Develops the theme of interactional asymmetry by bringing into focus a hierarchical context of a single employer-employee conversation. Argues that the asymmetrical dynamics of a workplace interaction are revealed better when captured in terms of discursively produced selves as opposed to given identities. (RS)

The two models in Florida's Educational Quality Benchmark System represent a new way of thinking about developing schools' work culture. The Quality Performance System Model identifies nine dimensions of work within a quality system. The Change Process Model provides a theoretical framework for changing existing beliefs, attitudes, and behaviors…

Contrasts definitions of workplace learning and human resource development and addresses emerging issues that affect the field: professionalization, increased litigation, diffusion, technology, globalization, and reengineering. (SK)

Addresses the limited connection between education and human resource development (HRD). Suggests that preventive approaches to HRD can lead to better relationships between education and the private sector and can improve the preparation of students for the workplace of tomorrow. (JOW)

Many diversity programs ask too much of managers, lack tangible standards, are the wrong tool, or may encourage stereotyping. Managing diversity requires communicating commitment to fair treatment, focusing on commonalities, prohibiting unacceptable conduct, teaching rules of civil behavior, and defining the issue as one of business risk…

Discusses professional development in higher education; considers the work environment as the main site for professional development; and maintains that continuing professional development, in times of continuing professional obsolescence, is best served by attention to departmental cultures. Implications for staff development professionals are…

In the 1990s, the meaning of lifelong learning has shifted to focus on economic rather than social goals. Current policy issues in the development of a training/learning culture include competency-based training, demand-side responsibility for training, increased emphasis on learning in the workplace and the role of workplace trainers. (Contains…

Develops a model for privacy regulation in workplaces that identifies three elements: environmental mechanisms (physical elements of workspaces), behavioral mechanisms (overt and cognitive behaviors expressing territoriality or adaptation), and social mechanisms (organizational policy and social supports for individual and group privacy. (Contains…

Interviews with 31 science teachers and 39 class observations focused on aspects of the departmental environment: management style, emphasis on science disciplines instead of science, and student characteristics. Departmental characteristics were perceived by teachers as significant influences on their working environment and the experience of…

Australian employers (n=127) and postsecondary educators (n=84) rated the importance of attributes needed for workplace success. Factor analysis yielded four categories: adaptability to the changing work environment, cross-cultural competence, accountability, and business management skills. (Contains 64 references.) (SK)

Investigates the efficacy of workplace drug-testing programs in reducing injury incident rates and workers' compensation experience-rating modification factors within the construction industry. Analyses indicate that companies with drug-testing programs experienced a 51 percent reduction in incident rates within two years of implementation.…

A study of 293 professional trainees found that transfer increases as support for the following increases: autonomy, low workload, creativity, and resources. The relationship between person-environment fit and transfer of training suggests that training is more effective when new behaviors fit the work environment. (Contains 41 references.) (SK)

Interviews with eight diversity managers in multinational corporations revealed a variety of domestic and international diversity initiatives, especially in leadership and management. Formal and informal methods were used to plan them. Business unit managers were responsible for implementation. Evaluation was difficult and time consuming. (SK)

Discusses a study of interdisciplinary teacher teams during the second-year implementation of teaming in a middle school. Based on observations and interviews, this article identifies the major context, design (structure), and process features of each of the four teams, and discusses implications for practice. (Contains 51 references.) (MLH)

A literature review identified differing learning needs of new and more experienced workers. Novices need to learn over extended time periods with deliberate practice and feedback. Experienced workers need to develop existing knowledge and skills. Different approaches to training and supervision are needed. (SK)