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A previous study found that the quality of education in Cambodia is poor compared to other developing countries. However, the working performance of commercial banks in Cambodia is high. It was speculated that effective training was the main factor underlying this contradiction. Therefore, the main purpose of this article is to explore the elements of training conducted by commercial banks in Cambodia and to examine their relationship with training effectiveness.

The research focuses on six factors: training needs assessment; training program; flexibility of training; self‐efficacy; social support; and transfer of knowledge. The data came in the form of questionnaires and desk research. A descriptive analytical approach is then used to describe these six factors.

The banking industry in Cambodia offers very effective training to its employees. It is also worth noting that more than 80 percent of employees are satisfied with the training, despite few attempts on the part of management to elicit opinions from employees on what training methods should be employed.

As research studies involving Cambodia are relatively rare, it was difficult for to gather primary data. Because of this limitation and the purpose of this study, descriptive data interpretation was employed.

Even though training can make up for poor education, it is only a short‐term solution. In the long term, education needs to be enhanced to increase working performance.

This research provides a good framework for commercial banks in other developing countries to compare. A cross‐cultural study is also proposed for future research.

This study aims to identify effective behaviors in labor-management negotiation (LMN) and, on that basis, derive overarching psychological principles of successful negotiation in this important context. These empirical findings are used to develop and test a comprehensive negotiation training program.

Twenty-seven practitioners from one of the world’s largest labor unions were interviewed to identify the requirements of effective LMN, resulting in 796 descriptions of single behaviors from 41 negotiation cases.

The analyses revealed 13 categories of behaviors critical to negotiation success. The findings highlight the pivotal role of the union negotiator by illustrating how they lead the negotiations with the other party while also ensuring that their own team and the workforce stand united. To provide guidance for effective LMN, six psychological principles were derived from these behavioral categories. The paper describes a six-day training program developed for LMN based on the empirical findings of this study and the related six principles.

This paper has three unique features: first, it examines the requirements for effective LMN based on a systematic needs assessment. Second, by teaching not only knowledge and skills but also general psychological principles of successful negotiation, the training intervention is aimed at promoting long-term behavioral change. Third, the research presents a comprehensive and empirically-based training program for LMN.

The topic discussed in this monograph is how to make training more effective by fitting it more closely into the organisational context. Models of training are examined to consider the difference between training an individual and changing the way in which the individual performs in the work context. In order to highlight the ways in which individual and organisational needs can be integrated, the identification of training needs is discussed. To emphasise the essentially cyclical nature of learning, the learning experience is broken down into a sequence of events. Most of these attempts to define effective training imply that it is often an attempt to change the way the organisation functions. In the final section therefore, the problems of using the training department as an agent for change are discussed.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study aims to investigate whether the impact of effectiveness of diversity training on affective commitment is different for men versus women and whether affective commitment mediates the relationship between effectiveness of diversity training and employee outcomes of turnover intention and job satisfaction.

The data were collected from 134 employees working in an Australian manufacturing organization by using an employee survey. Structural equation modeling was used to analyze the data using AMOS.

The results of this study support the proposed hypotheses, demonstrating a significant, indirect effect of effective diversity training on job satisfaction and turnover intention via affective commitment. Moreover, gender moderates the relationship between effective diversity training and affective commitment.

The findings suggest that organizations can enhance affective commitment and job satisfaction and reduce turnover intention by providing effective diversity training to employees. Gender of employees should also be considered when evaluating the effectiveness of training.

This study provides pioneering evidence of the following relationships: diversity training effectiveness and turnover intention via affective commitment; diversity training effectiveness and job satisfaction via affective commitment; and diversity training effectiveness and affective commitment for men versus women.

Within the context of policies on developing the workforce of the government health sector in England, this paper aims to investigate participation in work‐related continuing education and training (WRCET), its pedagogy and effectiveness. Individual and organizational characteristics associated with effective WRCET are examined.

The paper employs a cross‐sectional study, using data from annual large‐scale National Staff Surveys of 2006 and 2009. Based on detailed occupational groups, the authors classify respondents to high‐ and low‐skilled staff and develop four dependent variables that combine specific types of training with respondent assessments of the effectiveness of their training for their professional development. Probit regressions models are estimated for both groups of workers, controlling for individual and organizational characteristics.

Participation in WRCET increased between 2006 and 2009 for both groups with differential patterns of participation across four types of training. Applying an effectiveness criterion eliminates relative change in participation rates between the groups and results in only about a quarter of those who participated in WRCET rating it as effective. Appraisal and particularly membership of positively rated work teams are strongly associated with training being rated as effective.

This is the first use of this large‐scale data set to appraise health sector policies on WRCET. Distinguishing between participation alone and whether participation is perceived as effective has benefits in appraising training policies and identifies appraisal and membership of positively rated teams as factors associated with effective WRCET. Use of an effectiveness criterion shows very large differences between participation alone and participation in effective WRCET.

The article looks at the links between training and organisational effectiveness. It argues that the pressures on training are increasing, but that most training that takes place is not rigorously evaluated nor is it linked systematically into organisational goals. It argues that the competence‐based approach offers a powerful tool to link organisational goals and individual development through measurable outcomes.

The purpose of this paper is to guide decision-makers in the learning and development space with effective and efficient training transfer tools and techniques to facilitate workplace implementation of skills and knowledge disseminated during training interventions.

Insights were drawn using a quantitative method study involving survey questionnaire responses from 300 respondents representing eight industry sectors.

Investigations revealed that the effectiveness and efficiency of training transfer tools are strongly correlated and enable workplace application of skills and knowledge.

Use of appropriate training transfer tools and techniques delivers superior returns on training investments and accomplishment of business results through desired behavior change in employees.

The study promises to be the first of its kind and provides a fresh perspective towards enabling practical workplace application of trained knowledge and skills using effective and efficient transfer strategies.

The purpose of this paper is to show that in many organizations training professionals and human resource leaders are under increasing pressure to use training to improve organizational performance, and yet, front‐line managers are often passive or even indifferent on the issue of properly training their workers. This paper will also discuss the key practices of high performance business leaders and how they use effective training practices to achieve superior results.

Over 2,000 managers, identified by their organizations as being “high performers”, were surveyed and the findings of this paper are based on a content analysis of both questionnaire and interview data.

The paper finds that results‐oriented leaders realized that training is critical to their success and must be handled with great care employing a systematic and disciplined process. This study revealed that results‐oriented leaders realized that properly training and educating their workers increased the likelihood of achieving high performance and that poorly trained workers can create a myriad of performance problems. The study showed that high performance leaders were doing the things necessary to develop their workers and to educate them about the bigger picture of their organization to enable them to make better decisions and be more engaged. The over‐arching finding concludes that high performance business leaders are actively engaged in the training and development process and that they do not abdicate that responsibility to others.

The findings of this paper make it clear that training and developing workers is a top priority for high performance managers who are serious about improving operational and organizational performance.