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The purpose of this Editorial is to introduce the reader to seven training exercises in tourism.

Introduces the papers in this special issue.

Effective learning requires doing–practice–failure–interpreting–experiencing success, rather than listening and watching.

Provides an introduction to experiential learning exercises for tourism and hospitality executive training.

Increasingly, awareness of the contribution of training to the overall development of employees, the human resource development movement, is catching up with the Indian Corporate Sector. The new‐born HRD Ministry in the Centre, a comprehensive incentive package for trainers, is a testimony to Government initiatives. Emergence of Corporate Management Development Centres (CMDCs) on a large scale in the last decade in public sector undertakings (PSUs) is a natural follow‐up of these initiatives. Despite huge investments in buildings and training infrastructure, no attention is paid towards the placement of correct personnel, motivation and qualitative training outputs in PSUs. Attention to these issues is vital to realize CMDC objectives and to justify the spurt in investment. Examines some of the critical issues concerning effective management of CMDCs: leadership crises, training of trainers, the role of the trainer, emphasis on developing core faculty, promotion of research, career progression and improved status to overall training function.

This chapter discusses the relevance of business knowledge and management education for the success of communication managers. Invitations into senior management circles or an enhanced cross-department employability are, amongst other factors, valued as indicators of success. From a sample of 751 answers of participants from German-speaking countries we find that business knowledge has not grown in importance during the last decade. To the contrary, the craftsmanship in communication matters has increased in value. Communication executives seem to profit from additional business education on a personal level, but this is no secure path to a better career.

This monograph is devoted to the countries of Eastern Europe, which are experiencing the dramatic changes following on from the fundamental developments of the last few years. These countries, Albania, Bulgaria, Czecho‐slovakia, Hungary, Poland, Romania, the USSR and Yugoslavia, are likely to become members of a greater Europe in the future. Their economic and educational systems are examined and the structures of their management training systems are described.

Discrimination towards women leads to the underexploitation of an available potential. Hence the revision of recruitment procedures, the causes of women's slow promotion and other measures will be of benefit not only to women but to the whole organisation which will find within these measures the opportunity to evaluate the quality of its personnel management procedures and to achieve a more efficient management of available human potential. The essential characteristics of women's situation in the banking sector are described from the standpoint of jobs occupied and that of professional strategies. The impact of positive action used in three medium‐sized banks within the framework of the law of 13 July 1983 on professional equality between men and women is analysed. The work is based on two studies, one made within the Centre d'Etudes de l'Emploi, of 94 employees of a large French bank (65 women and 29 men) and the other made within the HEC‐ISA Centre, on the subject of companies having put equality action plans within the scope of the 1983 law.

This article describes the contribution of the international business school to anchor ethical behavior maxims in the heads of the economic decision makers. Successful management training means that knowledge is not only obtained, but that the learning processes and the key qualifications which can be reached are located in the center of the globally aligned education. The management Andragogik – the science of knowledge transfer to adults – has proven itself as a goal‐oriented training form. Against this background the article presents the six constitutive elements of a successful international business school and discusses the role and the influence of the associated stakeholders: students and promoters, partner universities, members of the faculty and, last but not least, the enterprises of the economy in their triple role as idealistic sponsors of the international business school, as active members of the advisory board and as future employers of the graduates.

Conducts a survey of management training and development practices in large Kuwaiti organizations. Covers areas such as needs assessment, programmes and participants′ selection, programme evaluation and future trends. Indicates that systematic needs assessements and programme evaluation are sorely lacking in these organizations. Practices related to programme and participants′ selection and training content areas are, generally, consistent with previous findings in the West. Contrary to the situation in the West, the private and joint sectors are less active in management development areas than the government sector. Executive educational programmes, an approach that is most successful in the West, are rarely used. Discusses results and implications of the study in the context of the Arabian Gulf region social and economic environments.

A multinational research programme on the management development methods used in industry was carried out with top representatives of the major institutes offering management seminars and courses for business executives. Interviews were held with two institutes in Athens, six in West Berlin, eight in London and three in the metropolitan area of New York. The general opinion in all four countries covered by the study (Greece, West Germany, Britain and the US) was that the demand for training and development of managers will increase in the future, but that the degree of increase would differ in each country. The comparative results of information collected through the survey are presented below.

Describes the early stages of university executive education, including MBA and non‐degree executive development programmes, and gives examples of early in‐house executive education. Examines the current university EMBA and speciality programmes and today’s in‐house facilities. Sets out advantages and disadvantages of the two approaches, and considers a customized approach ‐ a movement towards jointly designed executive education, combining university and in‐house features. Looks at the future of executive education, the two most important trends being the effects of global competition and evolving corporate needs, and discusses future executive programmes ‐ university, in‐house and cutomized. Highlights the implications of recent developments in technology, and suggests that the underlying theme for tomorrow’s executive education is the likelihood of more company involvement.

Examines the impact of level and gender on the learning of participants who attended a one‐ week leadership education programme. A total of 550 executives and managers from major private and public sector organizations participated in 14 residential seminars. Three‐month follow‐up questionnaire data were collected from 65 per cent of attendees. As predicted, significantly more learning was reported by executives than managers and by women executives than women managers. Uses a combination of social system and role theories to provide an understanding of the obtained level and gender findings. Offers implications for training and practice including the need for institutionally‐sponsored mentoring programmes linked with gender‐sensitive leadership training.