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A Strategic View of Organizational Training and Learning

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... A framework to apply WBDL to human resource development There are many reasons that organizations find value in using WBDL. Several aspects of the current business environment have implications for the development of employees and managers. Tannenbaum (2002) outlines several organizational challenges with implications for human resource development. For example, global commerce increased by trade agreements and Internet technology creates a continual pressure on organizations to innovate and stay ahead of the competition. Internet technology also creates a more knowledgable consumer base le ...
... Organizations must maintain a high level of talent to meet current competitive challenges. This leads to a need for a more diversified learning portfolio (Tannenbaum, 2002). Expanded learning options are necessary because traditional classroom training may not meet all of an organization's needs. ...
... The ARC uses WBDL courses to meet strategic learning needs while allowing learners to identify and participate in training courses that are appropriate to their needs. Workers are able to download career assessment and planning tools and then determine the training and learning opportunities needed to meet their goals (Rogers and Becker, 2001) Web-based distance learning more quickly and more often (Tannenbaum, 2002). As organizations cannot control when and how these learning needs emerge, they must address reducing the time that it takes to respond to a new learning need. ...
Article
Advances in computer technology facilitate innovative methods for delivering training in organizations. The Internet enables the delivery of computer-based training across time and distance. This medium, known as Web-based distance learning, provides opportunities to develop human resources to support creating a competitive advantage for an organization. This article discusses principles of WBDL design, measuring the effectiveness of training delivered through that design. Further, the relationship between WBDL and human resource development is provided. Suggestions for organizations planning to implement WBDL are included.
... Businesses are operating under increased competitive pressure, in a rapidly changing environment. They serve more and more knowledgeable customers, collaborate across organizational and geographical borders, all this while they are in heightened competition for employing highly-skilled knowledge workers (Tannenbaum 2001). These developments are interrelated with the transition to a knowledge economy, where the demand for knowledge workers is continuously increasing (Raemdonck and Thijssen 2005). ...
... Business leaders and human resources development professionals are therefore rethinking their organization's learning imperatives. It made human resources development in organizations the fastest rising area of institutionalized adult learning (Tannenbaum 2001;Watkins 1989). ...
Article
Due to developments in the current dynamic business environment which is more global and competitive than ever, employees’ lifelong learning and the way organizations support their continuous development is pivotal. Many organizations introduce personal development plans (PDPs) to support employees’ learning, however, not always taking into account their personal characteristics. This study had a twofold purpose as it was designed to explore on the one hand the relationship between PDPs in the workplace with employee’s undertaking of learning activities and perceived performance, and on the other hand the possible moderating role of employee self-directedness on this relationship. For this study data collected by means of a questionnaire at two different organizations was used, one organization foregoing profit and one non-profit activities. The results indicated significant positive relations between the individual supporting factor ‘employee learning and reflection’ and the undertaking of learning activities and perceived performance and between employee self-directedness and the undertaking of learning activities and perceived performance. The same accounted for the moderating effect of employee self-directedness on the interaction between learning and reflection and perceived performance. Some findings were surprising, nevertheless resulted in valuable insights and implications for practice.
... The assumption seems to be that learning strategy and any resulting ISD holds the instructor and content design process as enablers of individual learning and organisational or economic outcomes are a by-product (Kraiger, 2008). Nevertheless, any contemporary learning strategy that intends to deal with training and development in a community or business setting has to be founded on how an organisation's learning strategy and resulting ISD processes deliver benefit while being able to BSBLED702A Lead learning strategy implementation sustain and drive the organisation's business strategy (Noe, Tews, & McConnell, 2010;& Tannenbaum, 2002). Tannenbaum, 2002) The strategic planning process usually establishes the strategic goals and vision set by the organisation and defines how to implement, monitor and improve planned outcomes. ...
... Nevertheless, any contemporary learning strategy that intends to deal with training and development in a community or business setting has to be founded on how an organisation's learning strategy and resulting ISD processes deliver benefit while being able to BSBLED702A Lead learning strategy implementation sustain and drive the organisation's business strategy (Noe, Tews, & McConnell, 2010;& Tannenbaum, 2002). Tannenbaum, 2002) The strategic planning process usually establishes the strategic goals and vision set by the organisation and defines how to implement, monitor and improve planned outcomes. A simplistic overview of this process is provided below. ...
