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Between 1963 and 1971 the number of places available at Government Training Centres (GTCs) increased by over 400 per cent, so that by 1971 there were 52 centres with 11,000 places capable of retraining about 20,000 persons annually. Early in 1972 the Conservative Government announced plans for a further large expansion in the manpower training and retraining programme. The long term aim of that government was to provide retraining opportunities for about 100,000 annually, but as an interim measure it hoped to provide such opportunities for 60–70,000 people by 1975. The government intended that about half of these opportunities—i.e. 30,000—would be catered for by the GTCs, of which there would be 64 by 1975, with a total of 17,000 training places.

The need to maintain up-to-date technological skills despite an aging workforce makes it imperative that organizations increasingly focus on retraining older employees. This article develops an adult career model based on the acquisition of technological skills and gradual skill obsolescence. The model suggests the importance of retraining and provides practical implications to the development of retraining programs. Suggestions for future research are also offered.

Hong Kong has experienced an economic transformation from a manufacturing‐based to a service‐based economy which has impacted on the demand for manual labour. In 1992, the Employee Retraining Board was set up to provide employees’ retraining programmes (ERP) for unemployed manual workers. It aims to help unemployed manual workers to acquire and develop knowledge, skills and abilities so that they can re‐enter the labour market. This study focuses on evaluating the effectiveness of ERP from the perspectives of training providers designated by Employee Retraining Board to fulfil the above objective. The evaluation of the ERP is based on how the various ERP courses can meet the training objectives, assessment of training needs, design of the ERP, course evaluation, and follow‐up services conducted by the selected training bodies. The overall effectiveness of ERP is found to be low. The indicators participation rate and job placement rate used by the training bodies tend to provide misleading evaluation results to the ERP.

This chapter presents empirical evidence on the effects of attributional retraining (AR), a motivation-enhancing treatment that can offset maladaptive explanatory mind-sets arising from adverse learning experiences. The evidence shows that AR is effective for assisting college students to adapt to competitive and challenging achievement settings.

This chapter describes the characteristics of AR protocols and details three primary advances in studying AR efficacy in terms of achievement performance, psychosocial outcomes, and processes that mediate AR-performance linkages. The psychological mechanisms that underpin AR effects on motivation and performance are outlined from the perspective of Weiner’s (1974, 1986, 2012) attribution theory.

Laboratory and field studies show that AR treatments are potent interventions that have short-term and long-lasting psychosocial, motivation, and performance benefits in achievement settings. Students who participate in AR programs are better off than their no-AR counterparts not just in their cognitive and affective prospects, but they also outperform their no-AR peers in class tests, course grades, and grade-point-averages, and are more persistent in terms of course credits and graduation rates.

This paper contributes to the emerging literature on treatment interventions in achievement settings by documenting key advances in the development of AR protocols and by identifying the next steps critical to moving the literature forward. Further progress in understanding AR efficacy will rest on examining the analysis of complex attributional thinking, the mediation of AR treatment effects, and the boundary conditions that moderate AR treatment efficacy.

Significant changes are occurring in the work place, affecting some 10 percent of the work force each year. Although not all these workers need retraining, many of them are finding that acquisition of a new skill is the key to keeping or regaining a good job. Retraining and reeducation are also important factors in U.S competitiveness. The greater the skills and better the education of the workforce, the more flexibly American businesses can adapt to intensifying world competition. Government programs and employers are, to some degree, providing retraining for adults, and workers are increasingly aware of its value. There are still unmet needs for adult training and education, however, especially among those who could benefit most — the less skilled and less educated.

