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On 27 November 1980 BACIE set up a conference to discuss the MSC report entitled OUTLOOK ON TRAINING which is intended to guide the government in making its decisions on what changes to make in the statutory system of industrial training and vocational preparation in the UK. The timing was, by accident, impeccable because on the eve of the conference the Minister had announced in the House the government's response to the review. Mr Prior was to have addressed the conference himself but pressure of business necessitated his replacement by Lord Gowrie, one of his junior ministers. The other speakers were Sir Richard O'Brien, chairman of the MSC, Len Murray of the TUC, Sir Norman Lindop, Director of Hatfield Polytechnic, Shirley Williams and Dr K B Everard, Education and Training Manager of ICI Ltd. We reproduce below Dr Everard's version of his speech, in which he gave an industrial view of the report, its proposals and such items of official government policy on vocational preparation as have been divulged to date. We have entitled the piece

An indication is given of recent developments of management training provision in relation to schools and further and higher education in England and Wales. As Local Education Authorities and providing institutions seek to grasp the new opportunities implicit in changed financial arrangements for in‐service training, four issues are identified as being in contention: 1. the relative merits of long award‐bearing courses and more flexible, but less expensive, short courses; 2. the most appropriate target group; 3. the relevance or otherwise of industrial management models; and 4. the evergreen issue of orientation to practice. The discussion is focussed on the situation in England and Wales; the issues may be perceived to be of wider significance.

DTAG is a consortium of long‐established providers — Brathay Hall Trust, Endeavour Training, Lindley Educational Trust, Outward Bound and the YMCA — loosely associated with Project Trident, the National Association of Outdoor Education and formerly with the Industrial Society. Contact can be made through Bertie Everard at 2 Fern Grove, Welwyn Garden City, Herts AL8 7ND.

Within the broad sweep of educational and training processes aimed at the development of people, there is a particular approach to which the label development training has come to be applied. Central to this approach is this cyclical process depicted below:

There is no doubt that we are living in a turbulent society, and there are many who criticise the young for making it worse. Someone more renowned than I had this to say about it:

▪ Have you, the training manager, ever wondered how good your training department really is? ▪ Have you sometimes thought you are misunderstood? ▪ Do you sometimes feel disembodied — floating free of firm links with your board of directors? ▪ Do you ever wonder what on earth you ought to be doing, or which way to turn? — If so, it is possible that a process we call ‘mutual monitoring’ will help you to get your bearings and provide a measure of support. We are using it in ICI, not primarily in response to the questions above, but because circumstances compelled us to think of some better way of managing the training function than simply budgets, establishments and levy/grants. We look on it as a way of forming a reasoned, agreed judgment about the effectiveness and health of the training function, in such a way that the benefit of doing so outweighs the cost.

Learning styles, categorised after Kolb, are analysed in a group of schoolteachers who occupied managerial roles by means of a Learning Style Questionnaire. The results are compared to those in the literature for managers in general. Amongst teachers, women and primary school managers were found to be stronger in their tendency to be Activists and Pragmatists, senior managers to be Pragmatists.

Purpose- This study aims to develop a comprehensive understanding of the relationship between waiters’ professional identity and its antecedents such as work interaction, identity interferences, stigma, standardisation brand, authenticity, extroversion and education. “Salience” will be used as a moderator of this relationship to explain the prominence of the stimuli. The consequences of professional identity on passion and turnover intention will be analysed.

This study used a qualitative methodology, which encompassed 3 focus group discussions (18 participants) and 11 in-depth interviews. Participants will be based on Michelin-starred restaurants in London. Founded on analysis of the qualitative data, the antecedents and consequences of professional identity were formulated.

Findings demonstrate that the main factors of the formation of waiters’ professional identity are work interaction, identity interferences, stigma, standardisation brand, authenticity, extroversion and education, its consequences (passion and turnover intention) and salience as a moderator of this relationship to clarify the relevance of the stimuli. These factors have been demonstrated to have an effect on the formation of professional identity.

This study is relevant because the repercussion of perceptions, such as identity and identification for emerging exclusive job roles, is still under-examined in certain conditions. Restaurateurs need to work with and comprehend the quality individual framework of waiters in job roles because these have a stimulus on the fundamental interests, such as passion for work and turnover of the waiting workforce. Moreover, within the hospitality industry, there has been a predisposition to prominence more on chefs than waiting staff.

The purpose of this paper is to investigate the way informal groups rise and operate in the Teacher Association in a Secondary Vocational School Unit in Greece. More specifically, the way the role of the head teacher, the school culture and teachers’ emotional intelligence impacts these groups is investigated.

Qualitative research through in-depth interviews with teachers and the head teacher as well as the researchers’ participatory observation has been conducted, in order to support the selected method of the case-study.

The findings showed how both positive and negative informal groups rise and function in the Teacher Association. The role of the head teacher emerges as a very significant factor that influences the emergence and the preservation of such groups. The school culture has a bidirectional relation with the existence and quality of informal groups. Emotional intelligence also plays an important role in forming informal groups and in the quality of actions of these groups.

This study covers a significant gap in the international literature of group dynamics in a Teacher Association and provides practitioners with valuable insights regarding the underexamined factors that lead to the formation, operation and preservation of informal groups, the study of which can lead to the development of sophisticated scales of measurement of these dynamics by future researchers.

The purpose of this paper is to find out if the characteristics, traits and leadership style of an effective university leader in Lebanon match those of a transformational one. Moreover, it is intended to shed light on the possible transferability of the transformational leadership’s success to the Middle-Eastern society where norms and values differ significantly from the North-American context where research extensively supported its positive effect.

Qualitative data were collected from semi-structured interviews conducted with eight faculty and two staff members chosen based on the purposiveness sampling technique. The researcher tape-recorded the interviews, then transcribed and coded the data before analyzing it.

Results revealed that the director demonstrated to a great extent all the characteristics that define a transformational leader, except when it comes to nepotism and to the lower level employees who are not usually invited to share in the decision-making process. He was able to successfully challenge the process, inspire and motivate all the campus’s employees. However, in order to generalize and conclude that the whole Lebanese higher educational setting encompasses and cherishes the transformational leadership style, additional research is to be undertaken.

Although Lebanon has long been a pioneer in the education field in the Middle-East, however, not enough studies are found on the various leadership styles exhibited by Lebanese university leaders, and here lies this research’s value.