Search results

This monograph seeks to supply a contribution to the debate on the major formative factors which have led to current perceptions of the roles which either should be, or are, undertaken by industrial training officers. Any attempt to ascertain these developmental paths must be limited by the relative importance which the interpreter gives to writings and events. To this extent it must be a subjective and selective viewpoint. Whatever our perspective, there is one undoubted fact: there has been a considerable increase in the number of industrial training officers over the last 20 years — and a corresponding increase in training activities. This increase has been more than matched with an outpouring of literature on training and, to a much lesser extent, research into training themes.

There are three purposes to this article: first, to offer a training approach to employee learning and performance improvement that makes use of a step‐by‐step process of skill/knowledge creation. The process offers follow‐up opportunities for skill maintenance and improvement; second, to explain the conceptual bases of the approach; and third, to demonstrate the efficacy of the approach as it is applied in the field.

The methodology consists of two major features: the explication of how the template approach is applied, in general; and then the performance of two groups of employees is compared following training. One group was trained in the template approach while the other group was trained using more traditional methods. Conventional performance measures were used to assess group differences.

Following training the two employee groups were compared. The hypotheses stated that there would be no differences in performance on these measures: gross sales attained; manager rating of employee performance; and customer satisfaction with regard to sales representative's; product knowledge; helpfulness in the business context; and overall performance. Significant differences were noted for manager rating, product knowledge, and overall performance.

This study was exploratory in nature with a limited range of performance measures. The sample sizes were not large. The use of different pairs of trainers for the sub‐samples helps to dampen trainer bias but helps create differences in training conditions that could influence employee learning and performance.

Study results demonstrate that the training approach has merit and warrants further study. The study depicts how a partnership among trainers, managers, and employees can lead to successful training outcomes.

The training approach has substantial implications for management development regarding learning and change. The template approach adds to the repertoire of training methods. It also helps to reinforce the growing body of research that bases learning and performance improvement on script‐based methods.

During the last decade many organizations have reduced the number of middle level managers and shifted the emphasis in managerial work from the traditional functions of motivating and controlling to the less familiar roles of coach, facilitator, and trainer. What has not been recognized is that not only are mangers unfamiliar with these new roles, they are often unprepared for them. Little in their educational background or work experience has prepared them for the role of facilitator, coach, or trainer. This paper uses the Experiential Learning Model, which provides an overview of how people learn, as a basis for identifying common mistakes managers make in teaching new tasks, and to suggest ways for managers to improve their effectiveness as trainers.

The increasing internationalization of business and the development of a single European market will have implications for training and development. Looks at the implications for trainers of working with managers from other countries and cultures. Applies the research of Hofstede, Laurent, Tayeb and others and suggests that there are a number of cross‐national and cross‐cultural implications from training participants from other countries. These relate to the content of training, training methods, expectations about the provision of training, trainer competences and language skills. These form challenges which trainers will need to consider.

What can be learned from management training in other major companies? was the question asked by the training manager of one of Britain's most successful companies. To find the answers, the training managers of 11 major companies were invited to compare experiences, to learn from each other and hence to improve. The companies were chosen for their known interest in training and the diversity of their businesses. All are large or multi‐national companies ranging from electrical component manufacturers to multiple retailers. Between them they employ well over 200,000 people.

What strides have been made to increase the participation of women in the work force? Should we be concerned particularly about women's place in our industries and organisations, and if so, what can be done to improve it? This article outlines the aims, approaches, achievements and future plans of a group which has been involved for the past seven years in promoting the development of women through training as a means of improving the position of women in employment.

The purpose of this paper is to provide a detailed, theoretical underpinning for the training and performance improvement method: performance template (P‐T). The efficacy of P‐T, with limitations, has been demonstrated in this journal and in others. However, the theoretical bases of the P‐T approach had not been well‐developed. The other purposes of this paper are to: explain the features and functions of the P‐T and to highlight the action theory of Frese as the theory supports P‐T and offers trainers some information regarding the regulation of feedback and learning. This paper adds to the procedures and practices of human resource development.

