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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’.

ACCORDING to a survey recently published salaries paid to administrative, professional and executive staff have lagged behind national wage increases when compared on a percentage basis. The actual figures, up to the end of January this year, show an increase of 13.1% against a national wage increase of 16.4%. So, concludes the report, “it is clear that traditional staff differentials are facing further erosion.” At the same time the opinion is expressed that once the current wage demands have been settled with the unions concerned, salaries for these higher grades will be rising at a rate of between 13% and 16%, probably by late summer.

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.

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.

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.

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.

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.

In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities espoused by their White teacher. Orienting ourselves within a critical race theory framework, we relied upon storytelling to tell the stories of John and Seth, two young Black boys whose science interests fueled their engagement across school subjects despite the semantic deficit-oriented positioning of their academic abilities by the White teachers and staff within their school. Throughout this chapter, we center their experiences to argue that understanding the inherent underrepresentation of Black men in science-based professions requires an examination of the pivotal educational moments preceding this disparity. Rich and culturally responsive science teaching may support equity for Black boys, but John and Seth's stories illustrate that these practices alone will only perpetuate the status quo unless teachers challenge their dispositions regarding who their students are and what they are capable of. We conclude by offering suggestions for practitioners to consider when designing and implementing equitable student-centered science instruction.

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.

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.