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This article provides a typology of organizational learning styles, examines how organizations really learn, offers a diagnostic managers can use on their own businesses, and presents a new learning model that promotes organizational change.

The authors present a case study of how Hewlett‐Packard is changing its culture under the direction of its new chief executive Carly Fiorina. Fiorina says her challenge is “to make sure HP represents the next century rather than the last one.” To prepare for the future, company leaders saw the need to create a “New HP Way.” Under the new way, all HP employees — but especially managers — must be leaders who generate enthusiasm and respond with extra effort to meet customer needs. They must personally accept responsibility and are encouraged to upgrade their skills and capabilities through ongoing training and development.

Describes the techniques of customer surveys, derived forecasts, causal models, time series analysis, Delphi forecasting, scenario analysis, content analysis, impact analysis, groupware, and micro world/computer simulations.

Fundamental changes in the business environment dramatically accentuate the importance of corporate learning. Learning as a competive advantage requires organizations to adopt a new view of education for general management. The new paradigm focuses on anticipatory learning rather than maintenance learning. The leadership/ management development process will be viewed as a system rather than a series of discrete events. Identifies and discusses several trends for both providers and users of management development services, along with the need for policy level support for these efforts.

If this is the “Age of the Learning Organization,” surely creating leaders who can build learning‐oriented competitive advantage should be a big business. Nohria and Berkley of the Harvard Business School have estimated that corporate expenditures for training have grown from $10 billion to $45 billion during the past decade. Business Week estimates that approximately $12 billion of this amount was devoted to executive education. The growth in expenditures for executive programs is a result of the increasing recognition that education and leadership development are powerful levers in communicating and implementing key strategic initiatives.

The purpose of this paper is to examine how negotiators’ self-evaluated emotion perception is related to value claiming under two incentive schemes. Adopting an ability-motivation interaction perspective, the authors hypothesize that the relationship will be stronger in the contingent (upon value-claiming performance) versus fixed (non-contingent upon value-claiming performance) pay condition.

Multi-level analysis of data (120 participants, 60 dyads) from a laboratory study provided evidence supporting the hypothesis proposed in this paper.

Emotional perception was indeed more strongly related to value claiming in the contingent pay condition than in the fixed pay condition. Negotiators’ emotion perception also had a direct, positive linkage with relationship satisfaction, regardless of the incentive scheme.

The limitations of the current paper include self-report measures of emotion perception, a US student sample and a focus on value claiming as the instrumental outcome. The authors urge future research to address these limitations in replicating and extending the current findings.

The present paper is the first to explicitly test the moderating role of incentive schemes on the linkage between negotiators’ emotion perception and performance. The findings not only show the context-dependent predictive value of negotiators’ emotion perception but also shed light on both negotiation and emotional intelligence (EI) research.

Describes the Merlin Exercise and its use by the authors integrating two models of the future ‐ “forecasted” and “invented” – to educate management in the development of a strategic intent and in implementing such an intent.

Every summer since 1957 selected leaders of U.S. industry have convened at a rustic but elegant Vail, Colo., conference facility to take a three‐week “leadership development” seminar from professors of the highly rated University of Chicago Graduate School of Business. Often the business school's Center for Continuing Studies' staff has had to turn away would‐be participants, including some very distinguished business leaders. But this year, the course will not be offered—university officials canceled it, citing declining profitability.

Examines the hypothesis that powerful forces created by the structure of executive education and its participants are driving the industry and participant behaviours. Presents a systemic model to illustrate the forces shaping behaviours and outcomes.

THE profession served by this journal lost an outstanding personality when Dr. Lillian Moller Gilbreth died at the age of 93 on January 2nd. As wife and business partner to her husband, Frank Bunker Gilbreth, she was one of the pioneers of motion study. It required rare courage for a shy and retiring person like herself to take over the responsibilities of her husband when he died suddenly in 1924. Yet within three days of that event, after a family conference about the future, she sailed for Europe to fulfil an engagement of her husband to speak at the First Congress of Scientific Management in Prague.