The Industrial Training Research Unit is Britain's only research centrse of any size looking into problems of occupational training and is grant‐aided by the DE. ITRU has tended to concentrate its activities on training for manual work, on which it speaks with unique authority. Much of its work is concerned with the retraining of adults, so much so that at one time it was called The Industrial Retraining Unit. Its modus operandi is such as to appeal to practising trainers. Its work is based firmly on research but its aim is to solve practical problems of training encountered inside companies and it is this blend of practical experience with the investigational approach which makes its work so interesting. Any book by these two authors on the subject of training would command respect and attention, but one on the problems of retraining adults represents a milestone. This is the field in which they have specialised for a long time, in which they have an accumulation of hitherto unpublished information. The book describes many actual investigations and training exercises; the authors analyse the exercises, draw their conclusions and, to some extent, deduce certain basic principles. This anecdotal approach makes for easy reading; the deducing of conclusions makes for information which can be applied by the reader. The topics which the authors talk about are those which practising trainers will see as the real issues. All this results in a most exciting and usable book, unique in its field. With the permission of the authors and the publisher we now follow with edited extracts from the chapter which summarises the main conclusions arrived at in the earlier chapters. This is not the complete chapter — only about half of it. We have slightly changed the style of presentation. At this moment there are no agreed principles of adult retraining. We have underscored parts of the text to highlight statements which might reasonably be taken as fundamental principles in this aspect of training. This is our idea, not the idea of the authors whose claims are more modest.

The purpose of this paper is to design and develop a business dynamics model in entrepreneurial orientation for employees (EOE).

The mental model uses the casual loops, stock and flow diagrams in the business dynamics model. Hiring rate, Quit rate, Skill rate, Skill growth rate, EOE skill inventory rate, Performance rate etc. were defined and used with EOE metrics governing the model. VENSIM software package was used to simulate and validate the model using sensitivity analysis. The case study method was used to experiment a pre/post EOE training intervention with employees in an ITES organisation in India. Using a validated EOE questionnaire, data were captured from employees in an ITES organisation in Chennai, for validation of business dynamics model.

The time frame for imparting initial EOE training and retraining time after EOE training were simulated and results were summarised.

Future researchers can extend this work and apply in other industries and geographies also. Any organisation can customise and utilise the business dynamics EOE model as per their requirements

The model facilitates the measurement of both individual employee performance as well as organisational performance. The EOE business dynamics model contributes to the development of two indices namely entrepreneurial orientation for employees index (EOEI) and organisational performance index (OPI). The policy planners, human resource strategists, management consultants can utilise the business dynamics EOE model for effective decision making, budgetary allocations towards training initiatives and so on.

The model is a novel and first of its kind using business dynamics in entrepreneurial orientation for employees. The human resource planners can use this model for forecasting the man power needs as well as skill development, employee empowerment and organisational development.

Of current trends in industrial training abroad one of the most significant is the attempt to focus more attention on the training and retraining of adults.

The purpose of this study is to compare driver knowledge, attitudes and perceptions (in terms of hazard, risk, accident, offence detection and driving skill perceptions) and self-reported driving style in a sample of 461 drivers before and after attending a UK driver improvement scheme for culpable collision-involved drivers, to inform future directions in the design of driver retraining programmes.

Participants were a sample of 461 drivers attending a UK 1.5 day driver improvement scheme course for culpable collision-involved drivers. The course contained classroom-based training and a practical driving component. Participants completed a driver improvement scheme questionnaire before and immediately after attending the 1.5-day course and again 3 months later.

Results indicated significant pre- and post-course effects in terms of increased driving safety with respect to driving knowledge, perceptions of control, perceived likelihood of accident-involvement, hazard perception and reported risk-taking. Key positive effects of reduced risk-taking and near-misses persisted three months after course completion.

One limitation of this study is that at the 3-month follow-up there was a reduction in the response rate (44.69%) which included significantly fewer young drivers.

Results indicate positive behavioural, perceptual and behavioural changes, along with specific age, gender and driving experience effects which have implications for the design of future driving courses.

This study has implications for community safety through enhanced road safety training measures.

The analysis of age, gender and driving experience effects of the impact of this driver improvement scheme will allow targeted training methods for specific groups of drivers.

The unemployment situation has prompted the Department of Employment to promote the value of retraining for the redundant. Incentives have been improved both for the would‐be worker to learn new skills and for the employer to make fuller use of training capacity. Facilities for retraining are to be increased by the building of new government training centres and by an effort to utilize better the existing ones. Colleges of further education are being urged to rally to the cause by providing facilities for retraining. To do so represents a new departure for the colleges and one which, although the push is on now because of the present crisis, is part of a longer term innovation in their work. The colleges are being asked to take on lower level practical training so that the government training centres can continue to be geared to retraining and refreshing skilled crafts. These courses will operate as part of the Government Vocational Training Scheme.