This document is a report on the Higher Education Task Force on Improvement and Reform in American Education (HETFIRE). The convictions of HETFIRE, identified in the first chapter, include the beliefs that there must be significant change in the education system so that it becomes more responsive to the needs of individuals and that a critical…

Training is a major component in the development of an organization and in helping it to deal with social, organizational, and technological change. Planning training activities or developing an inservice education program involves several steps: establishing goals for training, planning a training design with sequence and continuity, selecting…

This report reflects the issues and concerns identified in a joint project of the AACJC and the ABA Commission on Correctional Facilities and Services. The activities of the project consisted on State-level meetings, field visits, surveys, and inter-regional conferences and workshops. A discussion of the correctional officer, (his characteristics,…

The U.S. Office of Education sought applications for a first-year proposal of a potential three-year staff development project in each of nine Health, Education, and Welfare regions. Region II (New Jersey, New York, Puerto Rico, and the Virgin Islands) received one of the grants with the objective of designing a competency-based staff development…

Three training programs in the Pittsburgh-based project to design new approaches to training educational R & D personnel focus on the development and conduct of local change programs. Each of the training programs includes work within the training contexts of course work, laboratory exercises or projects, internship experiences, and individualized…

Four-H related inservice training refers to the ongoing, regular, and systemic preparation of county staff members. The areas covered are: (1) history, philosophy, objectives, and scope of Extension and 4-H and other youth work; (2) adult participation; (3) organization; (4) adult and junior leadership; (5) recognition and public relations; (6)…

This report explores the pros and cons of the PPBS management tool. It gives specific examples from school systems and describes steps in each element of PPBS, stressing (1) planning to involve everyone in formulation of instructional and noninstructional goals, (2) programing to give every school program an accomplishment that can be measured…

In 1971, the Show-Me Extension Program Planning Unit of the University of Missouri Extension Division was selected for study as an area of program planning. The study was designed to gather information about extension personnel, extension leaders, and the general public in order to help strengthen programs in the area and in the state. Data were…

The recommendations of the Commission on Post-Secondary Education in Ontario, as contained in the Commission's draft report (see AC 012 607), are examined by the Ontario Department of Adult Education. Each of the Commission's 72 recommendations is listed with the Department's comments. The Department strongly recommends that the Ontario Government…

This document reports results of the activities engaged in by Leeward Community College in its second year of participation in the Advanced Institutional Development Program. Four primary areas were focused on in the college's development efforts: community outreach, student services, curriculum and instruction, and institutional renewal/staff…

Suggestions for improving the state of the humanities in two-year colleges are presented, based on the findings of a nationwide study of humanities faculty. Among the policy recommendations are: (1) administrators/faculty leaders should organize lay committees as advisors to humanities programs and should involve humanities instructors with such…

This paper describes an emerging model for a comprehensive staff and organizational development program as a continuous and integral activity of the college, and discusses the role of the office of institutional research in such programs. A comprehensive program includes instructional development (instructional evaluation, diagnosis,…

Staff development programs are needed in community colleges as a result of stabilizing enrollments, decreased faculty mobility, technological and disciplinary changes, student population changes, and the need for professional variety and personal growth. Suggestions concerning the role of the speech-communication teacher in staff development are…

Perceptions of community college faculty and administrators concerning faculty development needs, and of faculty incentive systems, institutional climate, and institutional values as they relate to faculty development, were compared in this study. A Faculty Development Inventory was mailed to a random sample of 75 administrators and 150 faculty at…

The author discusses the self-actualization and self-growth of staff members within an organizational setting. Staff aspirations and the various factors which determine their satisfaction or frustration are discussed. (SE)