Book
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At present there is no universally accepted body of knowledge suggesting the best method for leading the design and implementation of a learning strategy at a strategic or organisational level. While this publication does not seek to promote a single ‘silver bullet’ solution, it does seek to help leaders and educators better understand how to systematically plan and implement a learning strategy for an organisation. In so doing it will also furnish insights and be supported by a workbook that contains tools and templates that can be used to undertake this task. Most instructional design or learning strategy design and development exercises commence with analysis of learning needs and goals, and end with the delivery and an evaluation of how well needs have been satisfied. However, within this process a remarkable array of different actions can exist. Differences that often lack consideration of wider organisational strategic needs or the effect different individual learning styles, available technologies and learning contexts can cause (Bowles, 2004:174). Through study of topics contained herein we will examine how an organisational view on learning strategy formulation needs to move beyond interventions targeting learning outcomes in an educational setting to assess and address the strategic needs of a workforce. We will also extend discussion beyond learning strategies that focus only on closing an individual student’s competency gaps, to explore how learning strategies can and should address capabilities formed from a broader array of attributes that go well beyond the skills and knowledge required to perform.
... Informal learning includes both cognitive activities and behaviors, including learning from oneself through self-reflection; learning from others such as peers, supervisors, and mentors; and learning from noninterpersonal sources, Informal learning: learning that may be intentional or incidental, is not highly structured, and is a volitional behavior such as reading print or online material (Doornbos et al. 2008, Lohman 2005. Informal learning enables individuals to acquire knowledge and skills on the job, providing the potential for more meaningful learning experiences than formal training and development allow (Benson 1997, Tannenbaum et al. 2010. ...
... The field could benefit from more macrolevel research investigating questions that relate to the strategic role of learning, such as how to best structure the learning function (e.g., university model, business-embedded model), how training activities should vary by employees' strategic value, and learning's relative importance for firm performance compared with other human resource management (HRM) practices such as selection and compensation. Tannenbaum's (2002) model of the strategic training and development process could be a useful framework for such research. Tannenbaum's model suggests that effective learning practices are based on the linkages between the business strategy and metrics, strategic training and development goals, and specific training and development activities. ...
Article
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Human capital resources are key for organizations to gain a competitive advantage. Learning based on formal training and development programs, informal learning, and knowledge sharing influences the development of human capital resources. This article provides a selective review of research on learning that occurs in many different forms and at the individual, team, and organizational levels. It is organized around five themes-thinking differently about learning, reconsidering the form and design of learning, facilitating learning in the workplace, expanding the scope of learning outcomes, and improving methodology in learning research. These themes provide a framework for understanding how learning can contribute to the development of human capital resources and organizations' competitive advantage. For each theme, relevant research is reviewed, and limitations and future research directions are provided.
... Tannenbaum and Yukl (1992) (as cited in Brinkerhoff and Gill, 1994) found that sometimes less than 5 percent of trainees self-report applying trained skills at work. Tannenbaum (2002) summarizes findings, which suggest that only 20 percent of dollars spent on training result in on-the-job transfer. In addition, it is commonly cited that only around 10 percent of training translates into job performance (Cheng and Ho, 2001;Brinkerhoff and Gill, 1994;Elangovan and Karakowsky, 1999;Kupritz, 2002). ...
... The interviews were analyzed using content analysis (Strauss and Corbin, 1998). Each interview transcript was reviewed and responses to each question summarized into themes or, where applicable, yes/no responses. ...
