This author discusses the need for employer-based career education, barriers to its widespread implementation, and how to overcome those barriers with changes in staffing and fund allocation. If career education is one of your top priorities, you'll find this indispensable reading. (Editor)

Discusses the development, organization, activities, problems, and future of a staff education consortium of five medical center hospitals in Boston. The purposes of the consortium are mutual sharing, reduction in duplication, and cost containment of educational programing. (JOW)

The Xerox Corporation's Health Management Program (XHMP), designed to maintain and improve employee fitness, is described. Competencies specific to the health educator function of the fitness specialist, who assists XHMP clients in their fitness programs, are outlined. (CJ)

Presents research results that illustrate demographic profiles of chief student affairs officers. Analyzed survey data to identify variables influencing student affairs officers' next professional move. Results indicated interest to leave the field was related to promotion, college teaching, and changes to the public or private sector. (RC)

Demonstrates how one community family life education agency deals with pressures for and against sex education, describing the agency's philosophy and curriculum and providing suggestions for strategic planning. (MP)

Deals with leadership development issues in the area of technology education: staff redevelopment, staff recruitment, retiree replacement, erosion of capacity and capability for staff development, and congressional awareness of the problem. (CT)

States that the purposes of the National Council for Staff, Program, and Organizational Development (NCSPOD) are to foster development activities, research, and evaluation; develop innovative approaches; generate means and resources for self-development; and maintain communication. Lists NCSPOD's services and officers. (DMM)

Provides guidelines for organizing staff development programs, covering assessment, statement of philosophy, organization and staffing, various activities to meet the needs of constituencies represented within the institution, incentives and rewards, adequate funding, and an overall program evaluation. Stresses staff development as a means to…

When the state of Virginia developed a new performance evaluation form to be applied to all state classified personnel, Radford University had to respond to this call for training. Faculty members and university staff members collaborated with the personnel office in designing and implementing training in performance evaluation. (MLW)

A curriculum development model was formulated for training resident advisors (RAs) to work with developmentally disabled clients in small community homes. Overall findings suggested that the alternative living arrangement pilot training programs were highly effective in helping students acquire the knowledge and skills requisite to successful RA…

An existential model, which views the teacher supervisor interaction as an end in itself, is described. Supervision using this model will be much more meaningful to the teacher. (CJ)

Describes online courses offered--basic class, refresher course, advanced strategy session, and information session--at the University of Hawaii for librarians. Background, media aids, and future plans of the program as well as recommendations for other programs are addressed. Two tables outline the course series and basic class. (RBF)

Describes a training program omitting undesirable characteristics of vendor-supplied training and utilizing charts to compare and contrast features of online systems. Included are charts illustrating ORBIT commands for DIALOG searchers, BRS commands for DIALOG searchers, and an ORBIT string search. (RBF)

The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

A staff development model on the topic of mainstreaming was designed around three components: workshops, technical assistance, and program visitations. Evaluation data collected from each component indicated that feedback from the staff concerning the work of consultants needs to be shared with the principal. (JN)