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The purpose of this study was to compare the perceptions of Mexican and US employees about effective and ineffective managerial behaviour.

A qualitative multiple cross-case comparative analysis of findings obtained from two past emic replication studies of observed effective and ineffective managerial behaviour carried out in Mexico and the USA respectively was conducted.

Notwithstanding the significant cultural variances between Mexico and the USA underlined by various cross-cultural studies, the findings suggest that Mexican and US employees perceive effective and ineffective managerial behaviour in a very similar manner.

While the results of the study suggest that culture may not play a significant role in the way people perceive managerial and leadership effectiveness, the authors suggest that more replication studies with larger and more balanced gender samples using different methods need to be performed in both countries.

The findings of the study may be relevant for human resource development professionals in both countries when providing training to expatriates for international assignments. Reinforcing the set of managerial practices that are perceived as effective in these two countries and emphasizing those practices that may be particular to Mexico and the USA respectively, could lead to an improvement in the performance of Mexican executives managing in the USA and US executives managing in Mexico.

This paper compares managerial behavioural effectiveness between Mexico and the USA.

Responds to Bob Mansfield′s critique of the author′s earlier work. Examines the criticisms put forward by Mansfield of the analysis of competence and competence‐based NVQs published in earlier issues of the Journal of European Industrial Training by Stewart and Hamlin. Provides an academic and practice‐oriented response and argues against the points expressed by Mansfield. Concludes that the original critical analysis of competence and NVQs remains valid and that Mansfield′s critique is not sustainable.

An empirical study of the criteria of managerial effectiveness in UK secondary schools is described, and the implications of the findings are discussed in relation to the current controversial debate in the UK surrounding the “universal competence approach” versus the “process approach” to Management Education, Training and Development (METD). Using critical incident technique and factor analysis to generate job dimensions from behavioural data, 16 criteria were identified. When compared with those applying in industrial, commercial and public sector organisations, as reported in the UK and USA literature, seven appeared to be held in common. These were deemed to be “universal” but made up less than half the total job domain; the other nine criteria appeared to be “situation” specific. The results suggest that to some extent the “universally effective manager” does exist, however, other strong evidence supports the views of those who promote the alternative “process approach”.

The purpose of this study was to identify what Colombians perceive as effective and least effective/ineffective managerial behavior.

This study was conducted following a qualitative methodology based on the philosophical assumptions of pragmatism and the “pragmatic approach” (Morgan, 2007). The critical incident technique was used to generate data from a purposive sample of 27 managers and non-managerial employees located in Medellin and Bogota, Colombia.

The results of this study suggest that effective managers in Colombia are those who are supportive, caring, considerate, participative, understanding, communicative and flexible, and are also good problem solvers.

This study focused on the perceptions of Colombian managers and non-managerial employees only. Therefore, the description of effective and least effective/ineffective managers in Colombia could be highly value-laden from the national cultural perspective. Hence, it is recommended that further research should be carried out to explore the perceptions of international managers who have frequently interacted or worked with Colombian managers.

The results of this study have practical implications for Colombian managers and international managers who manage the Colombian workforce. For Colombian managers, this study provides insight into what is considered effective or least effective/ineffective managerial and leadership behavior. The findings provide useful information on foreign multinational corporations (MNCs) that have operations in Colombia. MNCs can use the results of this study to create effective management development models for their expatriates in Colombia.

Provides a contribution to the debate in the UK on the appropriateness of competence‐based qualifications. Identifies a number of weaknesses in the competence philosophy as currently defined, and a number of operational problems in implementing a national scheme of competence‐based vocational qualifications. Argues that the change to competence qualifications is unlikely to bring benefits commensurate with the required investment, and that the approach will be unworkable for higher level professional and managerial jobs. The first in a series of three, which is intended to stimulate critical debate within the education and training professions. The series will end with recommendations on a way forward within the established NCVQ framework.

Argues that functional analysis has been misrepresented and misinterpreted. Refutes the idea that functional analysis claims to be objective, empirical or reductionist. Suggests rather, that it is based on a process of “interpretative understanding” of best practice and future requirements. Disputes the criticism that functional analysis ignores the importance of process in favour of simply describing the tangible results of system activity, and that it is solely concerned with the technical component of work performance, ignoring its social context.

The aim of the paper is to present the findings of a definitional review and comparative study of HRD definitions. It also reports the results of comparing and contrasting a synthesis of the “intended purposes” and “processes” constituting these definitions against various definitions and conceptualisations of organisational development (OD) and coaching.

A targeted literature review was conducted to identify and collate a comprehensive range of HRD, OD, and coaching definitions/conceptualisations. These were then subjected to forms of content and thematic analysis in search of similarities and differences.

The literature review has revealed many “contradictions”, “confusions” and “controversies” concerning the identity of HRD. Results from the definitional review suggest two or more of four synthesised “core purposes” of HRD are embedded explicitly or implicitly within the respective HRD definitions examined. Furthermore, these HRD “core purposes” and “processes” are virtually the same as those associated with OD and coaching

The definitions used in the study were limited to those that define HRD practice at the individual, group and organisational level, and are based on conventional and predominantly western conceptualisations. A challenge and dilemma arising from our findings bring into question the notion of HRD, OD, and coaching as unique and distinct fields of study and practice. Rather, the evidence implies there may be a compelling logic for these three fields to converge into a unified disciplinary domain concerned with “people and organisation development”.

The paper is particularly relevant for scholars interested in HRD theorising and/or developing HRD theories on the basis of empirical evidence. This is because they need to know whether the foci of their studies lie inside or outside the boundaries between HRD and other related domains. It may also be of interest to practitioners who wish to identify themselves as HRD professionals, as opposed to OD or coaching professionals.

The second in a series of three articles which provide a contribution to the debate in the UK on the appropriateness of competence‐based qualifications. Identifies and emphasizes some of the particular strengths of established qualification methodologies which provide clear advantage over the competence philosophy. Draws attention to a number of false assumptions about current practices which premise the competency case.

Third and last of a series of articles examining the case for competence‐based qualifications in the UK. Reviews the previous two articles prior to identifying strengths in the competence philosophy and methodology and weaknesses in established practice. Concludes that competence‐based qualifications require modification in operation if they are to realize the potential benefits and advantages claimed. Two models of argued changes are provided as a basis for a suggested way forward.