Showing papers in "Industrial and Commercial Training in 2002"
TL;DR: A critical review of literature is provided and a framework has been developed for success with e‐learning for efforts to ensure that faculty use technology, as well as recognition of the marketplace.
Abstract: Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e‐learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. Issues such as the confidence with which college faculty integrate technology in their teaching, plagiarism and communication remain as important unresolved questions. Considering these, the marketplace of learners is not responding to e‐learning as anticipated. Understanding the importance of information systems, and of efforts to ensure that faculty use technology, as well as recognition of the marketplace, a framework has been developed for success with e‐learning. Reviews the selected definitions of e‐learning. A critical review of literature is provided with a view to developing a more practical framework for achieving success in e‐learning. Also, some reported case experiences are briefly discussed. Suggestions for future research are presented.
248 citations
TL;DR: In this paper, it is shown that, in this new economy, which is characterized by escalating speed of change, increasing alienation and a growing search for meaning, it makes good business sense to practice the art of forgiveness.
Abstract: Most of us have some appreciation for the healing nature of forgiveness in our personal lives, even if we do not always practice it! But, in the world of work it is an act even more rare than the expression of authentic gratitude and appreciation. It is the intention of this paper to show that, in this new economy, which is characterized by escalating speed of change, increasing alienation and a growing search for meaning, it makes good business sense to practice the art of forgiveness. True forgiveness supports the retention of valued employees, allows for greater creativity and innovation, leads to increased profitability, and generates greater flexibility in adapting to changing market conditions.
66 citations
TL;DR: It is shown that e‐learning has a valid and beneficial role to play, and some of the areas where it can play a useful role: in particular for training in a regulatory environment, for training large numbers of geographically‐dispersed people, and for reducing time spent on topics such as induction and product training.
Abstract: Feels the e‐learning industry has been the victim of a lot of hype, without producing the growth that has been expected by commentators and players within the industry. Seeks to explain why the e‐learning has fared better in the USA than elsewhere, and highlights some of the problems that e‐learning providers and clients face to prevent the expected level of growth. Shows that e‐learning has a valid and beneficial role to play, and outlines some of the areas where it can play a useful role: in particular for training in a regulatory environment, for training large numbers of geographically‐dispersed people, and for reducing time spent on topics such as induction and product training. Discusses the issue of “blended” learning in this context, showing how e‐learning is best used as a complement to traditional methods of training and should not be viewed as a replacement.
59 citations
TL;DR: In this paper, the authors examine the organisational determinants of e-learning: larger establishments, organizations which employ educated workforce and well established internal labour markets are more likely to adopt an elearning strategy, and the influence of many such factors requires that a value-based analysis is undertaken to help organizations make optimal decisions about the choice of elearning.
Abstract: Managers now view e‐learning as an important instrument for obtaining skill‐based organisational outcomes. Not all organisations are likely to implement this training strategy, however, because there are significant trade‐offs involved in terms of both costs and benefits. This article examines the organisational determinants of e‐learning: larger establishments, organisations which employ educated workforce and well established internal labour markets are more likely to adopt an e‐learning strategy. The influence of many such factors requires that a value‐based analysis is undertaken to help organisations make optimal decisions about the choice of e‐learning.
43 citations
42 citations
TL;DR: In this paper, the authors draw on their considerable experience in writing and using case studies both in the UK and abroad to explain the potential benefits of using the case study method in management teaching.
Abstract: The authors draw on their considerable experience in writing and using case studies both in the UK and abroad to explain the potential benefits of using the case study method in management teaching. In this, the first of two articles on the subject, they elaborate on the potential benefits of using the case study method but also the ways in which the method can be misused. They go on to explain how case studies can be used effectively in developing management skills. In the second article they will deal with the topics of writing case studies, their use in assessment and cross‐cultural issues in using case studies. Details of the on‐line access to over 40 management case studies and exercises, with supporting teaching notes, are contained in the 5th edition of their book Skills of Management (http://thomsonlearning. co.uk).
41 citations
TL;DR: In this paper, the authors profiled the reasons for the rapid growth of corporate universities along with implications and challenges for both corporations and traditional universities and provided a partnering example between a corporate university and a traditional university.
Abstract: Corporate universities are not new, but have experienced tremendous growth during the last ten years. Predictions are that corporate universities will outnumber traditional colleges and universities within the next ten years. Reasons for the rapid growth are profiled in this article along with implications and challenges for both corporations and traditional universities. As an illustrative case, a partnering example between a corporate university and a traditional university is profiled. Costs and issues to consider in planning a corporate university are included. Changes underway at traditional universities and future implications conclude the article.
