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This study focuses on the relationship between training and development and performance. It expands existing research on the subject by combining national and organizational factors through a hierarchical linear model to explore the training and development and performance relationship in 14 European countries. The main findings point out the importance of cultural, institutional and organizational factors in analysing the relationship between training and development and performance.

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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.

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An organisation's ability to learn, to harness collective intelligence and to translate that learning rapidly into action in response to environmental challenges is the ultimate competitive advantage in the constantly changing context of the information age. It is an indicator of the organisations' resilience and adaptability in the face of uncertainty and change. Improving an organisation's capacity to learn will only have the desired impact on performance if it improves employee engagement at the same time. In this paper, we introduce the concept of learning power into the context of the workplace, drawing on what has been learned from its application in education and recent studies in the corporate and community sector in the UK and beyond. The seven dimensions of learning power were identified by Deakin Crick, Broadfoot and Claxton (2004, Assessment in Education Principles Policy and Practice, 11, 247-272) in the development of the effective lifelong learning inventory (ELLI), an assessment tool designed to enable learners to become aware of their own learning power and to turn diagnosis into strategies for improvement. We present the psychometric properties and the validity and reliability statistics of ELLI as the Learning Power assessment tool for learners in the world of work and community, based on an adult workplace population of over 5000. Finally, we explore the implications of these ideas and practices for learning in corporate organisations.

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China has become a popular host country for multinational corporations since joining the World Trade Organization in 2001. However, there is a general lack of understanding of the Chinese culture and lack of empirical study on perception of women as managers in China. This study provides historical, cultural, social and legal contexts of the Chinese society and empirically compares attitudes toward women as managers among students and workers. Results show significant gender and sample effects. Further analysis revealed that the gender effect was stronger than the sample effect. Women have a much more positive, liberal and egalitarian attitude toward women as managers than men. However, the unfortunate similarities in attitudes toward women as managers between younger male students and older male workers show that we still have a while to wait before women really hold up half of the sky in China. Implications of these results are discussed based on the cultural and social contexts. Managerial implications are provided.

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Recent studies have shown that human resource management practices such as training, participation or incentive compensation significantly contribute to firm performance (see, e.g., Huselid 1995; Ichniowski, Shaw and Prennushi 1997; Black and Lynch 1998; Bartel 2000; Zwick 2006). Although the human capital of the firm is not explicitly shown on the balance sheet, the value of the firm is at least in part driven by the value of the people who run the show. In this era of knowledge and information, continuous education and training of workers and employees is no longer an option but a must for most firms. This paper looks at the possible relation between employer provided training and firm performance for a sample of over 10,000 large Belgian firms. We first estimate a standard Cobb-Douglas production function to assess the firms' expected performance based on the input of capital and labour. Our results show that the extent to which a firm performs either better or worse than expected, can partly be explained by the relative number of workers or employees that participate in employer provided formal training or education programmes. In addition, training costs seem to have an impact as well. However, the amount that is spent per person only matters for non-manufacturing firms. This implies that targets set by international or local governments should focus first on training participation rather than on training costs. With this finding, we contribute to this field of research in two ways. First, our data are taken from the published financial statements. This allows us to work with auditor certified information that is available for all firms. Second, we include training costs in the analysis.

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Economic growth during the second half of the twentieth century was not accompanied by an improvement in the position of women in the Japanese labour market. The peripheral position occupied by women was due, in large part, to the substantial barriers created by the internal labour market with its employment practices such as 'lifetime' employment, seniority promotion, and on-the-job training. In the past decade, the use of such practices has declined and the corresponding erosion of the internal labour market, coupled with a predicted skill shortage, was seen as an opportunity for women to gain a degree of equality in the workplace. Yet, the changes to the structure of the internal labour market have not been able to overcome the discriminatory work practices that are embedded in the way work is organized. It is this contest that is explored and analysed in this paper.

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In this paper we present the findings of a study which collected data on a range of [Human Resource Management] HRM practices normally used in 58 Egyptian organizations operating in Egypt. The range of practices is concerned with job descriptions, recruitment and selection, training and development, compensation, performance appraisal and employment security. We examine and discuss these practices in the Egyptian context. The dimensions of the Egyptian environment which we examine include: the socio-cultural context, Islam, the vocational education and training system and elements of the economic and legal environment. The practices and approaches being used by the sample organizations appear to be the product of both culture bound and culture free influences. The main contributions of the study are that it provides much needed information on the HRM practices and approaches being adopted by Egyptian-owned organizations in the early part of the 21st century and provides support for the influence of national context on the HRM practices pursued by indigenous organizations.

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This study compares the patterns of women's employment in four major Asian economies: China, India, Japan and South Korea. It illuminates how the heterogeneous characteristics of political regimes, institutional arrangements and societal values are manifested in the employment system and human resources of each country. It also reveals the varying cultural, social and institutional forces that prevail, despite similar outcomes of women's employment. The contribution adds to existing knowledge of women's employment through the comparison of four major Asian countries which remains under-explored. It also contributes to the theoretical debates of gender and employment by adopting an interdisciplinary analytical framework that incorporates socio-cultural, politico-economic and institutional perspectives.

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This article presents the findings of a field experiment carried out in Madrid which aims to analyse gender and age discrimination in hiring in the labour market of Madrid. A set of five pairs of fictitious man-woman curricula was sent in response to 1062 job offers in six occupations which were advertised on Internet over an eight-month period. It was quantified subsequently the extent to which the different firms contacted more or less the candidates of different sex, age and marital status. No discrimination is detected against women in terms of access to job interviews; however, discriminatory conduct is seen regarding the phenomenon of occupational gender segregation, in the sense that there is a continuance among employers of stereotyped views on the greater suitability of women for certain tasks. No evidence is found to indicate firms showing relative discrimination against married women with children in the first phase of hiring process. And a clear evidence of discrimination is obtained on the basis of age: firms show a substantial fall in interest over interviewing 38-year-old candidates (compared to those aged 24 or 28). This would imply that the tendency to discriminate against older workers may be high, and, what is more, it may start at a surprisingly young age.

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The study examines a relatively neglected, but important, aspect of the analysis and evaluation of training, namely trainees' immediate reaction to training. In particular, we focused on an analysis of the factors that affect participants' overall satisfaction with training. We first identified three key situational antecedents of training satisfaction, including trainees' perceptions of the efficiency and usefulness of the training, and their perceptions of trainer performance. Specific hypotheses relating each of these factors to training satisfaction were then developed and tested using data from a sample of about 3000 trainees from a range of Italian companies participating in a large-scale regionally-funded training programme involving over 300 different training courses. The results revealed that, although all three hypothesised antecedents were significantly positively related to training satisfaction, the perceived usefulness of training had the strongest effect. Importantly, the results also suggest the lack of any clear compensatory effects of the three antecedents on training satisfaction. Theoretical and policy implications of the findings are discussed.

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