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Discusses Marks & Spencer′s application of computer‐based training (CBT) in training its food supervisors. CBT is used to enhance the transfer of learning following training input using workbooks. Argues that the particular application is a very powerful and effective use of CBT, illustrating the real potential of CBT when integrated with other training techniques. Reflects on how such an application may assist in the development of CBT more generally.

Within a context of trainer training, examines a powerful exercise to encourage trainers to reflect on their role and effectiveness within their organizations. Describes how participants are asked to draw a “picture” of the “ideal trainer”. Symbols, images and metaphors can be very illuminating in helping us deal with complexity and to communicate our thoughts and ideas. Illustrates three versions of the “ideal trainer” and explores how the images and symbols used can facilitate highly pertinent discussions on trainer development. Links can be more readily made to current models of trainer role and to the ongoing debate about “competences” and attention focused on how best to equip trainers to intervene effectively within their organizations. Using images and symbols to depict the ideal trainer, trainers and trainee trainers are better placed to see where they are and how they could develop.

An innovative programme to teach postgraduate students studying for a Diploma in Personnel Management the skills of creating computer‐based training material is described. Key features of the adopted teaching/learning strategy are illustrated and issues and implications which have emerged thus far are highlighted. The case for inclusion in the teaching programme, the authors believe, does not rest solely on the assumption that personnel and training officers will increasingly require skills of designing a computer‐based training material. Assessed learning outcomes together with an evaluation of student views suggest a value to the teaching programme over and above the specifically stated objectives.

Outdoor management development (OMD) is characterized by uncertainty and controversy. An understanding of what it is, its potential and how it should be managed needs to underpin its effective deployment. Reviews an experimental programme, run as an OMD course, but which principally seeks to facilitate insight about this approach to development. Concludes that such education has an important role to play in penetrating the mystique which surrounds OMD.

Initiatives in employee development (non‐work related learning) represent a significant growth phenomenon. Identifies an orthodox account of ED which has developed alongside this growth; one that revolves around shared interests and a routeway to organisation learning. The assumed mutuality which underpins orthodox accounts of the benefits that flow from ED is characterised by a return to learning which leads to greater flexibility, increased commitment and ultimately enhanced performance. Addresses some questions which appear to have been ignored in the desire to promote ED. Highlights key issues, such as, when given the choice, most employees choose not to participate, and questions whether ED can really represent a learning process which is both distinct from and superior to that which takes place day in, day out, within the workplace.

From a highly personal perspective seeks to discuss the outcomes from participation on a particular outdoor development programme. Draws on learning logs completed during the programme and subsequently on return to work to reflect on a personal development agenda and on the broader potential of such learning for team building. Concludes that the problem of transfer proved a major constraint on real personal development but that provided that such issues are recognized and appropriately managed then the potential of such learning is considerable.