This text serves the needs of educators who want to bring about constructive organizational change in every level of the educational enterprise from kindergarten to graduate school.

The NTL Handbook of Organization Development and Change is an essential tool for both practitioners and students who want to know how to effectively bring about meaningful and sustainable change in organizations. Featuring contributions from leading practitioners, academics, and scholars in the field, each chapter comprehensively explores a key aspect of organization development including core theories and methods, OD in the international and world setting, practical applications, the future of OD, and many others. Co-published with the NTL Institute, a long-time leader and champion for the field, The NTL Handbook of Organization Development and Change boasts an extensive range of knowledge, experience, and methods integrated by a philosophical system that underscores the vital mission of OD as well as provides expert guidance in the art and science of making organizational development and change work.

The role of human resources is no longer limited to hiring, managing compensation, and ensuring compliance. Learn the skills HR professionals need to become key partners in leading their organizations.

Published in 2005, "World Yearbook of Education 1980" is an important contribution to the Major Works Series.

This book summarizes nearly fifteen years of research in schools—research geared toward understanding and describing the change process as experienced by its participants. It addresses the question: "What can educators and educational administrators don on a day-to-day basis to become more effective in facilitating beneficial change?" The book provides research-based tools, techniques, and approaches that can help change facilitators to attain this goal. The authors contend that, in order to be more effective, educators must be concerns-based in their approach to leadership. Early chapters deal with teachers' evolving attitudes, concerns, and perceptions of change, as well as their gradually developing skills in implementing promising educational innovations. The authors next turn to examine the role of the school principal and other leaders as change facilitators, and present ways that they can become better informed about the developmental state of teachers as well as how to use these diagnostic survey and data as the basis for facilitating the change process. The emphasis is on practical day-to-day skills and techniques, showing administrators how to design and implement interventions that are supportive of teachers and others. Each chapter presents not only the concepts and research of the authors but also translates the concepts in concrete applications which illustrate the ways they can be applied to obtain genuine and lasting improvements. The book also contains an important discussion and description of the change process, focusing on teachers, innovations, and the schools.