A project is reported that benchmarked`best practice' mature organisations, with a base in the United Kingdom, on the processes and practices that they perceive underpinned successful innovation projects. The majority of organisations had director level personnel involved in the innovation process but only three had active involvement of the top management. However, the majority saw the greatest level of innovation being obtained through the use of cross-functional teams. Five key innovation supports were identified during the benchmarking exercise. These were top management support for, and involvement in the process; the appointment of an innovation champion or sponsor; rewards for innovative behaviours and ideas; and finally a positive attitude to building on creative ideas, irrespective of their source. It is suggested that benchmarking can play a role in identifying best-practice innovation structures and procedures. Summary

Pedagogical applications of technology-including digital video, course management systems, online discussion forums, and CD-ROM compilations-for development of professional skills were tested in three distinct professional graduate programs. Role-playing, peer review, and selfreflection instructional methods were technologically enhanced by creating customized interfaces for use in counseling, library science, and teacher education graduate programs. Implications for further iterations of integrating technology and professional development, potential uses in a variety of disciplines, and ways in which the process can be improved are also discussed.