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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.

“Crisis”, “suicide” and “burnout” – the disorders of the 1980s – but are they new or are they the same things with new labels? If there is an epidemic of such psychological disorders what can be done by the personnel function?

There has been a long and wide‐ranging literature on the problems of the individual's adjustment to the demands of work organisations. In the 1950s, Argyris and Merton argued that the needs of mature individuals and the properties of modern bureaucracies were incongruent. In a later work, Argyris argued that the larger the organisation, the greater the incongruence and the greater the suppression of individuality. Maslow argued that suppression was inevitable if two variables interacted: increasing size and uncertain environments. Methods of suppression also attracted attention in the 60s; Ziller noted the techniques included formality, mobility, conformity, dominant leaders and a paucity of information sharing.

More people are preferring advisory to executive roles, and organisations are beginning to suffer from a lack of candidates for what is increasingly seen as the thankless task of management. This trend is being encouraged by mistaken management development practices and views of the managerial role, low salaries and status, the rise of the professional “guru”, and career blockage in organisations. A revised approach to management development is suggested, with fostering of managerial talent from an early age and increasing the value placed on “general management” as a career.

There is a vast literature on managers' values and beliefs. However, there have been very few attemps to identify British managers' values or beliefs and relate them to employee relations practice. Marsh's survey of practice included questions on managerial values but this researcher did not attempt to develop a set of values which could explain differences between organisations. The objective of the current research reported here was to identify a paradigm of values and beliefs about employee relations as a basis for understanding differences in practices. The central proposition for the research was: There are among British managers identifiable values and beliefs about work, employment, management, effective organisations and the role of government in employee relations to explain, in part, differences in employee relations practice.

The central concern of this paper is managers in the middle who are hierarchically suppressed by new systems from above and squeezed by new technologies from below. They represent one of the most disillusioned groups in work organisations. Mid‐career crises, redundancies and exhortations to perform better make their plight worse. One answer has been management development. My thesis here is that very little development actually occurs as strategies and structures work against it and the realities of learning are ignored. If we hope to address this middle management problem we should return to the basics of the learning process.

As a result of the many changes which have taken place in the field of management development since the 1960s, a scenario presenting the probable appearance of the discipline in the year 2000 is presented, with evidence from the past and present to support it.

Some organizations invest a great deal of time and effort in elaborate training programmes designed to improve the so‐called “soft” skills of managing. Yet assessing the effectiveness of such initiatives has been rare. Indeed, some trainers have argued that such assessments are misleading. Recent developments in the use of survey feedback have provided a technique for pre‐ and post‐training assessments. A study, at a leading business school, was designed to assess the impact of interpersonal skills training on top managers. The evaluation of the training was based on subordinate feedback of 252 executives from 48 organizations, conducted before, and six months after, the training programme took place. The results indicate significant impact on some, but not all, of the competencies and skills under study.

Two landmark studies of national culture undertaken approximately a quarter century apart present a unique opportunity for a longitudinal analysis of the shift in cultural values in work organizations over time. Using comparable data from Hofstede and GLO BE, we investigate the hypothesis that, in the rapidly developing nations of Asia, there has been a convergence of collectivist values in work organizations toward the level of collectivist values found in work organizations in the highly developed nations of the major economies. Findings suggest that collectivist values in rapidly developing nations are converging towards collectivist values of highly developed countries. This convergence is not exclusively due to economic growth or wealth but rather due to the speed of the economic growth. Specifically, periods of prolonged rapid economic transformation appear to also have a transforming effect on national cultural values. Implications of this finding and directions for future research are discussed.

One of the most challenging issues facing building level administrators is the supervision of special education programs in their schools. This chapter outlines the role of the building administrator in overseeing the implementation of special education laws and policies from the initial process of referring students for special education services through the implementation and monitoring phases of service delivery at the building level. Detailed topics include dealing with parents, regular education staff, and student privacy issues. This text examines student discipline and due process complaints as well as strategies for dealing with outside agencies, such as child welfare departments and law enforcement officials. The chapter concludes with a discussion of the No Child Left Behind Act, and its impact on special education services at the building level.