IEEE TRANSACTIONS ON EDUCATION, VOL. E-19, NO. 1, FEBRUARY 1976

ladders," are more myths than realities. There may be a toughdecision, a decision to choose between being an engineer and amanager. Perhaps both are possible for you. Excessive con-cern about moving up the organization structure may be a flagthat you are more attentive to the rewards than the means toget them. In this case, you may have to decide what is thework you want and can do, and then decide what is the mix oftrade-offs you will make among such wants as work satisfac-tion, rewards, status, and technical contributions.Assumptions can be barriers to learning if treated as facts.

Some of our cherished untested assumptions and beliefs shieldus from hurt but also stamp out a spirit of inquiry and open-ness to new experience. Conscious testing of assumptions andgoals contributes to choosing relevant education and imple-menting realistic plans.The market value of education at the time of hiring may

have conditioned some of us to believe that education creditsper se are synonymous with our competence to contributemeaningfully to the mission of our respective organizations.Education in a classroom setting is an important vehicle forlearning. Learning and personal growth are not limited norequated to the classroom experience.New information will affect the alternatives we see and

choose to act on but only to the extent we discover the mean-ing the information has for us. The discovery of importantmeanings requires choice, intensive learning, and hard looks atourselves and our organizations. Learning and subsequentgrowth occur in many ways, but always only in the discovery

of new meanings from information and experience, not fromthe information and experience itself (Combs, 1971).

REFERENCESCombs, A. W., Avila, D. L., & Purkey, W. W. Helping relationships:

Basic concepts for the helping professions. Boston: Allyn & Bacon,Inc., 1971.

Culbert, S. A. The organization trap and how to get out of it. NewYork: Basic Books, Inc., Publishers, 1974.

Dill, W. R., Crowston, W. B. S., & Elton, E. J. Strategies for self educa-tion. Harvard Business Review, November-December 1965, pp.119-130.

Knowles, M. S. The modern practice ofadult education-andragogyversus pedagogy. New York: Association Press, 1970.

Knowles, M. The adult learner: A neglected species. Houston: GulfPublishing, 1973.

Levinson, H., Price, C. R., Munden, K. J., Mandl, H. J. & Solley, C. M.Men, management and mental health. Cambridge: Harvard Uni-versity Press, 1962.

Rago, J. J., Jr. Professional aging: Staying valuable in a capricious cor-porate market place, pp. 7-1-7-27. In The E/E at mid-career-Pros-pects and Problems. 1975 IEEE Manpower Report. New York:The Institute of Electrical & Electronics Engineers, Inc.

Saline, L. E. & Storey, W. D. Career planning for engineering person-nel. Proceedings of the American Power Conference. Chicago:Illinois Institute of Technology, Technology Center, 1974.

Storey, W. D. Career action planning. Crotonville (Ossining), NewYork: General Electric Company, 1973.

Storey, W. D. How to develop a career plan: Basic theory andmethodology for self-directed career planning. Proceedings of theThird Annual Frontiers in Education Conference. New York:The Institute of Electrical & Electronics Engineers, Inc., 1973.

Tough, A. The adult's learning projects-A fresh approach to theoryand practice in adult learning. Toronto: The Ontario Institute forStudies in Education, 1971.

Professional Development-A Program to StimulatePersonal GrowthDONALD B. MILLER, MEMBER, IEEE

Abstract-In 1968 the development engineering division of IBM rec-ognized the desirability of continuing education for engineers, program-mers and scientists in fields other than technology. Needs were definedwhich included improving the professionals' understanding of the com-pany, improving their career management capability and their ability toachieve personal growth through work. A one-week school was estab-lished. This article describes two schools of this type, one on the eastcoast and one on the west coast. Actually most divisions or locations inIBM are today running similar or related programs. Using these schoolsas examples, this article reviews their design, their conduct and how theconcepts and program have evolved over the years. Original goals arecontrasted with current goals. The evolving content of the program is

Manuscript received August 13, 1975; revised September 24, 1975.The author is with the General Products Division, IBM Corporation,

San Jose, CA 95193.

reviewed and some measures, albeit subjective, for the success of theschool are discussed. It is believed this program represents a leadingexperiment in expanding the breadth and types of learning sponsoredby industry for the growth of professional employees.