40 citations
TL;DR: In this paper, several critical success factors are identified to promote the effectiveness of quality training and management in Russian organizations, and they are used to support and sustain quality management practices in Russia.
Abstract: Compared to the rest of the world, quality management in Russia is still in its infancy. Unless an appropriate quality culture is developed to support and sustain quality management practices, it would be ineffective to introduce quality management systems into Russia. In this article, several critical success factors are identified to promote the effectiveness of quality training and management in Russian organizations.
38 citations
TL;DR: In this paper, the use of self-managed learning (SML) is examined through reference to two cases where SML programs have been carefully evaluated and shown to contribute to the development of both social capital and human capital.
Abstract: Argues for the importance of developing social capital in organisations. If training stays focused on the individual (human capital) level it may be missing out on important changes in developing organisational performance. The use of self managed learning (SML) is examined through reference to two cases where SML programmes have been carefully evaluated and shown to contribute to the development of both social capital and human capital.
30 citations
TL;DR: The dynamic leader inventory as discussed by the authors is a self-assessment tool for measuring the influence of a leader over others and influence over change in a group of leaders, which is based on the concept of a dynamic leader.
Abstract: Describes the background behind the development of a new leadership self‐assessment instrument, the dynamic leader inventory and how the authors were able to confirm much current thinking on “visionary” leadership. They found leadership situations were enormously variable – what was appropriate behaviour in terms of visionary leadership varied from one situation to another, particularly with respect to the leader’s influence over others and influence over change. This led to the development of a new model of leadership, the “dynamic” leader which builds on, but goes beyond, the “visionary” model. This development is explained and a framework is outlined, identifying four types of leadership situations. Findings have clear implications for thinking about leadership and for the practice of leadership development.
30 citations
TL;DR: In this article, the authors focus on finding the right blend and making sure it is well prepared to meet the training requirements of both individual learner and company, and it is vital to ensure that the different learning media are employed appropriately and in the right mix.
Abstract: Flexibility, variety and adaptability is the name of the game in terms of attracting, retaining and motivating learners. Faced with a mind‐boggling choice of multi‐media solutions, training and human resources specialists are realising it is all down to finding the right blend and making sure it is well prepared. As the over‐riding aim of a blended learning training programme is to meet the training requirements of both individual learner and company, it is vital to ensure that the different learning media are employed appropriately and in the right mix. In order to benefit from a learning programme that will act as a strategic business resource, companies must invest in a blend created specially for them, their culture, their business objectives and their workforce.
TL;DR: In this paper, the findings of a major e-learning benchmark study conducted in July/August 2001 amongst senior level executives within UK plc across industry/manufacturing/retail, financial services, government, education and IT/telecoms sectors.
Abstract: Looks at the findings of a major e‐learning benchmark study conducted in July/August 2001 amongst senior level executives within UK plc across industry/manufacturing/retail, financial services, government, education and IT/telecoms sectors. Compares the findings with a similar piece of research carried out in 2000 to establish how e‐learning has developed. Seeks to establish any changes occurring in training and development and to determine the dynamics influencing the strategies and policies of those responsible for employee development. Examines current training and HR issues, training priorities, areas in which training is provided, the most popular types of training delivery, the status of e‐learning, awareness and understanding of e‐learning, current usage, reasons for implementing e‐learning (or for choosing otherwise), benefits anticipated and already experienced by early e‐learning adopters, return on investment and expectations for the future.
TL;DR: Cendant Mobility as discussed by the authors developed a blended learning solution that is designed to unlock the potential of e-learning, while maintaining their commitment to genuinely impactful skill-based intercultural training.
Abstract: As employees become more globally and technically savvy, it is inevitable that e‐learning finds its way into the practice of intercultural training. After a decade of providing customized face‐to‐face intercultural training, Cendant Mobility’s intercultural experts are responding to the changing profile of the global workforce. Together with their e‐learning partner, Mentergy, they embarked upon a journey toward developing a blended learning solution that is designed to unlock the potential of e‐learning, while maintaining their commitment to genuinely impactful skill‐based intercultural training. The focus of this article is on challenges and lessons learned which include: maintaining cultural appropriateness; technological accessibility; training trainers for this new modality; and attaining user acceptance for a global rollout of a blended e‐learning intercultural training program.
