in a change strategy.
Self‐Development—Flavour of the Month?
Authors: Mumford Alan
Published: March 2008

It is possible to see Management Development as a process peculiarly subject to creative obsolescence, in which the basic purpose of the process (to help create a larger pool of more effective managers) is constantly having added to it new improved features, each characterised by an assumption of priority, significance and technical excellence. Just as car manufacturers tout new features—tyres which grip even a flooded road, petrol without dangerous additives, maintenance free batteries—so new features of management development are identified and thrust upon apparently eager customers (management development advisers) and rather less eager consumers (managers). Self‐Development is clearly the latest technique to be placed before a set of customers apparently hungry for an improved product.
Meeting Client Expectations
Authors: Nathan R.D. , Overton D.J.
Published: March 2008

Nearly all the articles you read in journals are about people's successes. Are they keeping quiet about their failures? Many of these success stories form the basis for theories or models that are intended to be used, but when was the last time you successfully used a model as a predictor before the event?
A Course in Leadership and Human Relations
Authors: Ekpo‐Ufot Abel
Published: March 2008

Course Description ‐Eight devices are employed to organise the course activities.
Management Development:
Authors: Saynor John , Ryan Mark
Published: March 2008

What do we mean by a “Contextual Learning Programme?” The problem with most off‐the‐job Management Development programmes is that they tend to concentrate on particular management skills such as appraisal or budgeting in isolation and neglect to place those skills in the context of the total organisation.
The Role of the Third Party in Work Organisation Developement
Authors: Bailey J.R.S.
Published: March 2008

This paper is based on my experiences of working as a third party in a large company in the confectionery industry. As part of an ongoing relationship in helping the company develop its approach to participation and involvement, a management working party was established to work out the potential for greater involvement at shop floor level through better job design and work organisation. Having carried out some research in this field I was invited to help this group in working out the problem and subsequently took the opportunity to analyse the nature of my role and the potential and problems associated with it.
Developing an Employee Communications Policy through Research
Authors: Kynaston Reeves Tom
Published: March 2008

Improving the flow of information from management to employees has become a matter of increasing concern in recent years. This has been partly motivated by a belief on the part of managements that improving communications will lead to better industrial relations, and hopefully also more commitment and effort from employees. There is also a growing view on all sides of industry, and reflected in legislation, that employees have a right to information about their employing organisation.
Managing Human Resources—Implications for Training Policies
Authors: Tenne Ruth
Published: March 2008

In recent years the task of managing human resources has become increasingly complex and demanding. Areas such as equal employment opportunities, employment protection, industrial relations, health and safety regulations and manpower planning in a highly unstable economy imposed new responsibilities on those who manage human resources. Consequently, personnel activities have become one of the central concerns of the organisation, subject to pressures from government, employees, trade unions, employers' associations and society at large.
Achievement Testing
Authors: Ellis Paul
Published: March 2008

We all indulge in assessing other people, whether they be our friends, colleagues, superiors or subordinates. Soon after meeting someone for the first time you will probably have made some ort of assessment of the sort of person he is, his competencies, weaknesses and potential.
Management Development in British Companies
Authors: Attwood L.T.
Published: March 2008

The stimulus for the research on which this monograph is based came from Digman's work [1] “How Well‐managed Organisations Develop Their Executives” and from an expression of interest at Cranfield in establishing data from British companies.
Higher Degrees as Management Training
Authors: Pearson R.W.
Published: March 2008

It is 16 years since the Robbins Report ushered in a vast expansion of university places on the assumption that all who qualified by their A‐level grades should have the opportunity of higher education. Industry, in all that time, has never fully come to terms with the implications of this social change. The folk‐memory is of a “graduate intake” consisting of one or two gentlemen from Oxbridge who undertook prolonged and not very productive “management training”, and left, bored stiff, to join some other organisation. Nowadays, a company which does not have a comprehensive and well‐thought out plan for graduate recruitment and training is rejecting the major source of talent. Exceptions there always will be; some bright and well‐motivated people will turn their backs on higher education but they are, by definition, exceptional. So the first problem is how to attract the increasing number of potential recruits who have experienced higher education at a university or polytechnic.
Training for International Operations
Authors: Lowe Judy
Published: March 2008

