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A study which examines those factors perceived to be associated with the transfer of learning from the training to the work situation is presented. It was found that trainers were more pessimistic than their clients about the extent to which successful transfer was achieved. The main factors inhibiting the transfer of learning were associated with the working environment to which trainees returned and included the low receptivity of bosses and colleagues to new ideas and their strong commitment to rules and procedures which inhibited innovation and improvement.

Barrie Hopson and John Hayes, together and in combination with others, have already made a considerable contribution to the theory and practice of self‐evaluation and career planning in this country. Together in their book The Theory and Practice of Vocational Guidance, they made available scarce articles on the subject which previously had been difficult and expensive to obtain. In Careers Guidance they provided what has become the cookbook on developing a guidance service; and although this was primarily meant for schools it will be found on the bookshelves of most further and higher education advisers. Hopson, with Patricia Hough, began to broaden his whole concept of self‐exploration for planning ahead in Exercises in Personal and Career Development; and this latest volume Transition shows a further development in their thinking on the subject.

It is widely understood that distinctive leadership programs must engage in assessment, and intentional program improvement practices. Design thinking can serve as one student-centered tool that engages students in the assessment process, while looping feedback into substantive programmatic changes. This paper explores the use of this innovative practice to enhance a co-curricular leadership program at a large university in the Southeastern United States. Practitioners found that design thinking was a useful supplemental assessment tool that led to positive programmatic changes that were focused on students’ needs.

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.

Contributors from five libraries address the expectations and realities of their automation projects, including: staff impact, costs and funding, time and schedules, users, computer support, vendors, and consultants. Some keys to success include: very clear political objectives at the beginning of the project; careful definition of the project structure; a well‐prepared automation plan; carefully‐considered, contractual commitments with a vendor; and flexibility and adaptability.

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.

A common approach towards enhancing managerial effectiveness is to focus attention on improving the knowledge and skill of the manager, i.e. training. This approach assumes that the main barrier to effectiveness is some deficiency in the individual. A quick and simple approach to diagnosing problems associated with the manager′s role which arise from the way it has been defined and structured is presented that relies heavily on Mintzberg′s description of a manager in terms of a set of roles.

Gender‐centred perspectives of women managers and women in general characterise them as being more intuitive than male managers and men in general. Evidence for gender differences in cognitive style was sought by administering the Cognitive Style Index, a measure of intuition analysis, to three UK samples of managers and three UK samples of non‐managers. Results indicate that there is no difference between female and male managers in terms of intuitive orientation, that female non‐managers are more analytical (less intuitive) than male non‐managers and more analytical than female managers. This lack of support for stereotypic characterisation of women managers and women in general as being more intuitive than their male equivalents is discussed within the context of structural and gendered cultural perspectives on behaviour in organisations.