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This paper draws on a telephone survey of 116 independent SMEs to explore the impact of a variety of training interventions on human resource (HR) practices and business performance in Great Britain. The paper investigates the extent to which targeting such interventions on the managers of SMEs affects the impact and the likelihood of changes in HR practices but finds no statistically significant relationship. The research findings suggest that whilst training interventions have positively contributed to the establishment of HR practices and are perceived by SME managers to have met the needs of the organisation, their impact on a range of business performance indicators is fairly modest. Furthermore the research identifies the propensity of SMEs who are currently engaged in training to become involved in these interventions whilst the majority of SMEs who are not engaged in external training activities remain untouched by the policy intervention.

Describes a recent management development programme for the managers of a business school. Steve Johnson explains how the programme made him into a “learning manager”. He outlines how the programme contributed to some recent success stories.

Research evidence suggests that SMEs are significantly less likely than larger employers to provide or fund formal training leading to qualifications for employees. The training (or more accurately learning) that does take place in most SMEs tends to be informal, on‐the‐job and related to short‐term business objectives or problems. There are strong arguments to suggest that this type of approach is perfectly rational from the point of view of the small business, but may not produce the optimum level or mix of skills for the economy as a whole. Moreover, there is little convincing evidence to suggest that increased investment in formal training leads automatically to improved business performance for SMEs. Research findings raise a number of issues for policy makers and others who are trying to promote the concept of lifelong learning, and associated policy initiatives, to those who own, manage and/or work in SMEs. This paper suggests a number of directions that should be taken by researchers’ policy makers, to promote lifelong learning among SMEs.

Considers the implications for the training of people with disabilities of the shift towards a new system for the delivery of publicly funded training schemes, based upon Training and Enterprise Councils (TECs). People with disabilities face a number of barriers to labour market participation, which may be partly overcome through the provision of appropriate training. The TEC initiative, in principle, creates a framework within which such schemes can be tailored to meet local needs. However, the way that the TECs have been set up and funded in practice has a number of features which might militate against such developments: TEC strategies are dominated by employer interests, with relatively little involvement by voluntary organizations or representatives of people with disabilities; the output‐related funding system implies an incentive to downgrade provision for those who have a lower probability of obtaining jobs or qualifications as a result of training – the evidence suggests that people with disabilities generally fall into this group; the mechanisms by which the obligations of TECs towards people with disabilities are monitored are relatively weak. Concludes by suggesting that the chances of a person with a disability receiving appropriate training may in future depend upon the TEC area in which s/he lives. This scenario should be avoided at all costs.

Defines injury under the labor code. Outlines how to identify such a qualifying injury and the steps which must be followed. Discusses the choices of the injured worker and explains the medical critical point. Covers the “permanent and stationary” report and the case review and work reassignment stages. Looks at the work of the State Disability Rating Office and the compensatory award. Concludes that many workers find this system inadequate for their needs and employers consider it bureaucratic but it is uniform and consistent.

This article proposes the development of a conceptual model to help understand the nature of management learning in the micro business context and to inform research and policy discourse.

The model is developed on the basis of a literature search and review of academic and grey literature.

The model highlights the unique nature of the micro business learning environment. Meeting the diverse interests of micro business managers is a major challenge for agencies seeking to promote and deliver management and leadership skills. An intervention approach founded upon the relationship between the micro business manager and the intervention agency is crucial to the successful design and delivery of relevant services.

The research identified a lack of literature associated with learning in the micro business context. The model should therefore be considered as partial, to be tested in practice and subject to revision as new understanding unfolds.

The conceptual model suggests that the foundation of successful intervention should be the interests of the managers themselves. Closer relationships between a flexible supply‐side and the micro business manager provide the foundation to improve the relevance of these interventions in the micro business context and to encourage access to learning opportunities amongst the employed workforce.

The research subject and the development of a unique conceptual model may be of use to researchers, practitioners, and policy makers.

Workforce development is becoming a higher priority for government, both as a means of addressing social exclusion and raising competitiveness. However there is limited evidence of the contribution of training to the success of individual firms and even less evidence of the impact of such training activity on small to medium‐sized enterprise (SME) employees. This paper draws on a survey of 1,000 employees to investigate the impact of a training intervention on employees in SME workplaces. It explores issues associated with the equity of provision of training in the workplace and the impact of training on the employability of SME employees in the labour market. The results suggest that training interventions lead to positive outcomes for the majority of SME employees, particularly those working in organisations with relatively formalised training practices. It concludes by suggesting that there should be a greater focus on the employee dimension in research and policy regarding training in SMEs.

Reviews training benefits for the SME employee.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The majority of employees questioned had attained a qualification following training, though this was more frequent in women than in men. Also positive was the feedback that just under 50 percent of the 1,000 employees had gone on to further training, most of this number being in the younger age bracket.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

This paper examines a data set that has its origins in European Social Fund Objective 4 financed training programmes in small‐ to medium‐sized enterprises (SMEs) in Britain to examine the extent to which three different personal development outcomes are attributable to different types of skills acquired during the training process. The three outcomes in question are: whether an individual gains more confidence at the workplace; whether an individual obtains a qualification; and whether an individual quits the company at which the training took place. To the extent that it is possible to isolate one skill dimension from an inherently multi‐dimensional bundle, it is observed that some of these skill dimensions have important, if sometimes different, impacts on the likelihood that the outcome in question occurs.