Describes a method for evaluating academic advisement which includes the staff in the evaluation process. The college Advisement Center Self-Study Guide creates an opportunity for program changes and improvements to be developed internally, with its major strength as preventative research. Advisement accreditation standards are outlined. (JAC)

Suggests ways of capitalizing on developmental tasks and issues for teachers of different ages in order to motivate and excite the experienced staff. (FL)

Reviews the Guidelines for the Education of Library Technicians approved by the Canadian Library Association Council in November 1981. The background and formulation of the guidelines, the functions addressed by the guidelines, the role of the library technician in the library environment, and career advancement for library technicians are…

The process of designing and implementing management development programs consists of four steps: (1) needs assessment; (2) content formation; (3) program design; and (4) pilot study. These elements are discussed in relation to a case study of a two-year management development project with a large corporation. (FG)

A three-phase emergency recognition course was designed to train 26 faculty and staff members to recognize and respond to emergency school medical situations. Phase I included comprehensive first aid, cardiopulmonary resuscitation (CPR), and injections. Phase II dealt with recognition of medical emergencies, and Phase III recertified those who had…

Discusses the problems that exist when organizational policies are written on a reading level which is inappropriate for the intended employees. Management must assess and adjust readability levels of policies and procedures, write policies in a clear manner, provide background, define terms, improve supervisor development, and use trainers more…

Summarizes a national survey of the hospice community. Results indicated that the hospice community is attempting to meet the mental health training needs of its paid staff members and volunteers. However, more than half expressed a need for further training and a more systematic and comprehensive curriculum. (Author)

Describes competence assessment as a method by which counselors can relate staff development directly to success on the job. Discusses collecting data to identify critical counseling competencies and constructing learning experiences to promote competence. Offers some general principles for staff development. (Author/RC)

Describes a study of how more than 500 teachers responded to staff development sessions and reveals the characteristics of presenters that made such sessions successful. (AEA)

As part of a long-term inquiry into the nature of staff development, 300 interviews focused on teachers' use of formal development opportunities, informal interactions with other professionals, and personally directed growth activities. The relationships between teachers' growth levels and the social systems of schools are discussed. (Author/MLF)

Discusses the relationship between online searching and reference librarianship and the need to examine the educational theories of both together. The need to discover success factors of online searchers and apply that knowledge to the selection and training of reference librarians is also explored. Twenty-one references are provided. (EJS)

Surveys state departments of education to determine present standards for continuing education of school psychologists. Of states responding 43 percent have some requirements; the majority require six semester hours of college credit within five years. The use of staff development credits includes workshops and conventions. (JAC)

Presents a model for integrating learning and teaching structures based on Miami-Dade Community College's revision of its general education curriculum. Reviews the principles underpinning the faculty-curriculum development process and underscores the importance and benefits of the endeavor. (DMM)

Six areas of staff development program evaluation in which participants may be meaningfully involved are: (1) clarification of the program's goals; (2) development of a design for the evaluation study; (3) development of methods for measurement; (4) analysis of information; (5) response to evaluation instruments; and (6) reporting on an evaluation…

Continuous progress education is designed to relate to the special interests, needs, and abilities of each individual learner. A curriculum responsive to the needs of early adolescents would include the elements of content organization, learning activities, time allocations, student assessment, staff and materials development, and budget. (JN)