Article
Purpose The purpose of this paper is to understand what contributes to transfer of soft‐skill, leadership training. Design/methodology/approach The paper presents a literature review resulted in five broad factors that may influence transfer of leadership training. These were used to guide a qualitative, exploratory study. Interviews were conducted with 18 participants of an extensive, soft skill oriented leadership development program, along with peer observers. Where possible, quantitative analyses are used to test and confirm qualitative findings. Findings The results showed substantial transfer of training and suggest that actual utilization of newly learned skills is influenced differently than judgments about the value of the training. The greatest inhibitor to transfer appeared to be fear of breaking cultural norms and the most important remedy, the number of other managers who receive the training. In particular, having one's boss take the same training was strongly associated with post‐training utilization. Some kinds of social support, like encouragement and verbal praise, were associated with positive judgments of the training but not with utilization. Instead, observing others use the skills and being able to coach one another was the kind of “support” that effected utilization, which depended on colleagues and bosses also receiving the training. Research limitations/implications As an exploratory case study, the study lacks a large sample and the kind of methodology that could prove the validity of the findings. Practical implications A number of implications for training managers wanting to ensure their leadership development programs have real impact are discussed. In particular, the study points to a need to plan for rapid diffusion of the training and for cultural change processes in parallel with leadership development courses. Originality/value The paper meets a need for empirical investigation of factors associated with transfer of soft skills into the workplace, as called for by researchers like Cheng and Ho. It identifies differences in what impacts judgments of value versus what actually impacts transfer. It also identifies how changing leadership behavior is as much a cultural intervention as a change in skill sets.
... Salas et al. (2012) in a succinct account on the need for TNA stress on the necessity of the OTP model. A task analysis is essential in outlining critical elements of a job that can be addressed through training and more importantly helps training designers in distinguishing between content that job incumbents "need to know" vs what they "need to access" (Tannenbaum, 2002). As cognitive capacities of trainees are limited, they need to concentrate on those job elements that are accessed immediately on the job (Salas et al., 2012). ...
Article
Purpose Trainees’ motivation to transfer the training imparted is an important constituent in determining required training outcomes in organizations. The purpose of this study is to examine the effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training. Design/methodology/approach Research hypotheses were tested using a survey. A questionnaire was used to collect data from employees of an Indian governmental power transmission organization, attending any one soft skills training programme in the past year. Out of the 500 questionnaires distributed, 389 were deemed useable for the study, producing an effective response rate of 77.8 per cent. Findings The findings establish a direct and positive association between trainee characteristics, training attitudes and need analysis with transfer motivation. Originality/value This study contributes to extant literature by examining associations in hitherto underexplored areas such as that of training attitudes and training need analysis with transfer motivation. In addition, the findings provide insights into challenges pertaining to transfer motivation in soft skills training initiatives.
... However, the extent to which training has yielded meaningful or desired outcomes -training effectiveness (e.g. improved human performance and enhanced organizational competitiveness) or the degree to which newly learned knowledge and skills have been applied at work -training transfer (Holton et al., 2000) remain highly questionable (Arthur et al., 2003;Tannenbaum, 2002). In an attempt to address these two issues, researchers have identified a number of factors that could affect the outcomes and application of training, including trainee characteristics, training design, delivery methods, the skills or task characteristics trained, the choice of training evaluation criteria and support systems at work (Aguinis and Kraiger, 2009;Arthur et al., 2003). ...
Article
Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners. Research limitations/implications Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction. Practical implications This review offers strategies for improved online instructional design to achieve learning engagement. Originality/value This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.
... A lot of research effort has been focused on identifying variables that help or inhibit training transfer (Hillsman & Kupritz, 2007). Tannenbaum (2002) identified poor trainee motivation, skill decay over time, misalignment between individual and organizational needs, work environments unsupportive of learning, and a rigid, formal, and undiversified learning portfolio as other factors that may inhibit effective training transfer. ...
Conference Paper
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The oil and gas exploration and production industry is a dynamic one, with consequential higher rates of fatalities than the overall U.S. average. The first intervention often used to reduce or manage fatality rate is the implementation of safety training programs, and most are focused on hazard recognition or risk perception. Risk perception is the subjective judgment that people make about the frequency and severity of a particular risk. However, many safety training programs fail to transfer to the workplace, and the way risk is perceived may play a role in this. This study analyzes current problems identified in safety, industrial training, human resource development, mining, and drilling literature to identify barriers that delimit the perception of risk in the petroleum industry, to the extent that safety training transfer is impacted. The four barriers identified are lack of individual motivation, groupthink, absence of organizational and supervisory leadership initiative, and the encumbrance of regulatory models.
... Another theoretical contribution of this dissertation lies in the effects of speciic informal learning from others behaviors on employees' employability. By linking informal learning from others to employability, the present dissertation supports prior insights on professional development (Tannenbaum, 2002;. Traditionally, organizations have relied upon and researchers focused on learning that happens in formal training and development programs Panagiotakopoulos, 2011). ...
... However, the extent to which training has yielded meaningful or desired outcomes -training effectiveness (e.g. improved human performance and enhanced organizational competitiveness) or the degree to which newly learned knowledge and skills have been applied at work -training transfer (Holton et al., 2000) remain highly questionable (Arthur et al., 2003;Tannenbaum, 2002). In an attempt to address these two issues, researchers have identified a number of factors that could affect the outcomes and application of training, including trainee characteristics, training design, delivery methods, the skills or task characteristics trained, the choice of training evaluation criteria and support systems at work (Aguinis and Kraiger, 2009;Arthur et al., 2003). ...
Article
Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.
... From the contingent and strategic training perspective (Wentland 2003;Noe 2005), training implementation should be consistent with the strategic orientation of a firm so that business strategies can provide the company with a road map to guide specific training and development activities (Garci´a 2005;Noe 2005). Tannenbaum (2002) also suggests that organizations should identify and implement specific training and development activities in order to reach their strategic goals. As a result, the strategies organizations adopt influence the type of training implementation (Wentland 2003). ...
Article
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This study explores relationships between small- and medium-sized enterprises (SMEs) foreign direct investment (FDI), FDI-related training programs and organizational performance. To determine if the implementation of training programs mediate the relationship between FDI and SME performance, and if the alignment between training needs and training implementation leads to higher SME performance, we collected large-scale company-level data (N = 816) from within Taiwan. Research results suggest that FDI leads to higher SME performance. This relationship was partially mediated by the implementation of FDI-related training programs. Unexpectedly, the results also suggest that higher levels of training need attenuate the positive relationship between FDI-related training implementations and SME performance. This implies that the alignment between SME training needs and training implementation may be of a more complicated nature than was previously thought. Practical implications and suggestions for future research are also identified.
... In today's rapidly changing business environment, capable managers are crucial to organizations' success in gaining and sustaining a competitive advantage. This must be achieved against a background of intensified competition, incessant change, a power shift to the customer, collaborations across organizational and geographical boundaries, and a need to maintain high levels of talent (Tannenbaum, 2002). Each year, billions of dollars are spent in developing management capability through management development programmes. ...
Article
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Transfer of learning from management development programmes has been described as the effective and continuing application back at work of the knowledge and skills gained on those programmes. It is a very important issue for organizations today, given the large amounts of investment in these programmes and the small amounts of that investment that actually translates into an improved individual and organizational performance. This paper describes the testing of the Holton model of learning transfer and suggests amendments to the model where appropriate. A sample of participants on a management development programme within the Irish health service completed the Learning Transfer System Inventory based on the Holton model. The data obtained were analysed using multiple regression and partial correlation techniques. Results indicate that the model does adequately represent the effects of its factors, although a slightly revised model is presented. Important relationships between factors are identified, and the central role of the learners’ personal capacity for transfer (hitherto unreported in the literature) and their motivation to transfer in facilitating transfer is highlighted. In practical terms, the tested model can be used as a diagnostic tool by identifying individual, training design and work environment transfer issues in need of attention and by developing strategies to deal with them. It can also be used as a framework for the evaluation of training and development interventions, examining factors outside the traditional range of most training evaluation efforts and providing a more complete picture of the success or otherwise of that intervention.
... The nature of work has changed. Organizations now face increased competition and collaboration within and across organizational, geographic, and temporal boundaries; a need to engage a demographically heterogeneous workforce; a need to deal with advancements in information technology ; a need to promote safety; and a need to foster enduring customer relations (Noe, 2002; Pfeffer & Sutton, 2000; Tannenbaum, 2002 ). One response to these changes has been the use of work teams as a preferred performance management technique. ...
Article
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This research effort leveraged the science of training to guide a taxonomic integration and a series of meta-analyses to gauge the effectiveness and boundary conditions of team training interventions for enhancing team outcomes. Disparate effect sizes across primary studies have made it difficult to determine the true strength of the relationships between team training techniques and team outcomes. Several meta-analytic integrations were conducted to examine the relationships between team training interventions and team functioning. Specifically, we assessed the relative effectiveness of these interventions on team cognitive, affective, process, and performance outcomes. Training content, team membership stability, and team size were investigated as potential moderators of the relationship between team training and outcomes. In total, the database consisted of 93 effect sizes representing 2650 teams. The results suggested that moderate, positive relationships exist between team training interventions and each of the outcome types. The findings of moderator analyses indicated that training content, team membership stability, and team size moderate the effectiveness of these interventions. Our findings suggest that team training interventions are a viable approach organizations can take in order to enhance team outcomes. They are useful for improving cognitive outcomes, affective outcomes, teamwork processes, and performance outcomes. Moreover, results suggest that training content, team membership stability, and team size moderate the effectiveness of team training interventions. Applications of the results from this research are numerous. Those who design and administer training can benefit from these findings in order to improve the effectiveness of their team training interventions.
Article
Creativity, specifically creative problem solving, is often excluded from Homeland Security Enterprise efforts to train and develop their workforces. To determine if this lack of training was a key knowledge gap in the communities, we drew on organisational creativity literature. Using the personnel databases O*NET and Careers in the Military Database, we conducted a training needs assessment by identifying relevant job tasks, knowledge, skills, and abilities (KSA) that align with the creative process. More specifically, we sought to identify the need for creative problem-solving training and designated creative thinking time (e.g. red teaming) to influence innovative intelligence capabilities. Based on our findings, we recommend creativity training to facilitate creative thinking and action. Moreover, we outline situational and individual factors that will affect the transfer of the training, such as organisation environment, leadership, and creative self-efficacy. The impact of these recommendations will aid security, counterterrorism, and intelligence communities to efficiently detect and prevent emerging threats, as well as develop intelligence products to further support the Homeland Security Enterprise mission. ARTICLE HISTORY
Chapter
The job site provides a rich environment for education on the job for adolescents. The chapter begins by offering a brief review of two traditional workplace learning approaches – Work-Integrated Learning (WIL) and Work-Based Learning (WBL). It relates those types to the experiential learning for adolescents in apprenticeships, internships, and school-to-work partnerships. Based on the traditional and useful but insufficient plans for education for and on the job for youth, the chapter offers a new model, the Education Work Model (EWM), which provides a detailed framework for learning in work environments.KeywordsAdolescentsWorkEducationTypes of workplace educationApprenticeshipInternshipWork-integrated learningWork-based learningVocational education and trainingCareer and technical educationWork placementProject-based education
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Small and Medium Enterprises (SMEs) play significant roles in providing employment opportunities, alleviating poverty, empowering communities, provision of goods and services, contributing toward the GDP, and achieving sustainable growth and development of the Nigerian economy. The aims of this research is to assess the relationship between finance, infrastructure, training and performance of SMEs in Nigeria and to investigate the challenges affecting the performance of SMEs in Nigeria. The variables of this research were used because they are the critical variables that affect SMEs performance in Nigeria, the reason why the performance of SMEs has not been achieved. The instrument that was used in this study was adopted from previous researches. This study used Kano State as the focus area of the study and descriptive survey research design was used in this study. Sample size of 310 SMEs was drawn through simple random sampling out of the population of 1530 registered SMEs in Kano State, Nigeria. Primary data was employed in this study and the data was collected through administering of close-ended structured questionnaires. Descriptive statistics were used to analyze the respondent’s profile while Structural Equation Modeling (SEM) was employed to test the hypotheses of this study. The findings indicate that there are significant and positive relationships between finance, infrastructure, training and performance of SMEs in Nigeria. This study suggests that there is a dire need for finance, infrastructure and training to be given adequate concentration as they serve as the engine of boosting the performance of SMEs in Nigeria. This research identifies that the challenges affecting the performance of SMEs in Nigeria are unavailability of finance, infrastructure and training. Thus, it is recommended that the Government should undertake policy development work aimed at making access to funds easier for SMEs with growth potential and reduce the interest rate. The existing infrastructural facilities such as road, electricity, water supply, and telecommunication should be improved to high standard by the Government. The Government should also encourage the SMEs entrepreneurs to make use of Entrepreneurial Development Programme (EDP) that is aimed at improving the skill level in the SMEs sector, and the SMEs entrepreneurs should inculcate the habit of training and developing their management and workforce in order to build a strong capacity for meeting these challenges.
Chapter
This chapter includes an in-depth analysis of the evolving and dynamic environment that surrounds business education management and institutions. Specifically, this chapter intends to elaborate on two fundamental issues about business education: the concept and scope of business management education explained from different perspectives and the environment of business education (institutional environment, company environment, and general environment). This chapter finds that the current global environment is highly dynamic and unpredictable, and therefore, organizations in all fields including institutions of higher education must be innovative, future-oriented, and global-minded. Business schools should focus on collaborations across institutional and geographical boundaries and maintain high talent. Recognizing the emerging demands of various stakeholders in higher education and designing inclusive and dynamic academic programs are some of the strategic actions all business education institutions may and should pursue.
Conference Paper
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Training and Development 'is a function of Human resources that is concerned with organizational activity and aims at bettering the job performance of an individual. It offers the prime opportunity to an individual to expand the knowledge and creates ample occasion for self development. It is a vital part of human development. An Organization to manage with the CHANGE; INNOVATIVE PRACTICES and TO COMPETE with NEW DEVELOMENTS-Training is highly desired. This is an empirical research paper that intends to connect the relation of Strategic Training with Human Development in today's Organizational Structure. Training need has to be systematically analysed and understood at three levels contribute to an Organization to grow in future along with the growth of Individual. In the transposing phase of the market, all organizations have a number of opportunities to grab and number of challenges to meet. Due to such environment, the dynamic organizations are smoothly surviving in the present competition. While facing these challenges, there is a great pressure of work on the shoulders of management. It is a responsibility of the management to make necessary changes at the workplace as per the requirement of the job. To survive in the competition and to meet the requirements, the management needs to change their policies, rules and regulations. For surviving the business and becoming a successful pillar in the market; training is a tool that can help in gaining competitive advantages.
Chapter
Personalentwicklung (PE) ist die Förderung beruflich relevanter Kenntnisse, Fertigkeiten und Einstellungen durch Maßnahmen der Weiterbildung (Seminare und Trainings), der Beratung und der Arbeitsgestaltung. PE sollte darauf fokussiert sein, Qualifikationen zu entwickeln, die zur Verwirklichung strategischer Unternehmensziele benötigt werden. Um zu betonen, dass PE-Aktivitäten aus den strategischen Zielen des Unternehmens abgeleitet werden sollten, lässt sich auch von strategieorientierter PE sprechen.
Article
Most research examining the relationship between effective leadership and personality has focused on individual personality traits. However, profiles of personality traits more fully describe individuals, and these profiles may be important as they relate to leadership. This study used latent class analysis to examine how personality traits combine and interact to form subpopulations of leaders and how these subpopulations relate to performance criteria. Using a sample of 2,461 executive-level leaders, six personality profiles were identified: Unpredictable Leaders with Low Diligence (7.3%); Conscientious, Backend Leaders (3.6%); Unpredictable Leaders (8.6%); Creative Communicators (20.8%); Power Players (32.4%); and Protocol Followers (27.1%). One profile performed well on all criteria in an assessment center; remaining profiles exhibited strengths and weaknesses across criteria. Implications and future directions for research are highlighted.
