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A recent survey of major American firms confirms that the trend to increased management training is gaining momentum. Courses relating to strategic planning and implementation, particularly with regard to productivity and competitiveness, are increasing, and more courses are customised to company needs. Monitoring and measuring results are also more important. Training executives will have a higher profile in the corporate structure.

The purpose of this study is to develop and validate a taxonomy useful for classifying the training activity preference patterns adopted by executives and for describing how these patterns relate to important workplace measures. Although many organizations hold that well-trained and developed leaders are important for organizational success, little is known about the patterns of self-developmental activities that such leaders choose to initiate and how such training impacts organizational outcomes. Understanding these patterns may be useful in characterizing leaders in terms of training interest and showing a relation between executive training and valued organizational outcomes.

Using a sample of 4,624 senior executives who completed a training activity and attitude survey, cluster analysis was used to derive a five-type training and development (T&D) taxonomy. Types varied by training activity pattern/attitudes and the proportion of well-trained and less-well-trained executives in each agency were described. The researchers collected an independent sample of employee perceptions of engagement and leader effectiveness and number of equal employment opportunity (EEO) complaints within each agency.

Organizations with higher concentrations of well-trained/developed leaders tend to have employees with more favorable workplace attitudes and higher regard for senior leaders and generate smaller proportions of EEO complaints.

Data were collected from 2011 and 2012, government leaders were sampled, and outcome analyses were conducted at the agency level rather than at the individual level.

A link between leader training and organizational outcome is useful for promoting and justifying such training to stakeholders.

Characterizing leaders by training pattern will be useful in examining training usage/interest and in crafting programs tailored to leaders of different patterns.

An executive training pattern taxonomy is unique in the literature and evidence linking such training to outcome is rare.

Focuses on the training practices of Japanese firms and explains, in part, some of the phenomenal successes of their global and domestic operations. Relevant information was gathered by a survey questionnaire from 110 Japanese managers working in Japan (in ten manufacturing and ten service companies). It appears that Japanese firms pay considerable attention to the training of managers. Training is used not only to improve function skills but also to prepare the managers for future assignments. In addition, training is viewed by the Japanese as a means to improve work and to improve retention of managers.

The study proposes to empirically test a model that illustrates how identical elements (IEs), transfer design and trainer performance as training predictors affect trainees' motivation to improve work through learning (MTIWL) and training transfer (TT) in the Indian context.

An online survey was conducted to validate the study model. The quantitative data collected from 360 executives and managers were analyzed using the covariance-based structural equation modeling (CB-SEM) technique.

The study finds that trainees' MTIWL has a full mediation impact between transfer design, trainer performance and TT. However, a partial mediating impact of MTIWL was found between IEs and TT.

This is the first study that empirically explores the mediating mechanism of MTIWL between IEs, transfer design, trainer performance and TT. This study extends the current understanding of trainees' MTIWL that links the cumulative influence of training predictors to TT.

An empirically based perspective of current trends and issues in executive training in the UK is provided. Executive development used to build competitive advantage, increasing formal qualifications, the growth in tailored programmes, trans‐country training and distance learning are discussed, and it is argued that executive training in whatever form must link to company objectives.

Organizational structures are changing. Hardly a surprising statement ‐ the world in which organizations exist is changing. Old barriers are coming down and new barriers are going up. Knowledge is increasing at a rate which can only be described as staggering ‐ overwhelming almost, but not quite. Because organizations are changing.

Executive coaching is gaining in popularity as a management developmental activity which facilitates organisational change for sustainability. The purpose of this paper is to explore the relationships among coachee feedback receptivity, pre‐training motivation, learning goal orientation, developmental self‐efficacy, self‐reported job performance improvement, self‐awareness, task performance and affective commitment in terms of executive coaching effectiveness as a form of management development.

A non‐randomised controlled trial research design was conducted to examine the hypothesized relationships among coachee characteristics and executive coaching effectiveness, as reflected in greater levels of individual outcomes in corporate Israel.

A significant interaction between learning goal orientation and pre‐training motivation on improvement in job self‐reported performance was found. Additionally, a negative relationship was found between learning goal orientation and improvement in self‐reported job performance among coachees with low levels of pre‐training motivation. Finally, self‐efficacy demonstrates a positive relationship with job performance improvement.

This research provides greater insights about the type of individual outcomes executive coaching should achieve, and under which conditions coaching is likely to be more beneficial for participants. This research has value for designing and implementing coaching programmes to drive sustainable development and innovation.

This article provides a historical literature review and exploratory descriptive case study of one U.S. Federal agencyʼs efforts to design an appropriate government-wide leadership development curriculum for incumbent top or senior civil servants. The U.S. Federal Executive Institute was founded in 1968, it spans the 20th and 21st centuries, it illustrates changes in the compact that exists between government and its top civil servants over time, and it illustrates challenges this agency confronts addressing the task of interagency leadership development. The main findings are three continuities and three discontinuities between curriculum development then and now. Conclusions outline issues for future interdisciplinary research to inform the intellectual roots for 21st century curricula aligned to emerging roles and the challenges top career executives actually confront.

Anyone approaching the subject of the training of senior staff in industry in an analytical frame of mind cannot avoid being perplexed by the lack of definition in the terms used by experts in this field. Is management training intended exclusively for managers and who precisely are ‘managers’? Training institutions run indifferently under such titles as Business School, Management Training Centre, Administrative Staff College, Executive Training Centre, Administrative Staff College, and so on. A famous business school in its brochure offers an ‘executive development programme’ to assist companies in their task in developing competent ‘managers’; a University provides both an ‘executive programme’ and a ‘senior executive programme’ for men with substantial ‘managerial’ experience. A business journal simultaneously carries advertisements for the posts of personnel officer, personnel manager, head of personnel administration, and personnel executive, all with comparable responsibilities. Confusion of terminology thus abounds.

This special “Anbar Abstracts” issue of Education + Training is split into five sections covering abstracts under the following headings: Education; Management Development; Training Techniques; Skills Training; General Training.