PURPCOSE: The Professional Development School wasfounded on the concept that the professional should beencouraged to take personal responsibility for growth and

development. One way of abetting this was seen as exposingthe non-management professional to subject areas formerly re-served for managers such as personnel and salary policies. Asecond premise was that non-management professionals hadfreedoms and capability they had not explored and that a new

15

IEEE TRANSACTIONS ON EDUCATION, FEBRUARY 1976

type of education could expand their use of these freedoms.The approach was to do this by making management moreunderstandable and demonstrating that the professional sharesmanagement responsibility. A third aspect of the programwas to provide individual professionals with some techniquesfor self-development. An example of this type of activity is asegment where all participants are asked to make a speech on atopic they select, recorded on TV and view the results. Afourth aspect included the introduction and discussion of theIBM social system or culture and some aspects of organizationdynamics. The school was also intended to enhance the feelingthat the company is concerned about individuals and thus rein-force one of IBM's basic beliefs. In addition an important partof the program was the opportunity to have a two-way infor-mal and open discussion with executives in a non-stressingenvironment.The statement of objectives and outline of content used to

describe the program in 1968 are shown in the following.

PROFESSIONAL DEVELOPMENT SCHOOLThe objectives of the Professional Development School are

to:

1.

2.3.

4.5.

Increase awareness of IBM beliefs, practices, and policies.Broaden knowledge of business fundamentals.Improve specific skills of communication and projectcontrol techniques.Provide recognition of the professional.Intermix professionals from all locations and thereby im-prove communication and the sense of divisional identity.

PROFESSIONAL DEVELOPMENT CURRICULUM

The curriculum for the one-week Professional DevelopmentSchool will cover the following:

-Basic IBM Beliefs, Practices and Policies-Communications, Corporate and Interpersonal-Career Planning and The Dual Ladder-Leadership-The Project Leader-Project Control Techniques-Tools-Personal Development-IBM Organization-Recruiting practices and policies

As the program evolved, there have been modifications. In1975, the purposes would be described as follows:

1. To encourage the individual to take responsibility forcareer, work and life success.

2. To help the individual open up and share feelings as a wayof unlocking potential for success.

3. To provide a forum for discussing characteristics, policies,and the nature of IBM.

4. To present some techniques for self-improvement boththrough lecture and participation in group processes.

5. To provide an opportunity to talk informally and franklywith executives.

The purpose has not changed drastically but the conduct ofthe program has become more student-centered. Originally we

envisioned only sending a select group through the school andnow we feel it's an important experience for all successful andgrowing professionals. Originally we saw it as an opportunityto present information to the employee. Now it is more of anexperiential process with less cognitive content. Students gen-erally admit surprise because it does not follow the more usualcompany course approach of presenting a fact-filled program.Participants are impressed with the willingness to discuss anytopic and with the apparent lack of rigid structure and specifi-cally defined messages in the program.HISTORY: The first one-week school was offered in West-

chester County, New York, by the System Development Divi-sion in early 1969. Attendees were drawn from all over theU.S. This school later was moved to Poughkeepsie, N.Y.There has been an average of one seminar per month since1969. Over fifteen hundred employees have attended thatone-week session. The program is a residence-type activityoperated remotely from the work location of the individual.In 1972, a West Coast PDS was established by the San Jose

Laboratory. Like the eastern school while serving predomi-nately its own location and division, students from Californiaand Colorado, the program benefits from inclusion of a varietyof other division and location personnel. The sharing of differ-ing views of the participants is in itself a broadening experi-ence. This school is held most often in Carmel, and has "grad-uated" over 800 employees to date. It is also a week longprogram where the students stay overnight.ATTENDEES: Attendees are nominated by their managers.