“The international manager is dead; long live the international manager”. This sums up the changes that have taken place in the role and responsibilities of the international manager in the past decade. Fifteen years ago he was one of a relatively small band of intrepid jet‐setters working for a multinational company, or a career expatriate serving his time in a former British colony. His responsibilities were high, his suitcase rarely unpacked and his links with England tenuous. He developed the necessary international skills at a comfortable pace, consolidating experience over several years, secure in the knowledge that he was part of a specialist élite.
Developing a System's Internal Capacity for Change
Authors: Day Harvey , Roth Lindsay
Published: March 2008

Working to bring about Planned System Change is a difficult task in large organizations, regardless of the change agents' levels of skill. To bring about the change from the inside, as an internal change agent, increases the difficulty of the task considerably. The effort which we will detail below is further complicated by the nature and scope of the project undertaken. That is, developing a sustained capacity for change within a large governmental public service organization. It is important that the reader recognize that the Michigan Department of Mental Health is a rather typical US governmental agency. Many of the usual images of governmental bureaucracy, red‐tape, entrenched bureaucrats, limited funding, conflicting political influences and pockets of bright, enthusiastic staff are all accurate descriptors of the Department of Mental Health.
An Action Learning Programme for Supervisors
Authors: Boddy David
Published: March 2008

This paper describes a relatively unusual approach to the development of supervisors. The programme took place in a rapidly growing factory manufacturing semi‐conductors, and was designed for 24 supervisors of manual and non‐manual employees. The distinctive feature of this programme is that it was based upon the ideas of action learning. The significance of this is that action learning has tended to be associated with the development of senior managers, taking part in relatively expensive programmes.
A Study Assignment Approach to Training
Authors: Despres David
Published: March 2008

National Westminster Bank, in common with all organisations which “grow their own managers”, is required to train certain of the staff to attain a wide ranging knowledge of the specialised fields of its work. This is particularly so of the International Division, where at the present time a “long course” has been organised to train young men and women, who have already reached junior management, in the work of departments that deal with the processing side of international business. Eventually as many as 12 people at any one time will be attached to this two‐year course and they will stay one month, three months—whatever time is necessary—in a department on a “working attachment”. This actual “doing” of the work will create a firm understanding of the procedures and give a very broad and solid basis to their banking careers.
A Conceptual Basis for Management Training
Authors: Bridgwater Patrick
Published: March 2008

The partnership of a chemical manufacturing company and a management training centre has resulted in the creation of a series of management training courses which combine some highly effective learning methods with the specific needs of developing mnagers. The experience has provided a fresh departure in management training. The techniques described are not new, but the way they are used together creates a powerful learning environment.
Company Personnel Practices and Women's Attitudes to their Jobs
Authors: Oldham Margaret
Published: March 2008

The relationship between workers' attitudes and withdrawal from work (by absence and/or voluntary termination) has been the subject of innumerable studies over the past 60 years. Despite the often‐conflicting results, a review of these studies concluded that workers' attitudes are a significant factor in withdrawal from work. A recent study of women manual workers showed that two groups of attitudes seemed to be associated with absence and/or voluntary termination from work.
Evaluating a Management‐Development Skills Programme in Local Government
Authors: Harries J.M.
Published: March 2008

As a result of the fundamental reorganisation of local government functions, boundaries and structures implemented in 1974, the UK's Local Government Training Board launched a pilot Management Development Adviser (MDA) Programme in the following year. Initial programme design reflected the LGTB's belief that reorganisation, coupled with changes in the political, economic and social environment within which local authorities operated, placed greater emphasis on individuals' abilities to manage change at all levels within the organisation.
The Kilkea Design
Authors: Lyons Tom
Published: March 2008

