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As a training concept self‐development remains for many a curious, yet insoluble, puzzle. On the one hand, it appears deceptively simple yet can be highly theoretical and general, while on the other, it claims to be specific yet covers everything from Guided Reading to Outward Bound and Action Learning.

This article consists of four parts. The first part describes some of the forces in management and society in general which are supporting the move towards self‐developmental approaches to education and training. The second part suggests that managerial competencies and skills generally come about not through formal training but as a result of self developmental processes. Following this is a brief description of management self development — what it is and what it means in practice. The final section of the paper discusses the need for support in the self development process and suggests that support groups of learning communities go some way towards meeting this need.

Maintains that the world of financial services is, perhaps, one of the sectors most radically affected by contemporary economic factors. Describes how a self‐development programme was introduced to one financial services institution in the wake of organizational turbulence initiated by takeover and a new strategic plan. Reveals that, although people found personal benefit from the programme, it became clear that lack of adequate organizational support systems left people feeling blocked in their career development within the company. From evaluation of questionnaire comments taken from a sample of staff attending workshops, throws light on organizational shortcomings and leads to clear indications of ways in which employees might be encouraged to adopt self‐management in their careers.

Self‐development is rapidly becoming established as a major vehicle for individual and organizational change. It reflects the trend towards flatter structures, increased personal and local responsibility and responsiveness to customer needs. Examines the challenge presented by self‐development and the type of culture in which it is likely to thrive. Outlines a specific plan for implementing self‐development.

The number of part‐time trainers is unknown but within some training specialisms they can form a substantial cohort. Often, however, their development is not supported adequately, if at all, within their working environments. Considers self‐development from the individual perspective of six English as a Second Language (ESL) peripheral trainers. Explores how a profession’s attitude towards its members and self‐actualization can influence the development of its practitioners. Also considers the significance of the internal impact of the organization on restricting the possibilities of self‐development. The implication is that professions need to be more supportive of peripheral trainers; that organizations need to be more imaginative and responsive towards engendering self‐responsibility for personal learning; and that individual trainers need to be more strategic and proactive in facilitating their own self‐development.

It is possible to see Management Development as a process peculiarly subject to creative obsolescence, in which the basic purpose of the process (to help create a larger pool of more effective managers) is constantly having added to it new improved features, each characterised by an assumption of priority, significance and technical excellence. Just as car manufacturers tout new features—tyres which grip even a flooded road, petrol without dangerous additives, maintenance free batteries—so new features of management development are identified and thrust upon apparently eager customers (management development advisers) and rather less eager consumers (managers). Self‐Development is clearly the latest technique to be placed before a set of customers apparently hungry for an improved product.

The Training Services Agency's Discussion Document on Management Development stressed the importance of self‐development. “To be effective learners”, it said, “managers must effectively take responsibility for their own development, rather than relying on any management development scheme and organisations should encourage this” (ref. 2.3(e)).

The use of self‐development activities as alternatives to traditional course‐based training and management development is discussed. The author describes one company's experiment in support of self‐development, drawing on prior experiences with taskforces, project groups, MBO, assessment centres and mind mapping, to set up a self‐development workshop for a group of trainers and managers.

Considers what the phrase “self development” really means for management. Examines the rationale behind general trends towards self development approaches. Discusses the implications for the organization as well as the individual. Finally considers the learning community as a whole and managers′ responsibility for facilitating their subordinates′ development.

Job satisfaction or dissatisfaction has a great effect on individual behaviour with equally important consequences for the organisation. It is to be expected that continuing and increasing dissatisfaction is a source of great tension between individuals and a threat to the organisation as a whole. Individual satisfaction is affected by the opportunities and scope that are available to that individual to pursue his or her self‐development. Dissatisfaction is one result if self‐development opportunities are either not available or are denied.