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A case study of efforts by one company in the food industry to transform itself into a “learning organization” in the face of a rapidly changing and challenging competitive environment. Develops a rationale for the “learning organization” in terms of the need for a new type of personnel (higher education, able to learn, to work without supervision, to solve problems and with good interpersonal skills) and a new type of leadership. A second part (next issue of this journal) will detail the actual training interventions.

The concluding article of two parts, which observes a culture change project – The Learning Edge – developed at Grand Metropolitan Foods Europe and discusses the training interventions involved. Describes the Learning Wheel – which allows employees to enter at any particular stage – and also the courses which involve line managers. The latter have four different courses; Leadership and Counselling Skills being the last two, preceded by Development Workshop and Manager as Coach, which develop complementary effects from differing skills and qualifications. Women in clerical grades were introduced to the “Springboard” programme to give impetus to self‐development and to enable full potential to be acquired. The benefits are starting to accrue in various areas, though only time will tell (three to five years is the prediction). Concludes that only with change from knowledge, constant reviews and flexibility can organizations continue to prosper and grow.

Doctors are seen as key to embedding health improvement and patient safety initiatives and there has been much international debate over how best to engage doctors in healthcare leadership and management. This paper explores the current focus on leadership development programmes for doctors through taking a comparative approach to initiatives in New Zealand and the UK. It also considers the challenges to embedding leadership development programmes at all levels of training, education and continuing professional development and highlights some of the implications arising from the two approaches.

The purpose of this paper is to investigate a boundary spanning, interprofessional collaboration between advanced practice nurses (APNs) and junior doctors to support junior doctors’ learning and improve patient management during the overtime shift.

A mixed methods evaluation of an intervention in an adult tertiary referral hospital, to enhance interprofessional collaboration on overtime shifts. Phase 1 compared tasks and ward rounds on 86 intervention shifts with 106 “regular” shifts, and examined the effect on junior doctor patient management testing a model using regression techniques. Phase 2 explored the experience of the intervention for stakeholders. 91 junior doctors participated (89 percent response rate) on 192 overtime shifts. Junior doctors, APNs and senior medical professionals/administrators participated in interviews.

The intervention was associated with an increase in self-initiated ward rounds by junior doctors, partially explained by junior doctors completing fewer tasks skilled nurses could also complete. The intervention significantly reduced doctors’ engagement in tasks carried over from day shifts as well as first year (but not more experienced) junior doctors’ total tasks. Interviews suggested the initiative reduced junior doctors’ work pressure and promoted a safe team climate, situation awareness, skills, confidence, and well-being.

Junior doctors overtime shifts (5 p.m. to 11 p.m.) are important, both for hospitals to maintain patient care after hours and for junior doctors to learn and develop independent clinical decision making skills. However, junior doctors frequently report finding overtime shifts challenging and stressful. Redesigning overtime shifts to facilitate interprofessional collaboration can improve patient management and junior doctors’ learning and well-being.

This article reviews the international literature of the last two decades on self‐injurious behaviour in prisons and jails and introduces the risk factors associated with this behaviour. Studies from a variety of countries investigated different samples (e.g. in jails or prisons; female or male inmates). We only chose those studies using a control group of inmates without self‐injurious behaviour. The findings on potential risk factors for self‐injurious behaviour are largely contradictory because of the differences in sample selection and dependent variables (deliberate self‐harm without suicidal intent vs. suicide attempts). We also discuss some methodological problems in predicting self‐injurious behaviour.

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

This paper reports on a study of the efficacy of the Institute of Chartered Accountants of New Zealand's (the Institute) Professional Accounting School (PAS) programme in developing a set of competencies in candidates. The study surveyed Institute candidates' perceptions of their competence levels for 16 specified skills at the commencement and conclusion of the 1999 PAS programme. The findings indicate that candidates perceived their levels of competence, for both cognitive and behavioural skills, to have been significantly improved by the PAS programme. Tests of two secondary hypotheses in the study indicate certain gender‐ and firm‐based differences in the perceived level of competence of candidates. The results of the study provide the Institute with feedback on the PAS programme and facilitate the further development of the programme. Other professional accounting bodies may consider replicating this study using data collected on similar programmes. The results of such studies may then be compared to enhance the existing knowledge of competency development in professional accounting education.

This special “Anbar Abstracts” issue of Personnel Review is split into 8 sections covering abstracts under the following headings: Career/Manpower Planning and Recruitment; Health and Safety; Industrial Relations and Participation; Pay, Incentives and Pensions; Performance, Productivity and Motivation; Redundancy and Dismissal; Work Patterns; and Training and Development.

In this special abtracts edition of the Journal of European Industrial Training, material has been selected from a wide range of international journals which form part of the Andar coverage list. Such an editon provides an ideal forum to expose industrial trainers to a wide variety of relevant articles, some from journals with which there may be familiarity, others, the RSA Journal for example, which may be less well known, but on occasion provide quality, pertinent information, of interest to those involed in industrial training.

The cooperative education model adopted by Universities of Technology in South Africa embodies the notion that both education and training are equally essential. It incorporates productive work into the curriculum as a regular and integral element of a higher education course. The present model involves three cooperative partners namely, the university, student and employer. It should, therefore, be evident that cooperative education has two main components, namely an academic component and an experiential learning component, both of which are integral to its success. To enable students to understand the relationship between academic subjects and the world of work, cooperative education involves restructuring the educational experience. For some time, industry employer representatives have suggested that education and training offered at Universities of Technology do not always address the needs of industry. They argue that graduates lack the necessary theoretical skills, training and managerial understanding to ensure immediate meaningful employment. These inadequacies contribute to unemployment and the lack of advancement opportunity within their chosen careers. In addition, there is a need to examine the perceptions of students regarding course content before they go into industry. This was the motivation for this research. The aims of the research project are twofold. Firstly, to examine the course content offered within the civil engineering diploma programme, and secondly to measure the levels of subject satisfaction. Using an exploratory approach through a survey of 123 students, this study explores the course content and satisfaction levels based on study areas in the first year program. The results indicate that students generally perceive the subject Communication Skills to be least satisfying whereas Mathematics is considered to be the most satisfying subject. This paper concludes by presenting the subject satisfaction index tool which contributes to the range of intervention strategies as envisaged by the CIDB. This further contributes towards the improvement of the overall quality of University of Technology civil engineering academic programs and also the subsequent productive employability of its graduates.