This workshop was designed for a predetermined number of participants drawn from many different parts of Europe. Within the programme delegates in preselected groups undertook diagnoses of real company situations as a means of providing them with a common shared experience of the workshop theme—The Development of Supervision. The chosen companies, whose plants were the subject of direct study, were representative of a wide range of industries and had their roots in three continents. The working languages were both English and French. The workshop was held in Ireland in May 1980 and came to be called the Kilkea Experience by participants—Kilkea, because of the venue, Kilkea Castle, which is situated in the countryside some 40 miles from Dublin.
Leadership Development—
Authors: Alban Metcalfe Beverly
Published: March 2008

Universities, business schools and other interested research bodies have produced a plethora of data and theories on the subject of leadership which managers have, from time to time, wrestled with. Such efforts are made in the belief that somewhere in the mass of information, is something that might be relatable to a manager's daily professional life, and which might help him to be more effective in his job. That is, more successful in his role as active developer and director of the resources—both human and physical—within his realm of influence. This could well be regarded as the modern executive's dilemma since management journals are showing increasing concern for the “leadership” issue. Not surprisingly enterprising individuals have taken advantage of this trend and produced an array of “leadership programmes”.
Today's Revolution in Management Education
Authors: Wills Gordon
Published: March 2008

Hogarth recently identified that what was mainly missing in the evaluation of management training was a model of what was intended to be achieved in the first place. If we have no clear idea what effects are sought, the most sophisticated measurement techniques are to no avail. Foy also argued recently that more boundary crossing was needed in the 1980s between Business Schools and company training departments. If we put their two well substantiated propositions together, we have a need for a model and a programme of activities in management training which straddles both the Business School's resources and the company's learning environment. Visually, this is traditionally accomplished by a Venn diagram, and in Figure 1 this is attempted.
Management Development that Works
Authors: Berger Mel , Nixon Bruce
Published: March 2008

Much has been written about the importance of management development. However, there is little documented evidence of it really making a difference. While training methods are getting more and more sophisticated, methods for ensuring that training and development are integrated with business performance are still relatively crude, relying heavily on the good intentions of senior managers. An important shift in thinking is required—it is not good enough to think only about design of development activities. It is equally essential to design activities which serve to integrate learning and tackle practical organisation problems.
Creativity Training: A Cross Cultural Approach
Authors: Ferrari Sergio
Published: March 2008

To define creativity in precise terms is not only difficult but may also be restrictive, because many aspects involved in this type of behaviour still lack an objective and quantitative means of measurement. In general, research writers define creativity as a mental synthesis among cognitive factors which are distant and unrelated, or as the discovery of new factors which enlarge our perceptual field. This is what J.P. Guilford calls “the divergent thought” to point out the impulse to explore which is typical of this behaviour. In this sense, the creative phase of our mental activity is seen as distinct from the rational phase. The former is stimulated by an emotional need to explore new ways and the latter more concentrated on the rational use of logic in the problem solution process.
Reviewing the Health of a Health District—Part I
Authors: Walton Michael
Published: March 2008

This is the first of two articles which reports on three specific, but related, review and development activities within a public service organisation designed to enhance the managerial competence of managers. At the same time it was hoped that this work would enable these managers to develop a more overall perspective of the organisation itself other than their own and at times rather restricted part of it.
Management Training in Top Companies
Authors: Cole Graham
Published: March 2008

What can be learned from management training in other major companies? was the question asked by the training manager of one of Britain's most successful companies. To find the answers, the training managers of 11 major companies were invited to compare experiences, to learn from each other and hence to improve. The companies were chosen for their known interest in training and the diversity of their businesses. All are large or multi‐national companies ranging from electrical component manufacturers to multiple retailers. Between them they employ well over 200,000 people.