Developed as an assessment instrument for the Administrators-for-Change Training program, this survey of 195 administrative personnel in the Fort Worth Independent School District (Texas) identifies their priorities for training in management skills and the intensity of training desired. A synthesis of literature addressing the changing role of the principal reveals that, while on the job training is a major source of influence on task performance, the precise knowledge and skills necessary for administrative growth are often not addressed in inservice programs. The survey uses a six-point Likert scale reflecting a skill/training continuum from one (desire no training) to six (desire assistance with school implementation). The instrument explores training needs in seven areas; the principalship; the school as an ecosystem; creative problem-solving; planning-for-planning; staff development; long-range planning; and personal awareness. Results reflect varying priorities among the groups surveyed--elementary and secondary principals, secondary vice-principals, central-office supervisory personnel, and miscellaneous personnel--though all groups desired training at least at an awareness level in all skill areas. It is concluded that large-scale training should be provided in those areas most groups requested and subsequent training provided for more specialized concerns. Data and the survey instrument are appended. (MJL)