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This article has been withdrawn as it was published elsewhere and accidentally duplicated.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/eb051565. When citing the article, please cite: Don Binsted, (1984), “Learning to Cope with Change in the 80s”, Journal of Management Development, Vol. 3 Iss: 3, pp. 66 - 75.

This paper is the final part of a trilogy focusing upon the reality dimensions in management learning event designs. In the first paper a number of models were developed which lend greater understanding to the design of reality into learning events and the implications for participants' subsequent learning. The second paper considered the application of these models to designs specifically aimed at producing high reality learning events. In all, six broad types of strategy were identified, each of which prescribed tactics leading to a perceived high reality for the learner. The focus upon high reality was in line with the authors' thinking that there needs to be a much stronger base in reality than that which is perceived in many management learning events currently mounted as part of management development activities in this country. Nevertheless, as discussed in the first paper, there are situations where low reality learning activities are appropriate.

In previous parts of this series, we have examined the behaviour used by tutors to facilitate learning when involved in giving inputs or leading discussions. In this paper, we concentrate on those sessions where the tutor's interventions followed some form of task activity by the learners, e.g. exercises, case studies, structured experiences, role plays, games or simulations. This differentiates between “de‐brief” (which follows learner task activity) and discussion, which does not. As in the other papers in the series, this paper is based on research findings.

This is the third part of a five‐part series, based on research done on live sessions in which management teachers and trainers were interacting with groups of learners.

The aim of this research is as follows:‐

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 is the fourth part of a five‐part series, based on research done on 17 live sessions in which management teachers and trainers were interacting with groups of learners. Parts 3, 4 and 5 are all concerned with “facilitating behaviour” (defined more fully in Part 3). This behaviour was identified within episodes which occurred during longer sessions. These episodes were “productive” since they were directly associated with learning reported by learners. There were, of course, many other unproductive episodes where no learning was reported.

In our last paper we gave consideration to some concepts of reality within the context of management learning events. Drawing upon the extant body of theory and our own observations from practice we developed working models which enable a greater understanding of reality as a dimension which has important implications for the design of management learning events and for the type of learning which ensues.

The first paper in this series explored the effects of the tor‐learner relationship on learners' feelings, learning and interest during management learning events.

Even after a decade and more of turbulent change, organisations still consistently fail to recognise environmental warning signals. Managers can learn how to avoid or survive catastrophe.