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This paper has been completed based upon adult learning research carried out by Bus Stop™ Training. Their research demonstrated the importance of what enables adults to achieve greater knowledge retention and what drives them to want to learn more.

The purpose for the research was to ensure that the IT training methodology recommended by Bus Stop delivers the following business benefits: skills analysis ensures training given only where pertinent; skills analysis ensures training focuses on modules relevant to student's job function; training modules completed in one hour sections thus ensuring student is not absent from their desk for longer than necessary; and training materials are developed to encourage knowledge retention and “memory joggers” versus complex and non‐relevant training manuals.

During the course of the research, findings showed that adults do want to better themselves but by taking training that is relevant to them and their job function. They also wish to learn in smaller, peer groups. Companies want the investment made in their employee trainings to be effective immediately. The route taken with Bus Stop enables the employee to put their learning into practice within one hour of a particular module having been taught and, thus, learnt.

This paper is relevant to HR managers, training managers and workers alike. It describes a new, innovative training methodology that focuses on the exact skills required by a certain individual to complete their job function. It assesses the strengths and weaknesses of an individual and then compiles a training course tailored, and relevant, to that individual.

The general knowledge and skills of staff working with people with learning disabilities have been of interest for a number of years, and Valuing People (DH, 2001) highlighted them as a significant issue. Research has shown that there are further deficits in the knowledge and skills of staff concerning the mental health of people with learning disabilities. This paper gives a general overview of some of the factors involved in the training and knowledge of learning disabilities staff relating to mental health. Early indications from research have shown that training may be effective as a way of addressing these problems, but further research and clear guidance on best practice in implementing staff training are needed in this important area.

Describes how in‐house training has reduced employee turnover and improved employee effectiveness in the sales and purchase and remortgaging sections of a UK law firm.

Details what gave rise to the training need at Barnetts, of Southport, how the training need was met and the results that have been achieved.

Reports that the award‐winning training has helped to the company to “grow its own” employees and concentrate on recruiting new assistants and training and developing existing trainees and assistants. It has also helped to cement a link between skill levels and remuneration.

Reveals that the company has secured two major contracts directly from high‐street lenders, which already account for 14 percent of its remortgage turnover. Claims that this could not have been achieved without having the staff and training in place.

Shows that an unforeseen benefit is that assistants now move between sections and teams when necessary with minimum disruption, as they have all received exactly the same training and, where appropriate, have passed tests to assess their competence.

After a course, do trainees transfer acquired behaviours and use them back at work? Often the process is blocked for various reasons, and this nullifies the effect of the training. Useful guidelines are given. If utilised, much more training would be considerably more effective than is currently the case.

The workforce is aging in all industrialized nations and the retention of older workers will become one of the dominant issues in the coming decades. Training is an important component of retention and the availability of training is critical for retaining older workers.

Studies conducted in 2001 and 2003 assessed the extent to which Canadian organizations are adapting their training practices to respond to the aging workforce. Human resource executives were asked the extent to which their organization was currently engaging in training practices targeting older managerial and professional employees.

Organizations were most likely to be providing access to training and retraining, but fewer than 10 percent of the organizations in 2003 were highly engaged in doing this. Organizations were less likely to be adjusting training methods to accommodate the needs of older employees. There was little attempt to provide age awareness training to managers of older employees.

The challenge for organizations will be to close the gaps that currently exist between the practices that are important in retaining older managerial and professional employees and the extent to which organizations are engaging in these practices. Ensuring access to training, customizing training methods, and providing age awareness training require immediate attention.

Little research has been conducted on older workers in Canada. The findings raise some serious concerns about the response of Canadian organizations to the aging workforce and identify areas of training and development that need to be addressed.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

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

A comprehensive needs analysis supported the development, implementation and auditing of an effective and interactive training package. Employees responded positively to the activities, and subsequent changes in working practices produced an overall rise in their firm's productivity. JaywingDMG provided training materials that were retained by Moorhouse Group Ltd. Employees kept individual training materials such as workbooks for future reference. Other parts of the training were later adapted for use in the induction process for new starters. This case study illustrates an holistic approach to training which is far removed from the “monkey see monkey do” techniques with which the term “training” is sometimes unfairly associated. Modern training techniques promote a long‐term view of training as an on‐going activity that assists all levels of employees to appreciate the value of their work in terms of personal and organizational success. Employees who feel valued in this way are likely to work more effectively, maintain a loyalty to the organization and to be happier in their jobs.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

Provides an easily accessible summary of relevant business concepts and presents them in a fresh way.

Describes the importance of training and summarizes learning theory. Details the top ten learning methods: videotapes, lectures, one‐on‐one instruction, role plays, games/simulation, case studies, slides, computer‐based training, audiotapes and films. Discusses the factors to consider when selecting a training method or combination of methods. Emphasizes the importance of post‐training evaluation.

So in the present day there is only one Industrial Training Act though there are 28 industrial training boards implementing their 28 different versions of it. This is understandable. It is indeed inevitable. The Industrial Training Act 1964 invests each individual board with almost complete autonomy to go about its business in the way it chooses. Further, there are no precedents whatsoever for the training boards to follow. Theirs' is a new venture.

Increasingly, training professionals are being asked to justify whether training is a worthwhile investment. Discusses the need to justify training expenditures with documented benefits. Provides details, along with examples, on how to calculate the direct, indirect, and full costs of a training course or programme. Also describes the feasibility of linking training outcomes to organizational improvements and the selection of training outcomes (benefits) to be measured and quantified.

Focuses on employee training, a significant expenditure for most organizations. In the course of learning new skills to improve sales, build effective teams, improve quality or meet other objectives, employees create new organizational cultures: training acts as an agent of change.