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Team briefings have long been used to engage employees in change. Alan Thomas, Henkel’s staff resourcing and development manager, describes how the company used the process when merging four sites into one.

Introduction Changes to the UK's Model Water Byelaws will permit, subject to their adoption by the regional Water Authorities, the use of hot water storage systems of more than 50 litres capacity which are connected directly to the mains water supply (storage systems of less than 50 litres are exempt from the Building Regulations), removing the need for a cold water storage cistern. Systems of this type have been in widespread use throughout the world for many years but have not been allowed in the UK. The new Building Regulations for England and Wales, published in November 1985, include safety requirements for these unvented systems. The Approved Documents supporting the Building Regulations state that such systems should be covered by an Agrment Certificate and should be fitted only by BBA Approved Installers, as defined in the Certificate. Similar requirements are likely to be introduced in due course into the Building Regulations for Scotland and Northern Ireland.

The introduction of post‐coordinate indexing within the mandatory education in subject headings, classification and cataloguing at ALA‐accredited library schools was slow to follow the adoption of the technique in the library and information field. Surveys conducted in 1956, 1961 and 1966 produced no positive evidence of the teaching of the method. A recent study has found that rather less than half the schools were teaching coordinate indexing and most of these granted it only slight attention. Those schools that covered coordinate indexing were far more likely than the average school to include UDC in the classification part of the curriculum. Schools which featured modern integrated courses of wide scope nearly all taught coordinate indexing. There are strong vocational and academic arguments to warrant the incorporation of the model in all required instruction in concept and term analysis and special librarians can work towards this end through curricular consultation with the schools.

The gathered evidence concerning the place of the UDC scheme in American library schools is insufficient or lacking for the earlier periods of curricular history, but 30 years ago one investigator suggested that UDC was a significant ingredient of the typical cataloguing and classification course although not necessarily taught by every school. It is possible today to examine the position of the scheme over the past 20 years because of the detailed findings of three surveys and it will be shown that UDC has held a place in the theoretical teaching of half the schools but that very few courses have provided for practice work on the schedules.

As the ever‐changing social matrix affects all public institutions, so does it affect the public school. In fact, because of the school's unique status as the repository of our collective aspirations and its accessibility to the general public, the school frequently becomes the central agent in the drama of larger social change. By assuming the role as mediator between present and developing values, the school in effect sponsors its own institutional transformation. Against a background of emerging social trends, this paper attempts to explore a number of such transformations and the pedagogical “futures” which they suggest. Specifically, this discussion centres on the administration of public education in Canada, and to a lesser extent that of the United States. For the most part, focus is directed at separating administrative characteristics which might be labelled “constants”—that is, those that are unlikely to change over time—from an array of other organizational elements which are likely to experience profound revision (for example, the role of the principal). As might be expected, this is a speculative venture.

As interest in the “politics of education” continue to mount in the United States it becomes important to try to explicate the fundamental political ideology which continues to shape current developments in school finance in that country. In this article it is argued that there is an identifiable “democratic theory of school finance” and that the roots of this political theory can be found in the works of such “classical” authors as Aristotle, Thucydides, Thomas Jefferson, Alex de Tocqueville, Caleb Mills, and others. A body of current professional educational literature and some court opinions are then summarized and illustrations are provided to show that the basic political values of the “classical” authors are still very much present in the newer professional literature and in the court opinions. Finally a postscript is provided to bring the reader even closer to additional school finance literature in the United States. Students of the politics of education might be interested to learn that this was a bipartisan effort. Professors Hickrod and Hubbard are normally associated with the Democratic Party in the United States, while Professor Laymon customarily finds himself on the Republican side of the aisle. The article thus provides some evidence that there can be agreement on principles of democracy and constitutional government that transcends political party affiliation.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb008105. When citing the article, please cite: Alan J. Dubinsky, Thomas N. Ingram, (1984), “FROM SELLING TO SALES MANAGEMENT: A DEVELOPMENTAL MODEL”, Journal of Consumer Marketing, Vol. 1 Iss: 3, pp. 43 - 52.

Despite the importance of developing sales personnel to become sales managers, virtually no attention has been given to this topic in the sales management literature. This paper presents a model that sales executives can use in developing potential sales managers. Valuable sales management skills are identified and methods for providing skill development are offered.