While the selection criteria are not binding, managers are askedto pick above-average performers from the non-managementprofessional ranks. For most this means associate engineers,programmers, and other professionals in these higher positions.The best time to enroll the employee is between the fifth andseventh year of employment. The criteria levels are usuallyreached by professionals in this time period. This timing isbest because for most it is a time of questioning personal ob-jectives, reassessment of the purpose of work and search forthe meaning of success in life. Actually, attendees have variedin work experience from less than two years to over twenty.Attendees in the early programs were solely from developmentlaboratories. In these schools, attendees come from develop-ment laboratories, manufacturing organizations, research, andoccasionally the field service and marketing organizations.Classes usually number twenty-two which fits physical facili-ties and provides a group size compatible with program pur-poses and individual participation.PROGRAM: As originally designed, the program borrowed

some modules from the then existent management develop-ment programs. The primary content of these sessions intro-duced the attendee to some of the beliefs,- principles and oper-ating concepts of the company. The intent of these sessionswas to permit the non-management employee to get involvedin discussions of subjects such as salary, personnel policies,management concepts, and sales and financial programs thatwere generally believed to be the exclusive province of themanager. It was expected this approach would provide the in-dividual with a greater sense of belonging and the basis for tak-ing responsibility for personal development. A typical early(1969) week-long program is outlined in Fig. 1.

16

MILLER: PROFESSIONAL DEVELOPMENT

Tuesday

8:30 Discussions Creativity Obtaining Recruiting Presentations

Introductions What is it? Agreements 5-mm talksHow do weenhance it?

12:30 Role of the Motivation Conference Project Summary andProfessional Concepts Leadership Leadership Critiques

12:30 LUNCH GraduationLuncheonwith

1:30 Division and Decisions and Communication Evaluation of SpeakerIBM Directions Commitments Professionals

Goals and Processes ProfessionalismObjectives Techniques

5:30 Career Presentation ProfessionalPlanning Techniques Development

Process CompanyPersonal ProgramsResponsibility

6:00 DINNER

7:30 Guest Lecture Workshop

Social Change

Fig. 1. Professional Development School, 1969 Session Schedule.

Monday Tuesday Wednesday Thursday F riday

Orientation8:30 Presentations Employee Interpersonal Executive

Staff Workshop and Relations Relations DiscussionConsensus Video Taping Summary

Workshop Staff Staff

12:00 LUNCH

1:30 Communications Presentation Interpersonal Program concludesand Workshop Critique Dynamics 12 noonPresentationsPreparation Staff Staff

5:30 DINNER

7:30 Principles of The Marketplace ProductivityManagement Today

Personal andCorporate

(a)Monday Tuesday Wednesday Thursday Friday

AM ntroduction Class Intra-group Executive Lifeand Memory Presentations Dynamics Discussion PlanningTechniques

Staff Staff

PM Interpersonal (continued) Understanding Inter-group ConcludesCommunications Human Behavior Dynamics 12 noon

Staff

Effective MarketPresentations Overview

EVE Presentations Transactional TaskWorkshop Awareness Workshop

Staff

Monday Thursday

(b)Fig. 2. (a) West Coast Professional Development School, 1975.

(b) East Coast Professional Development School, 1975.

As can be seen from the session schedule, the week was filled Current programs for East and West Coast schools are shownwith presentations and lectures. Only the oral presentations in Fig. 2. While each school has taken on its own unique pat-by students provided an opportunity for personal participation tern, there are some important similarities. First, there is lessother than in questions. lecture and more group participation. Second, there are fewer

17

--Wednesday F riday

IEEE TRANSACTIONS ON EDUCATION, FEBRUARY 1976

topics and longer periods spent on most subjects. Announcedsubjects in many cases primarily provide a vehicle for stimulat-ing participation. Subjects also reflect the times with an in-crease in personal and human relations topics as well as dis-cussion of changing values in our society.

