Defines two large categories of risk for camps: relationships and program activities. Relationship risk can be minimized by recruiting qualified staff, providing precamp training, teaching appropriate staff behavior, and defining appropriate touching. Program activity risks can be managed through scheduling responsive to campers' needs and staff…

Examines how library managers can work with staff to make change initiatives more successful, based on cooperative planning experiences at Duke University Library. Focuses on (1) what the worker wants; (2) barriers to workers getting what they want; (3) technology's liberating influence; and (4) recommendations/predictions. (AEF)

The Torrance (California) Unified School District is proving that learning flourishes when the community collaborates to create a conflict-resolution program. This article profiles North High School's efforts to develop and select peer mediators, integrate conflict-resolution principles into the curriculum, address roots of conflict in the…

Camp staff who develop competency, understand that they can make a difference, and feel part of a team will have a more positive camp experience and will want to return. Continuous in-service training can accomplish this via daily 15-minute briefing sessions in which precamp training issues are revisited and staff input is sought. (TD)

Evidence from the field of evolutionary psychology suggests inherent reasons for the promotion process triggering negative emotions and behaviors among unsuccessful candidates. To reduce interpersonal casualties related to promotion, camp administration should educate staff about these reactions, provide extra supervisory time for successful…

Differences in men's and women's communication styles affect their interactions with each other. Organizations must be flexible enough to recognize situations in which traditional male values of competition may be most functional and those in which more collaborative, female strategies are more appropriate. Personnel training can help ensure that…

Summarizes a survey of 239 New Zealand elementary school educators. New Zealand's experience shows that national policymaking, which largely excludes school staff, still substantially influences everyday school operations. When site-based management occurs in a vacuum, devoid of interest, support, initiatives, and well-grounded information, school…

Survey responses from Arizona extension agents identified competencies needed for working with at-risk persons. In an experiential staff development process, agents conducted community assessments of issues, needs, and resources concerning children, youth, and families at risk and developed integrated programming for them. (SK)

Provides an interactive model of faculty development which draws from research on adult education and staff development. Argues that in order to improve the quality of undergraduate education college administrators can no longer assume that faculty will learn their craft on their own; they must provide time, opportunity and support. Contains 1…

The experience of Rutgers University Libraries illustrates the extensive planning, work effort, possibilities, and investment required to develop the digital library. Examines these key areas: organizational structure; staff development needs; facilities and the new digital infrastructure; metadata standards/interoperability; digital collection…

Describes the author's experiences in England as a support staff educational exchange participant. Offers suggestions for classified college staff interested in exchange programs, and presents exchange programs information and funding resources. (NB)

Discusses practical strategies for incorporating diversity in college and university faculty and staff development programs, regardless of content. Presents Malcolm Knowles' seven-step program planning model as a framework--steps include assessing needs and interests, defining purposes and objectives, and designing learning activities. Contains…

Camps should have crisis management plans. Steps to formulating a plan include involving appropriate off-site agencies, identifying potential threats, gathering resources, crafting an appropriate response, training via role-playing, managing incoming and outgoing information, and writing it down. Sidebars present resources, successful response…

Argues that staff development in public elementary and secondary schools in the United States is flawed in practice, representing a consumer market in which "proof of purchase" substitutes for investment in school improvement or individual development. A policy model for investment in school improvement is proposed. (SLD)

Teachers and administrators have opportunities, via e- learning, to participate in multiple professional and personal learning experience. This paper examines what to consider before investing in e-learning products or related services (e.g., research results, content quality, content flexibility, flexible time, learner readiness, follow-up…