TL;DR: In this paper, the authors describe the third generation of coaching, which harnesses and disseminates the learning the coach gains about the organization, to the benefit of the business and its people.
Abstract: Introduces maximizing the benefits of coaching at a strategic level, rather than focusing purely on individual development, using The Royal Bank of Scotland Group (RBSG) as an example. Highlights how many organisations are failing to capture the broad benefits of coaching by seeing it purely as an as individual development intervention. This is classified first generation coaching with limited organisational impact. Additional benefits can be realised when the organisational sponsor takes a “quality control” perspective, and seeks to evaluate the effectiveness of the coaching intervention. This is described as the second generation of coaching. Another, and extremely powerful, element, which is rarely tapped, is the coaches’ learning. The third generation of coaching achieves the benefits of the first and second generation, but also harnesses and disseminates the learning the coach gains about the organization, to the benefit of the business and its people, thus realizing the maximum benefits of the coaching investment. Applies third generation coaching and describes working with RBSG and learning with them as they transform, utilizing coaching to its maximum benefit.
TL;DR: In this paper, the authors describe the strategy used to deliver a new steps and gates product development process at Kimberly-Clark in Europe and to achieve a change in culture to support it.
Abstract: Organisations use project management to bring key people together to achieve specific goals Yet many struggle to achieve this effectively because the culture does not support the disciplines involved Offers some insights into the strategy used to deliver a new steps and gates product development process at Kimberly‐Clark in Europe – and to achieve a change in culture to support it This initiative, stimulated by poor business results, sought to model good project practice throughout In so doing, it motivated project members to act as effective change agents when the time came to roll the process out The project was highly successful – it remains a powerful tool and has helped the business become more successful Key points for change projects emerge as the importance of getting the politics right; gaining commitment from team members; and ensuring that new processes fit organisational practice and culture
TL;DR: Examines the issues around e‐learning standards and how a long‐term strategy can benefit your organization and gives e‐ learning the flexibility taken for granted in other applications.
Abstract: Recently, a great buzz has been surrounding e‐learning standards. But what are these e‐learning “standards”, and what do they mean to the people designing and implementing e‐learning initiatives? Today, it may translate into confusion and a daunting level of research and mental investment. But, in the future, this work should give e‐learning the flexibility taken for granted in other applications. Standards often feel remote and abstract, yet they have impact on people’s lives every day. Content prepared for one system cannot be transferred easily, if at all, to another. If a company licenses a third‐party library, they find that the content not only is married to a specific delivery system but is also dependent upon a specific interface requiring its own log‐on and system for transcripts. It is no wonder that e‐learning activities remain more fragmented and less convenient than they should. Examines the issues around e‐learning standards and how a long‐term strategy can benefit your organization.
TL;DR: In this paper, the authors suggest that the only way to get the right person in the right job at the right time is through understanding the unique make-up of the employee and using that knowledge to satisfy the operational needs of the organization and the motivational need of the individual.
Abstract: Suggests that the only way to get the right person in the right job at the right time is through understanding the unique make‐up of the employee and using that knowledge to satisfy the operational needs of the organization and the motivational needs of the individual. The failure of organizations to adequately recognize and address this issue presents trainers and the training organization with a key responsibility: educating their organization on the critical importance of job‐fit to the overall productivity of the organization and preparing both line managers and employees for their shared responsibilities in the productive use of employee strengths.
TL;DR: In this article, the authors suggest that a practical alternative to many of the structured and formal approaches currently on offer is that of mentoring, and develop a framework for mentoring in the SME retail sector.
Abstract: The small‐ to medium‐sized enterprise (SME) retailing sector in the UK is facing challenging times. In order to help the sector meet these challenges a number of initiatives have been set up primarily with the intention to train, develop and support SME retailers through these times of change. Nevertheless, although a number of schemes exist at the European, national, regional and local levels, their ability to engage with the sector and facilitate change is questionable. Many of the training schemes and advice services are just not perceived by SME retailers to be relevant to their needs. In this paper, we suggest that a practical alternative to many of the structured and formal approaches currently on offer is that of mentoring. By reviewing the literature pertaining to the method and by presenting SME applications of mentoring we develop a framework for mentoring in the SME retail sector.
TL;DR: The past is a foreign country, they do things differently there as discussed by the authors, which is taken to mean that nothing should be taken as read, that everything must be proven, not assumed.
