immigrants (I could not obtain an annual estimate of the number of non-US residents receiving non-academic training by US instructors). Ramamurti (1980: 91) suggests that, in classroom situations, American professors tend to over-estimate the 'foreigner comprehension' of (American) English: '[n]o allowances are made for the "alien" on the grounds that a foreigner in an American school is expected to have at least a passive control of English'. This problem is not limited to the classroom. A recent report by the US National Transportation Safety Board recommends that one way to decrease 'close calls' on US airport runways is to '[a]dopt the English language phraseology recommended for ground operations by the International Civil Aviation Organization, and [for] direct controllers to speak clearly and slowly, especially when dealing with foreign planes' (Associated Press, 2000: A2; emphasis mine). As will be seen, these strategies are part of what scholars refer to as 'speech simplification'. Although all citizens of the western hemisphere are 'Americans', this article will use the term to refer to citizens of, and the term America to refer to, the United States, since this usage appears to be conventional.1. 'T'-unit (minimal terminable unit) consisting of one main clause with the subordinate clauses attached to it (Milk, 1990: 279).
For public sector management development professionals to be given the recognition and resources that we deserve, we must be seen to contribute to the organization’s ‘bottom-line’, which is to prepare employees to perform at the level needed to achieve the organization’s strategic mission and objectives. Governments can only respond effectively to the challenges of increased globalization and decentralization if we, as instructors in schools and institutes of administration, prepare adequate learning experiences for public administrators. The objectives of this article are to describe the steps in my strategic-contingency approach to management development, an instructional design approach which links the strategic mission of the organizations in which our clients work to the instruction that we prepare. I believe that following the steps of my strategic-contingency approach to management development will produce a curriculum that is more responsive to the needs of the client organization and to the participants. Such instruction will not only benefit the organizations we serve but will also enhance our professional reputations.
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