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In an article in this journal, Elliott and Knibbs[1] presented some preliminary findings about the relationships between the expectations of course members on Management Development programmes and those of sponsoring organisations and members of the educational institutions. The course members had been asked to rate their reasons for attending certain post‐graduate management courses and tutors' views about the ideal course member had been elicited. The article pointed out the possibility of a mismatch between actual behaviour of course members whilst on the course and that presented as ideal by tutors: it identified a lack of congruence between the career aspirations of course members and the views of sponsoring organisations. This present article presents some additional research, conducted by one of the authors, which has indicated some disquieting discrepancies in the relationship of course members and tutors of the Management Development programme.

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.

The last 15 years have seen an upsurge of writings, research and debate in the field of industrial relations. Allan Flanders in the early 1960s, the Royal Commission on Trade Unions in the late 1960s, the Training Boards and the Commission on Industrial Relations in the 1970s, have all emphasized the need for increased industrial relations training. In this paper it is intended to consider only one aspect of this training — the development of negotiating skills. The paper will be concerned with the elements that go to make up negotiating skills, the methods of training, and thereafter look at the limitations of these methods, based as they are on ‘manager development’, as opposed to developing more effective industrial relations policies — that is, ‘industrial relations development’.

Describes an initiative to refocus the appraisal, review and career planning within the Shoe and Allied Trades Research Association (SATRA). First of a two‐part article; the second part describes the implementation of the scheme and the monitoring of its effectiveness.

I have spent a number of years, seeking to develop my competence as a trainer in group dynamics and interpersonal skill training. When working with groups or teams, it has occurred to me that the consultant/trainer role, in spite of all its stresses and difficulties, did enable me to distance myself from certain types of experience and often restricted me from working on my own growth problems. For all my apparent awareness of the dynamics of groups, it was relevant to ask whether I was growing insensitive to the dilemmas facing course members, new to this type of training. I therefore determined to attend again as a member on group dynamics programme and I shall try to capture here some of the insights of the problems this atendance provided.

The second part of a two‐part article. Outlines the monitoring by questionnaire of staff attitudes to implementation of a radically new performance review scheme (described in Part One). Provides prescriptions for organizations considering such a change.

A number of writers on management have emphasised the development of subordinates as a major function of management. This has been placed alongside the other functions of planning, organising, motivating and controlling. Hekiminian and Jones went as far as to suggest that the greatest contribution managers could make to their organisation was the development of the human resources under their control. This developmental or educator role has been described as providing the “vision and ability to perform”. In spite of the importance of this function, our own experience, shared by others (see Stewart), suggests that it is a neglected one, in which the manager receives little guidance from the organisation. Managers therefore concentrate on those aspects of work which superiors regard as important.

Over the past few years, there has been increasing concern about, and research into, the problems of the low quality of working life of the work force in the UK. This has found expression in the establishment of the Work Research Unit at the Department of Employment, the Work Research Group at Henley College, the Computer Research Unit at Manchester Business School, the work of the Tavistock Institute, the UK links with the International Council for the Quality of Working Life and the research and consultancy activities of many universities, polytechnics and professional bodies.

In a series of articles in the journal in Autumn last year, aspects of organisation development were explored. These included ‘The Role of Organisation Theory’, ‘Intervention and the Management Trainer’, ‘Approaches to Organisation Analysis’, ‘The Contribution of Action Research’ — all relevant articles, helping us to understand more of the dynamics of organisation development. In this article, however, I wish to set out one example of intervention, warts and all, to highlight some of the difficulties experienced in actually conducting an OD review, paying particular attention to some of the problems inherent in the training officer's role on such occasions. It involves the preparation for and conduct of an organisation review workshop for a large local authority Social Services Department. I intend to take the reader through the pre‐workshop activity and thereafter to look at events during the workshop. As a lecturer/consultant in organisation development, I am often confronted with the phrase ‘It's all right in theory, but…’. Here, I wish to concentrate on the ‘buts’ and, where appropriate, indicate some ways in which I counteracted these in an actual situation.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.