Although bus drivers, teacher assistants, secretaries, hall aides, and cafeteria workers are vital to the school organization, they are often overlooked entirely by inservice training and staff development planners. This article describes a Long Island (New York) school district's successful staff development day exclusively for nonteaching…

An Indiana school district revitalized its staff development program by initiating a peer coaching program based on the Teacher Expectations and Student Achievement (TESA) seminars. The plan featured voluntary teacher participation, compulsory administrator training, and suspension of teacher evaluation during participation in the program. (MLH)

Staff developers can plan better programs if they have some knowledge of adult learning theory and if they use principles and practices of exemplary adult education. Participants should be helped to examine their cultural and organizational assumptions. (JD)

Discusses continuing professional development for teachers in New Zealand, highlighting ultimate responsibility and individual commitment issues, benefits, mandatory versus voluntary requirements, management education program content, and several management training models (mentoring, formal courses, intensive residential courses, support groups,…

Assessed existing employment levels, supply and demand characteristics, factors affecting supply, and methods of improving supply in 82 state-federal vocational rehabilitation agencies for 31 occupational disciplines in rehabilitation services. Results suggest implications for decisions affecting manpower preparation and training. (Author/NB)

A study conducted within the Windham School System of the Texas Department of Corrections suggests that moral education might be accomplished through teaching style rather than a specific educational program. The responsibility for moral education would then be shifted from curriculum to staff development. (Author)

Describes a framework for competency-based training focused on the importance of training the person responsible for implementing staff development programs. Suggests Kolb's experiential learning model as a vehicle for instilling competencies that overcome difficulties with many traditional, single modality approaches to training. (JOW)

Outlines method for identifying worker training needs and describes empirical study of training needs of juvenile probation staff in one state. Identifies diverse set of training needs. Notes that many subject areas corresponding to needs are currently taught in schools of criminal justice, sociology, and social work. Discusses implications of…

The author describes a workplace literacy program designed by the Milwaukee SER-Jobs for Progress, Inc. for Res Manufacturing Company. This program enabled Res Manufacturing to upgrade its employees' basic skills, increase productivity, and eliminate the need for layoffs. (CH)

The Local Government Training Act in South Africa sets policy for creation, development, and maintenance of suitable training for the diverse functions of local government. The past exclusion of blacks from government positions means that training of municipal workers is a critical need. (SK)

Describes a library staff inservice day developed at the Oak Lawn (Illinois) Public Library to meet the needs of a staff with diverse ages, interests, and duties. Recommends offering a variety of sessions that staff may choose from, provides examples, and includes a summary of evaluation results. (LRW)

Key elements of learning organizations are as follows: understanding strengths, weaknesses, threats, and opportunities; open-book management; streamlined processes; team spirit; lifelong learning and skill recycling; and removing anxiety. A learning organization consists of empowered, motivated people committed to improving continuously. (SK)

Staff of the Adult Learning Resource Center in Des Plaines, Illinois, expanded their traditional program of adult education support services to include workplace training and support. A Workforce Education Provider Discussion Group was established. (Author/JOW)

Describes development, implementation, and evaluation of a model abuse prevention curriculum designed for nursing assistants. Findings from the evaluation are presented that showed high satisfaction with the program and improvement on a number of indicators, including reduced conflict with and abuse of residents. (Author)

Reviews models of staff development in British higher education. Five micro models of staff development practice are described and evaluated; three macro models of staff development responsibility are identified; relationships between micro and macro models are discussed; and the most suitable models are suggested. (20 references) (LRW)