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It is generally agreed that accelerating changes in industry, and indeed in society generally, often brought about or catalysed by new technologies, can be contained only by enhanced processes of education and training. It is argued that the key strategy must be to develop skilled learners, and a technique for utilising this approach is presented.

Reviews the development of the concept of the learning organization, and describes a project which developed a range of practical tools to be used by trainers and line managers in order to help their organizations become learning organizations. Explains how these tools, consisting of workshop designs, exercises, questionnaires and diagnostic instruments, are structured around ten key actions, and illustrates their successful employment by recounting the experiences of an insurance company.

A recent booklet published by ITRU described some of the problems involved in administering and interpreting selection tests, especially when coloured immigrants are being tested in this country. In general there is a tendency for immigrants to obtain lower scores on tests (of general intelligence, aptitudes or special abilities), which are commonly used as selection devices. If, for instance, a single pass‐mark is used as a criterion of acceptance a smaller proportion of coloured immigrants will be accepted, compared to their English counterparts. This would not contravene the Race Relations Act of 1968, nor Section 26 of the Industrial Relations Code of Practice (1972), if it can be shown that immigrants who obtain low scores on tests always do less well on the job, or in the training, for which they are being recruited. This point can be more easily grasped if it is phrased as a question: does a low score on the test mean the same thing for a coloured testee as it does for an English testee? Does a low score always mean less ability?

When is a “police‐person” too tall for the job? In the United States, when he or she is over 5′ 8″, as an investigation in Washington D.C. showed: