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This article is written for practitioners. It argues that training policies should clearly be related to objectives of stimulating the role of start‐ups, improving survival rates and increasing the growth potential of small firms. It argues also that the supply offer of training in Europe is somewhat below that of need. It looks at the possible reasons for this both from the demand and the supply side. It suggests that the small firm needs distinct approaches by trainers and organisers and a level of professional competence which might yet be largely missing. It identifies the necessary competences for trainer and organiser to deliver effective training. It concludes by arguing the case for the development of a professional cadre of small business trainers across Europe.

Describes models for empirical enquiry. Since the publication of the CEDEFOP guides to competence in the design of enterprise training programmes the need to train a cadre of professional enterprise trainers for small business has become widely accepted throughout Europe. There is a consensus of opinion which favours a competence‐based and process‐related approach. Discusses a framework for research and describes models of the “process” of enterprise training, based on practical experience, as a basis for functional analysis to determine relevant enterprise trainer competences. Concludes that the CEDEFOP guides provide a starting point, but there is considerable scope for research into enterprise training processes, trainer competences and outcomes in different small business contexts.

Background, It is noticeable that an increasing number of practising trainers in the United Kingdom are beginning to adopt the language of the organisational development consultant and are moving into the kind of work that is more to do with directly intervening in the organisation than with the traditional activities associated with trainers. Increasingly in the training literature the terms “intervention” and “training consultant” are appearing.

It may be news to many trainers that in October, 1977 a report entitled An Approach to the Training of Staff with Training Officer Roles was issued by the TSA. Some of us never received copies, others may have readily filed it in the appropriate section of the archives and the rest may well have read and digested its contents. All of us have an open invitation to tender our views to the committee on trainers. However what concerns the authors is the lack of public debate on the report. After all it is now a decade since the Central Training Council published its report on the training of training officers, and the TSA is timely in suggesting we take stock of the training scene. Yet the ‘great debate’ seems to have achieved minimal proportions within industry. It is our contention that there is a serious gap between the debate being pursued at national levels by bodies such as the TSA committee on trainers and the real everyday concerns of training managers in industry. We feel that the TSA committee's invitation is to join in a debate that has already been channelled into directions remote from the issues that really matter. The central issue for trainers is the uncertainty about what their role should be and how it should relate to those other people within the concerns for which they work.

Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill acquisition during training is not given the needed attention in the training literature. This study aims to examine the influence of trainers’ pedagogical competencies such as delivery, trainees’ involvement, use of visual aids and body language on trainees’ assimilation of training content.

The data are analyzed from 425 respondents in an online survey. This study uses structural equation modeling in testing the hypotheses following validity and reliability tests.

This study finds that trainers’ pedagogical competencies such as trainee involvement and body language have a significant influence on trainees’ assimilation of training content, but others such as the trainers’ delivery and use of visual aids do not have a significant influence on assimilation of training content.

Professionals responsible for training should endeavor to use trainers who have been proven to be pedagogically competent, especially involving trainees during training and use of body language and not just experts in the topics/areas they provide training. Trainers themselves should on their part do well to acquire pedagogical skills in addition to the content knowledge they possess to enhance their training effectiveness particularly, trainees’ assimilation of training content.

As a phenomenon rarely given attention, this study urges learning and development researchers and practitioners as well as human resource management professionals to give attention to the pedagogical competencies of trainers during training and trainees’ learning.

The context in which changing small business needs and the impact of government policies are making new demands on trainers are reviewed. The performance of the SME sector as a whole, and the survival and competitiveness of individual firms, are factors of critical importance in both developed and developing economies. This is recognised by the UK Government, which is adopting measures designed to stimulate the take‐up of services designed for the support of small firms. Thus, the SME sector offers a potentially large and relatively unexploited market for business trainers in which demand depends on the relevance of the supply of training as perceived by owner‐managers. The key to this market is the competence of small business trainers to design and deliver relevant products. This is an important determinant of the choice and quality of the support on offer to owner‐managers. An indicative survey of small business trainers in the UK shows that they themselves recognise a need to enhance their competence in both the design and delivery of products through continued professional development. The way forward for the professional development of trainers is discussed.

In good or bad times, training plays an important part in the development of knowledge and skill in all sectors of the economies around the world. Just as the successful sportsperson must train to keep on winning, so too must any organisation. Whilst the effectiveness of the sportsperson's coach is reflected by success in winning events, it is often more difficult to evaluate the success or effectiveness of the organisational trainer. Many other factors come into play in determining individual and organisational performance — methods of work used; efficient supply of materials; adequate equipment; attitudes of senior management, and of customers; the whims of the market place, government policy and the world economic situation. With so many variables involved it may seem futile to bother to study effectiveness.

With the aim of discovering the important factors in training staff to use newly installed automated circulation systems, the appropriate libraries in New Zealand were sent a questionnaire in 1988. This asked how libraries had trained their staff, and the outcome of the training in terms of satisfaction with their decisions, sparseness of mistakes after implementation and time taken for staff to attain efficiency after implementation. The most important factors in training were that the vendor should be heavily involved in organizing and carrying out training; training should be given before the system went live; staff should be given detailed training in the whole system; and a number of different training methods should be used. These factors were especially important for libraries installing their first automated system, those installing integrated systems, those with few staff, and those installing their systems in the earlier years of automation; that is, those libraries whose staff have the least background in the system being installed, have the greatest need for excellent training.

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.

This study aims to investigate the formative evaluations of the training programmes of a Portuguese national railway public company for an entire calendar year. The aim is to uncover alternative configurations for the design of training programmes to create better levels of evaluation. This study is based on the following research question: What are the configurations that lead to the success and or failure of trainers and trainees? Among those, are there any common designs that generate the success and or failure of both trainers and trainees?

This study used matched data from an entire calendar year to examine the trainers and trainees’ evaluations of 429 training events. This study also used a fuzzy-set qualitative comparative analysis (fsQCA) to provide configurations that generate the success or failure of trainers and trainees. This methodology offers alternative pathways to the same outcomes and thus gives managers different options to reach similar results.

The results show that there are more configurations that lead to trainers’ success (five) than to its absence (four). However, the configurations that lead to trainees’ success (three) are less than those that lead to its absence (six). The findings indicate that a single common configuration exists that leads to high evaluations.

This study does not address summative evaluations. Regarding data, the study acknowledges the use of self-evaluations for trainees, although they serve as a proxy for a learning evaluation. The generalisation of the results outside the Portuguese railway company’s context is not possible.

The proposed analysis is applicable to other settings without restrictions. Managers may replicate this study’s approach in their organisations to uncover the alternative configurations that lead to the success or failure of trainers and trainees. They may adopt the ones that lead to successful outcomes and avoid the ones that lead to undesired ones.

This study is innovative because it addresses concurrently the success or failure of trainers and trainees that is only possible by using the fsQCA method. This study opted to use this method to provide alternative pathways to extreme outcomes: the most successful or the most unsuccessful. These multiple pathways are better results compared to traditional quantitative statistical methods that only provide a single estimated solution to the presence of the dependent variable; for example, a regression analysis or structural equation modelling.