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Student/trainee perception of their performance can sometimes be inaccurate. This study aims to look at the accuracy of perception to actual performance in short‐term intervention style training/instruction.

Two studies conducted using university students in problem solving exercises compared the performance of the students to their actual performance on the designated problems. Following the instructional intervention, the participants were asked to use a presented strategy in solving a target solution problem. Participants were then asked a short series of post‐study questions related to their perception of the learning outcomes. Perception accuracy was measured through analysis of scoring on the target solution problem and the corresponding answers to the post‐study questionnaire.

In both studies, there was a positive relationship between the score on the target solution problem and the responses to the post‐study questionnaire.

The results of this study are limited to university students in a mid‐sized Southeastern US institution. The results suggest that further study with other subject populations may support these findings.

Findings suggest that students have an accurate awareness of their understanding following an instructional intervention. Educators and trainers can use this accuracy in perception to measure the level of learning following lectures or other learning or training activities. This can provide useful information following classroom lectures, reading assignments, and testing to get a measure of learning, and can also be used following training activities as a measure of transfer of training.

The paper compares students' accuracy of perception to actual performance, and finds that students have an accurate awareness of their understanding following an instructional intervention. This can be of practical benefit to educators and trainers.

The purpose of this paper is to look at how customer input was used in a front‐end needs assessment to formulate a training package that covered the necessary elements of product use, and how the training material was presented in a manner best suited for the trainees and their perceived needs.

A quasi‐experimental study was designed to compare the number of help desk calls for groups trained using the needs‐based training approach with the number of help desk calls from the most recent training groups that were trained with the standard training package.

Groups trained using a training package developed around their initial perceived needs had significantly fewer help desk calls than those who received the standard training. The number of help desk calls was reduced by over 75 percent from previous training sessions.

Verification of transfer of training in other applications, with other products and other learner groups, would further validate that the needs‐based training approach is more effective.

All reasonable effort that can lead to more effective training will improve the customer's overall perception of the organization and will contribute to customer retention. Both customer satisfaction and retention are critical elements in the ongoing success of any company.

The demonstration of effectiveness and the utilization of assessment data for continuous improvement may have both practical and legal implications for the future; including enhancing customer satisfaction and retention, and reducing the likelihood of successful legal claims for negligence, particularly negligent training.

This paper aims to bring together the concepts of Six Sigma into the process of training design and training transfer.

The concepts of the paper are supported with an actual example of their application to practice. The industrial example shows where the inclusion of the concepts of Six Sigma can make positive contributions to the design and transfer of training processes.

The application of the concepts to training design and transfer showed a positive contribution through a more structured process. Including the concepts of Six Sigma within the process of training design and transfer will provide the organization with additional support and structure to improve the overall success of the training design process, and improve the impact and effectiveness of the training itself.

The single example of application may limit the successfulness of the overall concept to training design overall. Based on the successful application in one industrial training setting, the impression that the concepts will adequately translate to additional applications is favorable.

The success of the application shown in this paper suggests that further success is likely in other similar industrial applications. Expanding the application to other job training design processes should improve the overall process of training design in other areas and industries.

Training design and transfer are critical components to all areas of an organization that conducts any type of training. Application of these and other improvement methods and tools will improve the overall performance of the training process and the effectiveness of the training.

Before sending employees to the US, it is critical for foreign employers to understand the basic requirements of US wage and hour law to avoid unintentional but costly violations of that law. Many foreign companies are surprised to learn that the US workers they employ in the United States as well as their own workers who are sent to the United States for short periods are protected by the US wage and hour laws and must be paid in accordance with US law for workweeks in which the employee performs his or her work in the US or its territories. Unfortunately, many foreign companies do not learn about US wage and hour law until it is too late. This article explains the basic requirements of the US wage and hour law. Because most US wage and hour law requires an individualised case‐by‐case assessment of coverage and requirements, companies considering employing workers in or sending employees to the US are encouraged to consult with US employment law counsel about their specific situations.

In the last three years, the U.S. Equal Employment Opportunity Commission received 246,575 charges of workplace discrimination, of which 43,437 alleged sexual harassment. In 1998, the U.S. Supreme Court issued two landmark decisions governing how U.S. courts analyze sexual harassment cases. Since those cases, U.S. courts have been faced with a new conundrum: is a constructive discharge a “tangible employment action” that gives rise to automatic employer liability? Although the U.S. Circuit Courts of Appeals have split on the issue, the trend appears to be in favor of imposing automatic liability, effectively denying employers a defense in cases in which the alleged victim often failed to report harassing conduct. This article argues that classifying a “constructive discharge” as a “tangible employment action” will, in most circumstances, violate the Supreme Court’s admonition that “no award against a liable employer should reward a plaintiff for what her own efforts could have avoided”.

The purpose of this paper is to offer a theoretical framework of whistleblowing that gives due recognition to the emotional and reflexive processes that underpin it. Modes of anger are integrated into the model based on a reading of Geddes and Callister (2007), and developed by Lindebaum and Geddes (2016) work on moral anger.

The model is derived by interrogation of the extant literature on whistleblowing with due recognition accorded to emotional and reflexive dimensions that have been underrepresented in previous research. The model was tested by a qualitative study that uses memoir analysis to interrogate a board level whistle-blower’s account of the complex, traumatic and like-changing nature of his experience.

The paper identifies key stages in whistle-blower thinking before, during and subsequent to a decision to expose corporate wrongdoing. It demonstrates how emotional and reflexive processes influence a whistle-blower’s mode of anger expression, and how different perspectives by the whistle-blower and the focal organisation may view this expression as moral or deviant anger.

The complexity of the whistleblowing process, together with possible alternative perspectives of it, makes identifying every influencing variable extremely challenging. Also, reliance on a whistle-blower’s own account of his experience means that recall may be partial or self-serving. The model can be used to analyse other whistle-blower accounts of their experience, and further confirm its applicability.

This is the first application of memoir analysis to a whistle-blower’s account of his experience that relates modes of anger expression to stages in the whistleblowing episode. It addresses a significant imbalance in whistleblowing research that hitherto has emphasised rationality in whistle-blower decision making and downplayed the influence of reflexivity and emotion.

In 2002, Equal Opportunities International published a United States wage and hour law “primer” for foreign companies. That primer provided a basic overview of the U.S. laws regulating the compensation of employees who are working in the United States. On August 23, 2004, one major component of that primer changed: who is exempt from the over time requirements of the Fair Labor Standards Act. This article explains the new Fair Pay Regulations governing which employees may be classified as “exempt” and, consequently, not paid overtime for working more than forty hours in a work week.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.