Specific comments on the West Coast Program should pro-vide a better understanding of today's content. Consensus is adiscussion led by an operational executive on the process ofdecision making in industry. It covers conflict resolution, theplanning process and the role of the professional. The intentis to demonstrate how professionals can execute their role indecision-making. Discussions focus on the balancing of con-flicting priorities and differing goals.Workshop Presentations are five-minute talks by all partici-

pants on any subject they wish to cover. These are videotapedand played back in small groups for group critique and com-ment. Organizing and rehearsal time as well as some conceptsof good presentation precede the actual recording. For mostthis is a first experience in seeing themselves as others seethem. The exercise reinforces the fact that an important workactivity is selling your approach, ideas, or solution.Principles ofManagement is a case study of an employee in

difficulty. Participants play the role of the manager. Smallgroups discuss the case and plan a strategy for their "manager"to interact with the member of management who plays therole of the employee. The result is increased empathy for therole of the manager.Employee Relations covers the full range of current person-

nel topics. Usually presented by a personnel manager or direc-tor, after an introductory lecture, it becomes an animated two-way discussion of issues such as careers, promotions, transfers,and salary.The free afternoon allows the participants to take advantage

of their visit to the coast city with historical and ocean-relatedactivities.Interpersonal Relations consists of a lecture and discussion

of transactional awareness techniques for analyzing and im-proving communication. The afternoon dynamics session isthe game "Star Power." This simulation exercise provides, inthree hours participation, insights on power, group loyalty,personal values, and communication dynamics.Producitivity, Personal and Corporate explores concepts of

productivity. Students are encouraged to do some self-analysisof their beliefs, goals and needs from work. The concept ofcongruence between personal and company goals is presentedas a key to productivity, personal success and growth throughwork.

In the final Executive Discussion, the topics are drawn fromthe participants. They are encouraged early in the week tosuggest topics and cite favorable and unfavorable factors theysee in their relationship to the company. The manager usually,a location manager or divisional executive, engages in a "no-holds-barred" open and frank two-way communication onthese issues.WHA TA TTENDEES REPORT: Attendees generally report

that the one-week school opens a new personal view of thecompany. They gain a sense of greater personal freedom andsee the company's response to them as more adult than they

had previously felt it was. From the school they take manytechniques and ideas which they can use to enhance personaldevelopment, build their careers, redesign their jobs, and to in-crease their satisfactions from work. Generally they leave theschool encouraged to have a fresh dialog with their managersabout their personal growth and development, changes in theirassignment, additional education, and increased responsibility.As a result of class discussions, they have learned that some oftheir feelings are shared by others and they are not alone intheir desires or apprehensions.The week-long program provides attendees a forum in which

to question and think through some of their work-related at-tidues. They get a chance to share feelings with fellow em-ployees and clarify their image of the company. They gener-ally develop a view of the company as more humane and lessmonolithic. Those who feel they come with no problems aregenerally surprised to find that others have problems. All gainpersonal insights about how they fit, how to exert control overtheir work lives and their freedoms. Overall ratings by stu-dents demonstrate that they feel the school is excellent andthat they appreciate the company's personal interest in them.Although it is not a pre-management school, PDS "grad-

uates" who are promoted into management positions feel theexperience has been valuable in helping them assume leader-ship roles. Management gains fresh, frank input about the feel-ings of professionals who are key to company progress. Man-agers who lecture often try out ideas, gain suggestions forimprovement and change, and find early evidence of changes invalues and beliefs. It's a way for top management to gain first-hand interchange with professionals.MEASUREMENT: There are no marks or grades. There has

been no controlled experiment with paired comparisons of thegrowth of professionals who attend and don't attend. Mea-surement of the success of the program is subjective. These arethe evidences we have which support the continuation, en-hancement and extension of the concept.

-Positive reactions of attendees.-Positive reactions of management to the participants' en-hanced understanding of their roles and relationship to thecompany.

-Continued and sustained demand for enrollment.-Subtle evidences of a more adult environment and in-creased open communication.

-Continued positive attitudes of professional employeestoward the Company as a good place to work.

