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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb057528. When citing the article, please cite: Charles J. Margerison, (1988), “IMPROVING COMMUNICATIONS AT WORK”, Industrial Management & Data Systems, Vol. 88 Iss: 11/12, pp. 19 - 22.

Effective team management can be the difference between success and failure in business. This monograph provides some practical ideas based on experience to enable you, the manager, to develop your team and improve its performance. The Team Management Systems approach to developing effective team operations is referred to and the principles involved are described, including linking, exploring, controlling, organising and advising.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This paper considers how online character education applications can be applied by educational practitioners within the school environment to meet curriculum requirements and increase the learning opportunities for citizenship education.

The Draft Curriculum for Wales 2022 is used as an example of how this can be achieved through innovative applications that are linked to the areas of personal development within the Margerison C-Model.

The five aspects of the framework focus on how practical applications can be used by teachers to enable individual development of character strengths. In particular, reference is made on how technology plays an increasing role in enabling both students and teachers to access learning opportunities.

The paper suggests practical applications to enable the integration of technology into personal and social learning.

This aligns with the United Nations Sustainable Development Goal 4, (SDG4), which highlights social–emotional development and learning as a specific area of educational importance.

The paper indicates ways to enhance identity and life-long learning.

Adapted from the author′s book, Managerial Consulting Skills, here he reflects on the unseen and occasionally amusing aspects of a consultant′s work. Most of the major problems can often occur before the assignment starts – and then unlikely events can intervene. The author recounts his own experiences of travelling abroad as a consultant adviser. He also stresses the importance of flexibility and sensitivity towards seminar participants.

The audit manager has a key task in being a managerial linker to ensure top team performance. This article highlights key points to guide professional practice and shows the use of a new instrument called the Team Management Index.

The differing levels of experience existing within career development require identification and differentiation in their training requirements. A model defining eight such levels, from initial training experience through to corporate and political experience, is useful, and some of the work based on the action learning format provides sound guidelines. Gordon Wills has demonstrated that such learning can be incorporated into a practical educational structure at postgraduate level through involving companies in sponsoring individuals to work on key projects as the central element in their learning. These directions must be considered in future so that management education and development might ally in helping managers effect the transition between managerial levels.

Consulting assignments go through various steps and stages. It is important to know what these are so you can identify what needs to be done, when and how. This article outlines the steps and stages seen occurring in most consulting work.

Traditional management education sessions are based upon the usual lecture inputs on concepts, ideas and research. They are followed up by historical standard case studies, together with experiential simulations, all supported by group discussions. The process of action learning confronts the reality rather than studying a hypothetical situation. It confronts the use of skills in situ, rather than learn in one place and transfer the learning to another place. The article outlines how action learning can be applied to the process of management development and the key differences from the conventional approach.

Conversation control is a key managerial skill. A manager must know when to talk and when to listen. Conversational skills are a key to effective performance. Listening is of equal importance, in order to gather information from people in a positive and practical way. (The article includes a Self‐assessment Index aimed at the manager.)