Abstract: L.P. Hartley said, “The past is a foreign country, they do things differently there”. This is taken to mean that nothing should be taken as read, that everything must be proven, not assumed. The same sentiment should be applied to new technologies in learning and their effect on the learning process. However, this cautious stance is easy to take – that of the manager who commissions a two‐year strategy review in an industry that changes its spots every six months and is unrecognisable in 12. How can or should one proceed and proceed effectively in this brave new world?
TL;DR: In this article, the authors discussed the potential benefits of using case studies in management training and development, as well as some of the dangers of using them and their use in assessment and cross-cultural issues.
Abstract: This is the second of two articles about the use of case studies in management training and development. In the first article the authors explained the potential benefits of using this method as well as some of the dangers. They also explained the methodology of running cases effectively. In this second article they draw on their extensive experience of writing and using case studies in the UK and abroad to deal with important further aspects. These are the skills involved in writing cases studies, their use in assessment and cross‐cultural issues.
Abstract: Corporate universities, higher educational institutions, and training professionals have been using instructional technology (IT) tools and techniques for years. Institutions spend heavily to constantly update their instructional resources, computer labs, and library holdings. Unfortunately, most institutions have not studied the effectiveness of these investments in terms of student satisfaction or learning outcomes. This empirical analysis of 215 student responses provides some insights into the effectiveness of various IT tools and techniques. The findings show that some tools are more effective than others in achieving student satisfaction and positive behavioral outcomes. This study may be useful as a pedagogical tool for instructors planning learning ventures or to justify technological expenditures at the administrative level.
TL;DR: Neuro‐linguistic‐programming (NLP) provides tools and techniques to help both discover and change non‐supportive beliefs and behaviours.
Abstract: Neuro‐linguistic‐programming (NLP) is the art and science of personal excellence and genius. Neuro being a person’s neurology, the mind and body working as one, our minds affect our bodies and vice versa, and sometimes they do not work well together, i.e. when we get ill through overworking, executive burnout. Linguistic meaning all language, as only 8 per cent of our spoken words are conveying our message, 37 per cent is conveyed though tonality, and a massive 55 per cent of our message is through body language. Programming is the way we operate in the world, from a simple daily routine such as brushing our teeth, to the more complex programs we learn in adulthood like issues we are involved in at work and in relationships. Not all programs are useful, e.g. phobias, non‐productive/destructive behaviours, or behavioural reactions to limiting beliefs. NLP provides tools and techniques to help both discover and change non‐supportive beliefs and behaviours.
TL;DR: In this paper, the authors explore the e-learning programs of organizations that are making the connection between learning and strategy to achieve their business goals and find that successful execution of strategy requires a change in behaviors and operations, and true business transformation means equipping employees with actionable knowledge and skills to achieve business results.
Abstract: Companies today are working on strategies to expand their businesses globally, establish strong brands, integrate after mergers/acquisitions, cut costs, streamline processes, launch products faster and improve the customer experience. However, learning has historically been relegated to point‐driven activities undertaken by the HR or training departments. Successful execution of strategy requires a change in behaviors and operations. To that end, true business transformation means equipping employees with actionable knowledge and skills to achieve business results. Explores the e‐learning programs of organizations that are making the connection between learning and strategy to achieve their business goals.
TL;DR: In this article, the authors present a radical initiative from Sweden, which combines personal coaching with Web-based training, taking as its pivotal point the motivation of the employee, to align individual goals with organisational objectives.
Abstract: Self‐development of employees is essential if businesses are to thrive. Technology has brought new techniques, of which e‐learning is one of the more publicised. There has been a great deal of experimentation, some of it more successful than others. One ingredient, motivation, remains essential to the success of any development plan. Personal contact is an important part of this. Now e‐learning is out of its infancy, there has been a move towards blended learning – a mix of different learning methods to optimise the effect of all of them. There is a radical initiative from Sweden, which combines personal coaching with Web‐based training. It takes as its pivotal point the motivation of the employee. Aligning individual goals with organisational objectives is integral to the programme.
TL;DR: The TeleTOP Initiative at the University of Twente has grown from a faculty initiative to an internationally recognised Web-based learning support product and change method as discussed by the authors. But it is not suitable for the use in the classroom and campus-based settings.
