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Chief executives disclose various organisational variables as stifling creativity and organisational change. It is argued that, as a result, organisations suffer losses in terms of, for example, effectiveness and positive image. The creative individual feels frustrated. Such measures as the use of creativity management meetings, brain‐storming sessions, training and development, and reward and recognition of creativity could resolve some of these inhibitors.

Useful courses satisfy, among other principles, the principles of content and process relevances. They also cut, in the participant′s mind, positive images of the trainer, the course and the course‐offering institution.

The purpose of this article is to establish empirically what may motivate the manager to learn, that is, keep him interested in a course for which he has been sponsored by himself or another. The importance of this sort of study lies in the fact that its results can have implications for the design and development of courses. In other words, the trainer or educator should continually be reminded of the needs of the manager in a learning situation.

Management training and development is currently in vogue. There appears to be a growing belief in the benefits of investment in training and development. When a market is buoyant is the time to consider and anticipate the consequences of a future downturn in demand. Such a downturn in demand may demonstrate increasing pressure to “justify” investment in training and development. There is a long established academic body of knowledge on the subject of evaluating training and development. From research evidence and the authors′ experience, the sponsors and the providers of training and development pay scant attention to systematic evaluation of these activities and investments. It is the authors′ contention that when the market′s critical assessment of the value of training and development increases there will be an increasing interest in evaluation. An overview of the history of evaluation traditions is provided and the state of play is commented upon. It is noted that there is a shortfall between theory and practice. It is argued that evaluation is a worthwhile and important activity and ways through the evaluation literature maze and the underpinnings of the activity are demonstrated, especially to management. Similarly the literature on evaluation techniques is reviewed. Tables are provided which demonstrate areas of major activity and identify relatively uncharted waters. This monograph provides a resource whereby practitioners can choose techniques which are appropriate to the activity on which they are engaged. It highlights the process which should be undertaken to make that choice in order that needs of the major stakeholders in the exercise are fully met.

The purpose of this article is to present a model for resolving the problems experienced by managers (re‐entrants) when they try to apply and diffuse their learning on return to work. The continuing interest in post‐course organisational events arises from the fact that the ultimate benefit of management training is in work‐place application.

Irked by the attitude of craftsmen which most Nigerian public service managers perceive as laziness, unenthusiasm, fraudulence, etc, managers adopt the carrot‐and‐stick approach in managing craftsmen, but without any success. By the introduction of task forces under a direct labour policy, craftsmen took up the challenge and performed beyond expectations. What motivated craftsmen in the two task forces studied include, inter alia, desire to demonstrate competence, freedom to operate, reverse negative rating by superiors and recognition of self‐worth.

What behaviour is induced in leaders/managers when subordinates are unco‐operative? In this Nigerian study 25 managers were divided into three groups, each with a leader appointed from the members – who were then secretly briefed to be troublesome. Leaders exhibited the behaviours of coercive autocracy, dependence, flight/fight, pairing, passivity/laissez‐faire, confusion and anomie. In assessing a leader′s performance, the impact of the followers on the leader deserves attention.

Evaluation of management training courses is a subject much discussed but, generally speaking, superficially carried out. This article identifies evaluation procedures and highlights their shortcomings. In summary, there is too great an emphasis on providing an objective (and positivistic) evaluation report and too little recognition of subjective and peculiar issues which do not necessarily fit the frame. The article′s concern is to bring these areas to greater attention so that more comprehensive evaluation takes place and, consequently, better training.