Chapter
This chapter aims to identify, investigate and report the importance and usage of training and development practices in food and beverage outlets operating in the region of Chandigarh, India. Based on a survey of 55 food and beverage outlets and their perceptions on training and development practices were assessed by 22 training and development practices and 3 demographic variables. To identify the importance and usage of these practices, descriptive static was incorporated. The study provides a strong indication that there are significant differences on usage and importance of training and development practices in food and beverage outlets in Chandigarh. The study is an attempt to add information to the very little empirical knowledge available referring to the training and development practices in food and beverage industry.
Article
In light of growing complexity worldwide, universities are challenged to tackle ill-defined problems in need of innovative solutions. Yet higher education finds difficulty in organizing initiatives to address such issues and continues to structure solutions in traditional, hierarchical, and restrictive ways. To address such issues, a mid-sized European university has started to challenge itself, the manner in which it conducts education and the group of people to whom it offers education. To achieve this goal, a bottom-up project structure was adopted, giving lower-level faculty members the autonomy, money and time to experiment and explore unorthodox methods. The research presented in this chapter details the perspectives and experiences of this unique project team, and outlines capacities needed and relevant questions to consider in dealing with wicked problems.
Article
Given the importance of well-designed and well-executed training programs, it is important to learn more about the content and design of effective training programs for new employees, particularly those that have been implemented in the hospitality industry. Through a field study assessment of pre-opening training programs that have been implemented by fifteen hotel firms and sixteen restaurant companies, we found that hotels and restaurants spend approximately the same time on pre-opening training for new staff, with the exception of restaurant managers, who receive significantly more days of training than do their hotel counterparts. In addition, there were substantive differences in the amount of pre-opening training based on firm size and whether the company was publicly traded or privately held. We also found that the majority of pre-opening training is designed and delivered by corporate staff, and a balance of active and passive training methods are used for facilitation. Finally, although our survey methodology did not allow us to determine the costs associated with pre-opening training (and therefore the return on these efforts), we noted that the firms used guest satisfaction measures and measured the employees’ content mastery, among other metrics.
Article
The oil and gas exploration and production industry is a dynamic one, with consequential higher rates of fatalities than the overall U.S. average. The first intervention often used to reduce or manage fatality rate is the implementation of safety training programs, and most are focused on hazard recognition or risk perception. Risk perception is the subjective judgment that people make about the frequency and severity of a particular risk. However, many safety training programs fail to transfer to the workplace, and the way risk is perceived may play a role in this. This study is a review of literature conducted in order to identify barriers that delimit the perception of risk in the petroleum industry to the extent that safety training transfer in the workplace is impacted. The four barriers identified are lack of individual motivation, groupthink, absence of organizational and supervisory leadership initiative, and the encumbrance of regulatory models.
Article
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Training and development continues to be a valued component in the modern management of human resources. Emerging research shows that investments in human capital, including training, are positively related to organizational performance. However, training professionals still express frustration at not being at the table. In this article, we review recent models and research on training from industrial/organizational psychology and provide new paradigms for planning evaluation and aligning training with business goals. Based on this evidence and personal experience, we offer four guidelines to aid training professionals in planning and evaluating training that demonstrates stronger linkages between training success and organizational performance.© 2004 Wiley Periodicals, Inc.
Article
Corporate training increasingly takes place within the framework of a company's strategic orientation. A holistic view of learning and training processes as well as a focus on a comprehensive management of corporate training ("training management") emerges. The paper presents and analyses results from an international survey conducted by the EU-funded research project ELENA.
Chapter
Der Begriff Personalentwicklung (PE) kennzeichnet die Förderung beruflich relevanter Kenntnisse, Fertigkeiten, Einstellungen etc. durch Maßnahmen der Weiterbildung, der Beratung, des systematischen Feedbacks und der Arbeitsgestaltung. Dabei sollten die Ziele und Inhalte von Personalentwicklung unternehmensstrategisch begründet sein, d. h. auf Kompetenzen fokussieren, die zur Verwirklichung strategischer Unternehmensziele benötigt werden (strategieorientierte Personalentwicklung).
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H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of 3 training design factors--goal frame, goal content, and goal proximity--cutting across these 2 theoretical domains on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all 3 factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content compared with congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed.
Article
Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed.
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