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Stresses the need for evaluation of management training and development. Distinguishes between single‐loop learning (monitoring) and double‐loop learning (evaluation). Suggests that evaluation throws up certain “quandaries”. Why do most management development programmes espouse a philosophy that is rarely practised in the workplace? Why is management development placed so far from the organizational power base? Why is so little thought given to who provides programmes? Why does top management rarely partake of training and development? Why do managers want to learn new things by talking about old things? Should training and development critically consider organizational strategy? Why are programmes rarely evaluated? Such questions take us back to basic objectives and the fundamental differences between training and development.

Focuses on the difficulties which arise from trying to monitor and evaluate in‐house company training courses – making sure that knowledge and skills obtained on the programme are put into practice back in the workplace and provide real benefits for the company. While it is stressed that evaluation can never be an exact science, proposes a five‐level approach to the problem, focusing on (1) the learning environment, (2) knowledge learned, (3) skills applied, (4) behaviour modification and (5) business performance. With this model being adopted at British Aerospace, Brough, in connection with its management development programmes explores how effective this approach is proving. Hopefully, it may be useful to others undertaking similar exercises.

Describes how an aircraft factory British Aerospace Defence Ltd (Military Aircraft Division), Brough forged links with local institutions of higher education (Hull University and Humberside Polytechnic) to create two new in‐house training programmes for supervisory and middle management attaching these to nationally recognized qualifications (i.e. The CMS and DMS), and which might usefully serve as a blueprint for similar courses elsewhere. Outlines the distinctive content of each programme and shows how they are arranged and monitored; explains how they fit in with possible future developments (e.g. a company MBA); and concludes with a review of progress to date.

The meaning of the term “professionals” in industrial management is discussed as well as its appropriateness. The division of loyalties between a manager's profession and company is not as apparent as some think. In computer management the work, far from becoming more professionalised, has become increasingly deskilled. The “social distance” (Johnson's term) between computer experts and other managers has been reduced and the notion of a “computer professional” is something of a myth.

Within Western Europe West Germany is invariably cited as the technological, engineering‐led society that has become the pace‐setter of Europe. However the Germans themselves see themselves as “laggards” and have been concerned for some time over their approach to technological innovation and entrepreneurship. New technology is a more contentious issue than in Britain, with conservation‐type issues being more important than in the rest of Europe. The Green Party believes that new technology should be used to remove alienating work and provide for a richer, fuller life. The three other main political parties express fewer misgivings over new technology and all advocate its development, although with different provisos. In many respects the picture that emerges is similar to Britain. However there are indications that Germany could experience a more difficult transition to a “high‐tech” society than Britain. German society seems to be attempting to solve its new problems through the improvement of old techniques.

This article provides an overview of Britain's current attitude to training, with particular reference to the all‐important area of Information Technology (IT).

How should Office Automation (OA) be introduced? Organisation and Methods (O&M) often get the task but are not well equipped to do so. Case studies show that OA projects often create problems and that O&M receive the blame. O&M staff need to adopt a proactive role. The growth in information technology demands a new kind of manager — one who combines technological skills with an understanding of business.

In the western world the vehicle industry is declining yet Volvo, now the largest industrial enterprise in Scandinavia, has increased both its sales volume and market shares. What is the secret?

New information technology is having an increasing impact on industrialised countries. The workplace responses from both sides of industry are examined. While British management and industries are somewhat hesitant in responding to new technology, the British public is very “technologically minded”. This suggests that Britain is moving faster “in the right direction” than any other nation (bar Holland) and could be a “winner” again by the year 2000.

A case study, examining the installation of a micro network by a timber group to process their accounting operations, highlights the danger of using personal contracts to set up such a system. It also stresses that the plethora of available computer literature confuses managers with limited computer knowledge and leads directly to the “personal contracts” method of business. The need to approach computer purchases in the same light as any other business purchase is paramount.