Recently we have expanded the concept to non-professionalemployees. A different, shorter, non-residence program hasbeen designed. It bears a strong resemblance to the early PDSprogram. This move is a further demonstration of manage-ment's belief in the benefits of the program.SUMMAR Y: Most industrial education for non-management

professionals has been centered around extending technicalknowledge and increasing job skills. This program contrastswith that trend by working to develop the whole person. It istime invested in opening the understanding of the companyand encouraging personal responsibility for career and life suc-cess. We believe that by stimulating personal growth this pro-

18

IEEE TRANSACTIONS ON EDUCATION, VOL. E-19, NO. 1, FEBRUARY 1976

gram contributes to the vitality and productivity of the wholeorganization.While there is no easy overall measure of success, the positive

attitudes of professionals are a strong clue. Generally, thecompany receives good ratings on opinion surveys, especially

with respect to its interest in the development and growth ofthe individual. It is clear that this program contributes tothese positive feelings. Professionals who took the earliestprograms still offer unsolicited comments about the impor-tance of the program in their personal development.

Training and Technology Management: A SystemsApproachHERBERT L. ANTZES

Abstract-The Postal Service has long recognized the need to con-tinually develop a professional engineering organization. A programfor meeting this goal is presented. An outline of the curriculum andthe system for meeting the training and education needs are noted forboth on and off the job. In house and in cooperation with Industryand University.

INTRODUCTION

m HE RESEARCH AND ENGINEERING function of thePostal Service has the goal of developing a professionalengineering organization. Using in-house capabilities, it

will handle all facets of engineering analysis, design, develop-ment, test, evaluation, and implementation. It must respondto both the construction of new facilities and the implementa-tion of advanced management techniques of industrial andconstruction management.To meet these requirements, a total training and develop-

ment environment must be provided to effect both technicalchange and behavioral change on all postal operational skillsand experiences. The latest management tools from industryand state-of-the-art university technology transfer will beadapted and integrated with the operational needs of thePostal Service.PST&DI has recognized the need for the Postal Service, as

well as its engineers, to become more adaptive to change. Ifcontinuing engineering education is to be effective, it mustbe an integral part of organizational life, must be related tothe mission of the organization, and responsive to the needsof the engineers and technicians. This necessitates a commit-ment by these individuals to innovation, continuing self-renewal, and continuing development of their skills through-out their careers in the Postal Service. We have designed theEngineering Education Programs along these guidelines.The engineer must successfully deal with the disciplines,

technology, and management in the USPS. He requires a pro-

Manuscript received September 11, 1975.The author is with the Engineering Education Programs Division,

Postal Service Training & Development Institute, Washington, DC20014.

gram which satisfies the fundamental goals of organizationalneeds, professional development, and career development.Modern technology requires an educational system respon-

sive to the goals, tasks, and functions of both the organizationand the individual.. The Engineering Education Program pro-vides external programs with colleges and universities. Quali-fied employees participate in these cooperative work-studyprograms to fill long-range professional engineering manpowerrequirements. In addition, external programs provide thepostal employee with a means of progressing to the profes-sional employment level through self-study "open university"programs. An equal partner in the system is the resident engi-neering and technology program designed for the engineeringtechnologist and for the continuing resident training of theprofessional engineer. All Engineering Education Programsare available to technically qualified postal employees whowish to advance themselves to their maximum potential.

PURPOSETo provide optimum service at an economical cost, the

Postal Service has been moving toward mechanized equipmentfor mail systems. In order to develop these mechanized mailsystems, our engineering resources must be developed and up-dated to apply advanced state-of-the-art engineering and tech-nology. Resident engineering and technology programs willevolve from a curriculum designed to develop these postalengineering and technology resources.Resident programs are developed in two functional areas:

state-of-the-art engineering courses and engineering manage-ment and analysis courses.

State-of-the-art courses are technical in nature and developthe skills of the engineer in specialized areas.Management and analysis courses are concerned with plan-

ning, budgeting, and administration of projects and programsfor control and delivery

PROGRAMSResident engineering programs are designed to meet engi-

neering and technology needs for four career paths:

19