The approach in this paper is to explain how a training and development partnership among trainers, managers, and employees is forged so as to create P‐T for use in the field. The main aspect of the methodology was to attempt to map the elements of action theory onto the specific steps (phases) of the P‐T approach. This mapping activity was achieved.

The key findings in this study is that action theory offers a hierarchical and reasonably complete explanation of how learning occurs and how individuals regulate what they know. As explained in this paper action theory provides a map of the cognitive elements in the training model employed.

Assuming that the P‐T approach has value, it is important to demonstrate how theory helps to ground the approach. In this paper, action theory has been used to offer a substantial foundation for the P‐T approach. In addition, action theory helps trainers to examine learning, feedback, and regulation of performance in a comprehensive manner.

Action theory offers several features that help explain the regulation of learning and behavior, yet the theory has received very little attention in formal literatures. Value: the template approach adds to our repertoire of training methods. This paper helps to better explain the approach and it offers useful theories to support practice.

Examines the nature of management training in Poland, which has been largely technical and production oriented with little emphasis on strategic or behavioural aspects. Presents case studies of two companies in Poland which are typical of management development in general. Concludes that although there is a need for more professional and entrepreneurial managers at all levels, the economic, political and social changes that are under way are creating pressure to survive and are diminishing organizations′ capacity to commit resources to management development, should they even recognize its significance.

This paper sets forth a description and explanation of how action theory serves as the foundation for the training and performance management approach, performance templates (P‐T). In recent years the efficacy of performance templates, given its limitations, has been demonstrated; however, the theory base for the P‐T approach had not been sufficiently developed. This paper aims to examine the content and efficacy of performance templates.

The P‐T method is set forth in detail with some examples. The theoretical bases of the P‐T approach, a training and development partnership among trainers, managers, and employees, are explained in detail.

The layered features of the action theory of Michael Frese fit very well with the interpersonal and intrapersonal events that make up the creation and use of performance templates. The P‐T method requires considerable mental work and the action theory helps explain the cognitive events that occur.

The paper sets forth the features of action theory, especially the foundation for metacognitive heuristics, that is, the short‐cut reasoning tools that individuals use to aid decision making. Aside from the application of the P‐T approach, this paper offers trainers a set of examples regarding how the trainer may influence learning by attending to the dynamics of metacognitive heuristics and cognitive style, concepts that have received very little attention in the training literature.

Action theory offers many features that help explain the regulation of learning and behavior. The template approach not only adds to the repertoire of training methods, it helps to illuminate the high‐order cognitive functioning that helps individuals regulate their learning and performance.

Corporate universities (CUs) are particular educational arrangements that are established in companies to provide specific training to employees. This paper aims to examine the place of CUs in the knowledge-management (KM) field. Particularly, it discusses on how CUs are seen in the KM literature, analyses relevant KM aspects that emerge in CU implementation and management and proposes preliminary classifications based on some fundamental KM notions.

Given the novelty of the research, the case study methodology was adopted. In particular, a multiple case-study investigation of CUs implemented in medium-sized companies mainly operating in the northeast of Italy was conducted. The analysed companies were selected according to “maximum variation sampling” approach, which aims at generating maximum meaningful heterogeneity within the chosen sample, to highlight similarities and differences between the cases. Data collection was conducted by means of interviews to key observers, interviews to company managers and analysis of documentary materials.

The empirical investigation proves that KM concepts can be pertinent and useful in understanding the design and functioning of CUs. In particular, the study proposes a classification of CUs based on KM notions.

The study shows that there is a need to conduct further studies to better understand educational arrangements like CUs under a KM viewpoint.

The analysis and the proposed classification can be of help for CU design and management. In addition, it is suggested that companies must achieve better awareness of the importance of CUs as an effective KM tool.

The study contributes to deepen our understanding of an issue that, even if is strictly connected with the cognitive aspects of companies, has not been sufficiently analyzed by the knowledge management literature.