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In the first of these two articles, John Teire, a training and development consultant, described the reasoning behind the course he helped design for Plessey at Beeston. And Steve and Larry, managers on the course who had both kept diaries, gave their accounts of the experience from the inside. It is now Wednesday morning of the course and a new day. Steve and Larry continue with their stories.

The first article in this series described the events of an In‐Company Training Course from Sunday evening to late Tuesday afternoon. John Teire and David Allner of Simulon find that conventional descriptions of the experiential programmes they are running for organisations do little to inform the reader. For this reason, these articles are written from the point of view of Ray, who is a course member, and the story continues from the Tuesday evening of his course.

Course delegate, Ray, is in a difficult situation on his company training course. He has fallen out with a number of people and is learning one or two things he hadn't faced up to before from the experience. This last article in the series is written from the point of view of the trainee; the authors David Allner and John Teire of Simulon find that conventional reporting of Experiential Training programmes does more for the writer than for the reader. It is based on work they have been doing with Leyland Cars.

Teambuilding is essentially a ‘doing’ activity. The benefits to working relationships come from active participation in workshops and projects. As such it is difficult to describe: conventional explanations of the concepts and principles don't take the training manager much further on. Therefore, as part of this article we invite you, the reader, to have a go at the TEAMTRACK game as a way of exploring what teambuilding is about. The author, John Teire, has drawn from his work as a consultant with a range of organisations to design the game. Most of the ideas which are relevant to teambuilding are in there. It is up to you and your colleagues to find your way round them.

Courses which make use of the great outdoors are fashionable and there are quite a few to choose from, but there is a danger that they will be used inappropriately and that the real value will be missed. This article describes how outdoor activities can be used as part of a management training programme to meet some specific company needs.

A personnel manager was faced with the task of setting up a management development programme for staff who were facing drastic changes in company operations. With little experience, the personnel manager herself needed to learn as she went along. A conversation between her and a consultant who contributed to the programme explores her thoughts and feelings about the experience of becoming a trainer.

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.

In experiential learning the lessons are taught by causing certain experiences to happen to the learner. What does it feel like to be exposed to such learning? Experiential learning is learner‐oriented; it is notoriously difficult to describe. We invited the authors to attempt to communicate it by using a learner‐oriented approach.

In this article the authors discuss how technological advances may be frustrated by the changing values of different organisational groups, and examine the impact of changing social values on an attempt to increase shift working. In particular, they consider the viewpoint of managers and manual shift workers. They conclude that any increase in shift working might, in the long run, be constrained by these changing social values.

Learning through experience and participation in training courses may be old hat to some. But in general, the training manager who is dissatisfied with the conventional approach does not find it easy to change his courses in this direction. This article is based on the authors' work with a number of organisations in introducing experiential training, and reflects the thoughts, problems and objectives of doing so as seen through the eyes of company training manager, Jim …