First published in 1971 The Nylon Spinners presents one of the few detailed and firsthand studies of the impact of productivity bargaining on the shop floor and makes an important contribution to the social and psychological understanding of human behaviour. Productivity bargaining has moved far beyond its earlier preoccupation with the wage-effort bargain. It is becoming increasingly apparent that it may have profound direct effects on the attitudes and expertise of managers, on the institutions and climate of industrial relations, and on the motivations and satisfactions of operatives. The problems of industrial relations are not the primary focus of this study. But the growing recognition of the gap between the formal and informal systems on the shop floor, and of the limitations of managerial control, emphasizes the importance of a deeper understanding of industrial behaviour. What motivates men not simply to go to work but to work to the best of their ability? This book is essential for students of the behavioral sciences, industrial relations, labour economics and economics in general.

The stress involved in a career in teaching has increased considerably in recent years. In England and Wales the implementation of the Education Reform Act has led to a whole range of organisational and curricular changes to add to the existing pressures of discipline problems, poor working conditions and low pay. Anxiety, depression, relationship difficulties and even physical illness are just some of the symptoms that result. This established guide, now wholly updated for teachers and managers in the 1990s, shows how to recognize the signs of stress and how to develop strategies to control it. Its practical advice, field-tested in numerous workshops for teachers and heads, should help schools to reduce pressures on their staff by the development of satisfactory whole-school policies and teachers to be more effective in the management of their own stress levels.

There is increasing recognition of the need for training in specific management skills for professionals taking on the complex responsibilities of middle management in schools. This, however, is an area in which there has tended to be a training gap. In this book, Jack Dunham helps teachers to identify and develop the knowledge and skills necessary to manage teams effectively in primary or secondary schools. He does this by focusing on four major areas: staff management, management skills, professional development and change, and stress management. This book will be invaluable to all those seeking or already acting in the crucial middle management role in schools.

There is increasing recognition of the need for training in specific management skills for professionals taking on the complex responsibilities of middle management in schools. This, however, is an area in which there has tended to be a training gap. In this book, Jack Dunham helps teachers to identify and develop the knowledge and skills necessary to manage teams effectively in primary or secondary schools. He does this by focusing on four major areas: staff management, management skills, professional development and change, and stress management. This book will be invaluable to all those seeking or already acting in the crucial middle management role in schools.

The stress involved in a career in teaching has increased considerably in recent years. In England and Wales the implementation of the Education Reform Act has led to a whole range of organisational and curricular changes to add to the existing pressures of discipline problems, poor working conditions and low pay. Anxiety, depression, relationship difficulties and even physical illness are just some of the symptoms that result.
This established guide, now wholly updated for teachers and managers in the 1990s, shows how to recognize the signs of stress and how to develop strategies to control it. Its practical advice, field-tested in numberous workshops for teachers and heads, should help scholls to reduce pressures on their staff by the development of satisfactory whole-school policies and teachers to be more effective in the management of their own stress levels.