Abstract: In response to the challenge to make learning more flexible while at the same time maintaining the positive qualities of classroom and campus-based settings, the TeleTOP Initiative at the University of Twente has grown from a faculty initiative to an internationally recognised Web-based learning support product and change method. TeleTOP as a product and the educational ideas motivating it are now being used in a number of company learning settings, particularly the Shell Learning Centre in The Netherlands. Gives an overview of the growth, results, and current status of the initiative as well as key educational and strategic principles that underlie its success.
TL;DR: Inner Leadership as discussed by the authors is a new approach to leadership development, which helps us to bring our hidden qualities of leadership into reality and to apply them in our lives, and it provides a practical process for: increasing self awareness; uncovering assumptions and beliefs which limit our effectiveness; becoming integrated, autonomous individuals acting from our values and purpose; using our awareness and inner will to realise our deepest resources and self-leading potentiality.
Abstract: Describes a new approach to leadership development, “Inner Leadership”. Whilst there are many who can tell us the qualities required of a business leader, Inner Leadership provides a systematic method whereby these qualities can be realised. The way we think and act can become a habit, and acting from habit limits our response to the issues we face in our personal and business lives. Nevertheless, we retain the potentiality to think and act in ways which better suit the real needs of the situations we encounter. Inner Leadership helps us to bring our hidden qualities of leadership into reality and to apply them in our lives. Inner Leadership provides a practical process for: increasing self awareness; uncovering assumptions and beliefs which limit our effectiveness; becoming integrated, autonomous individuals acting from our values and purpose; using our awareness and inner will to realise our deepest resources and self‐leading potentiality.
TL;DR: Considerations for the design of a two‐phase training program for new employees – an initial program (addressing training requirements of a general group, and a detailed program (requiring skill mastery by individual functional area) are presented.
Abstract: A well‐designed and executed training program minimizes new employee “on‐boarding” time and time‐to‐first‐contribution. This paper presents considerations for the design of a two‐phase training program for new employees – an initial program (addressing training requirements of a general group), and a detailed program (requiring skill mastery by individual functional area). A process involving frequent employee‐leader reviews and employing the skills of peer coaches and mentors is proposed. The effectiveness of the training program can be more accurately assessed via a leadership team review of expected versus actual progress against the training program objectives. After initial cycles of this process at Solutia Inc., learnings and next steps have been identified.
TL;DR: Pathlore as discussed by the authors is a learning management system (LMS) that allows companies to plan, deliver and manage e-learning, then assess learning performance by student, group, line of business or across the entire extended enterprise.
Abstract: Businesses need to make money and/or save money if they want to be successful. Organisations are now realising that they can do both if they implement software systems – known as learning management systems (LMS) – to collect and analyse data relating to the skills of their workforce. While, once, it was enough to have transferred some training materials from the classroom to CD‐ROM, people soon began to wonder whether anyone actually used the CD‐ROMs. With that realisation, the concept of a learning management system was born. One of the most advanced LMSs in the world – and a market leader, with some 2,500 users world‐wide – is the LMS produced by Pathlore. It lets companies plan, deliver and manage e‐learning, then assess learning performance by student, group, line of business or across the entire extended enterprise. The system also lets companies manage their organisational skills and competencies: employees assess themselves online and then go directly to prescribed online or classroom learning. Although this technology is not a panacea and will not pay dividends for every company, it can offer great benefits to those organisations with a large and/or widely geographically dispersed workforce.
TL;DR: Management training needs to include an emphasis on diagnostic techniques and to enable managers to look beyond departmental boundaries for both the causes of and solutions to problems.
Abstract: The various pressures that managers are under to accept ready‐made solutions to problems that they face are identified. However, if the causes of the problems are not carefully diagnosed in the first instance it can be a matter of luck whether the solutions work or are actually counter‐productive. Management training needs to include an emphasis on diagnostic techniques and to enable managers to look beyond departmental boundaries for both the causes of and solutions to problems. Managers also need to learn how to deploy the right mix of people to tackle problems and in so doing demonstrate to others the importance of a diagnostic and integrated approach to problem solving.
TL;DR: Action learning is about individual and organizational learning, but also about the problem-solving process, which involves both hard and soft inputs as discussed by the authors, and criteria for identifying real problems are described.
Abstract: Action learning is about individual and organizational learning, but also about the problem‐solving process, which involves both hard and soft inputs. Problems should be distinguished from “puzzles” and criteria for identifying real problems are described. Mapping problems in terms of task and setting is a useful means of clarification.