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This paper addresses the influence of information technology in human resources management (HRM) and specifically on training policy through the experience of a Spanish telecommunications firm, Telefonica. The characteristics of the training model designed by this firm to face new environments is considered and the technologies used, the key actions, the disadvantages and success factors are detected in trying to grow an E-learning company. Success factors in training policy are identified. These include flexibility in time management for training; active participation by trainers; the establishment of control mechanisms that ensures training occurs; the creation of quality content; the promotion of interactive elements among trainers, students and with each other; the use of standardised and developed technologies and gradual implementation. Objectives of the company for the future are to maintain progress in the use of E-learning as a way of adapting the training process to the new E-business culture.

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The Business Strategy Game is a PC-based simulation that gives the players experience in developing and implementing strategies. The students run their company in a competitive market setting against other teams. This forces them to take risks and anticipate competitor strategies. This paper is based on an international simulation game involving five teams of postgraduate business students from universities in Ireland, France and the US. The game was run in a 'virtual environment' using e-mail and videoconferencing. The attempt was made to simulate realistic competitive conditions as much as possible so that the concepts learned and solutions generated could be transferred from the classroom to the outside business environment.

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Examines innovation, labour and human resource management in contemporary manufacturing. Case study data are presented from automotive plants in the USA and the UK. Reports on the human resource practices in use and considers the relationship with the plants' manufacturing and innovation activities. In particular, focuses on current developments in the roles of employees and their training and development implications.

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Presents a study that examined the effects of cross-cultural instruction on the interpersonal job skills of students in secondary vocational programs. The population consisted of a treatment and a control group, with 65 students in each group. A pretest and posttest was administered. The experimental group received the intervention during a six-week period. The dependent variable was generalizable interpersonal relations skills as measured by the generalizable interpersonal relations skills performance assessment. The independent variables included a cross-cultural instructional intervention, gender, ethnicity, and school. The findings indicated that students receiving the cross-cultural instructional intervention had significantly higher generalizable interpersonal relations skills achievement than students not receiving the intervention. Recommends that cross-cultural instruction be integrated into vocational and industrial training curricula, including instructor preservice and inservice training. Also, trainers should closely link the benefits of cultural awareness to learners’ experiences at home and the work place; and to their personal and professional success.

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Purpose - To investigate how modern or traditional are the current roles of South Australian HRD [human resource development] practitioners in the context of present-day work organisations. Also, how are their roles related to the organisational context in which they operate? Design/methodology/approach - The study is a replication of two prior qualitative empirical studies conducted in the UK and The Netherlands. Learning-Network Theory was used to analyse qualitatively 18 in-depth interviews with South Australian HRD practitioners. Four phases were distinguished in the analysis of interview data, namely exploration, specification, reduction, and integration. Findings - HRD practitioner roles are still rather traditional in nature, focusing, for example, on training needs analysis and delivery. Furthermore, roles of HRD practitioners are related to the work type in their organisation. Those dealing with team-based work were found to have the least traditional tasks, emphasising the continuation of learning, evaluation and acting as a resource to the organisation. Research limitations/implications - Qualitative small sample study limits generalisation. Also, interviews may yield respondents' espoused theories rather than those in use. Further research should use larger, more diverse samples and include more direct ways of data collection (e.g. observation). Practical implications - The question arises whether HRD practice is too conservative or HRD theory and professional ideals are too progressive, if a huge gap between the two continues to come to the fore. Originality/value - Besides corroborating earlier research conducted elsewhere, this study developed a more fully elaborated and more structured interview guideline based on Learning-Network Theory.

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Purpose - The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes. Design/methodology/approach - This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education. Findings - Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point-of-view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multiple teaching models and learning processes, which can be structured around a general framework. Research limitations/implications - The framework allows for the combination of both the concept of teaching models and learning process in a general theory-driven framework and their applicability to specific entrepreneurship education situations. Practical implications - The authors' contribution sheds a new light, both on the design and on the implementation of entrepreneurship teaching programs. An explicit conceptual framework should help the effective and systematic design, management and evaluation of new or existing programs, along all the relevant dimensions. Originality/value - The authors propose a conceptual framework, a canonic teaching model, in entrepreneurship education.

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Purpose – Training is a key strategy for human resources development and in achieving organisational objectives. Organisations and public authorities invest large amounts of resources in training, but rarely have the data to show the results of that investment. Only a few organisations evaluate training in depth due to the difficulty involved and the lack of valid instruments and viable models. The purpose of this paper is to present an evaluation model that has been successfully applied in the Spanish context that integrates all training dimensions and effects, to act as a global tool for organisations. The model analyses satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training, and is therefore a global model. Design/methodology/approach – The paper's approach is theoretical, and the methodology used involves a review of previous evaluation models and their improvement by comparing their application in practice. Findings – An analysis of pedagogical aspects enables training professionals to improve training quality, as they are able to identify any weaknesses in elements, such as training design, needs analysis and training implementation, and improve on them. In fact, the quality of these elements depends entirely on the training professional. The improvement of pedagogical aspects, as a result of their evaluation, increases training quality and the results of training in organisations that can be identified by evaluating the other levels of the model, particularly the aspects of learning, transfer and impact. Practical implications – The author has applied the model successfully in several public and private organisations, in industry and in the services sector, which demonstrates its usefulness and viability in evaluating the results of training. Therefore, this evaluation model has interesting and practical implications, as a useful tool for training managers for evaluating training results, as well as providing a global simplified approach to the complex evaluation function. Originality/value – The originality of this evaluation model lies in its focus on a key and novel aspect – i.e. the pedagogical dimension, providing an integrated tool that can be easily adapted to any organisation.

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Purpose - The purpose of this paper is to analyse the determinants of employability in Portugal. Design/methodology/approach - Calculations were made using official data for 1991, 1994 and 1997 on education, skills and tenure, and on 1990, 1991, 1996 and 1997 regarding training. Findings - High skills, high levels of education and high levels of tenure seem to generate employability in Portugal. However, it was also found in Portugal that low skills, low education and low levels of tenure also generate employability, indicating that Portugal has a very dual labour market. Furthermore, in what concerns training, the public sector and the private sector seem to be complementary: when the investments are publicly financed they generate more employability, while privately funded investments tend to be a way of substituting untrained workers with trained ones. Research limitations/implications - The concept of employability used is linked to the growth of employment by sub-sector of activity. This is a considerable limitation, but it was not possible to obtain better data, given that the study uses published data. A more detailed analysis is under way, using unpublished company-based data, provided by the public authorities. Practical implications - First, the Portuguese authorities should try to help the establishment in the country of companies that might extract returns from the skilled, educated and experienced workers that exist. Those actions would improve the employability of the HR [human resources] possessors. Second, the Portuguese authorities should continue to support the investments in education and in training. That support would generate a form of Welfare State in which the public presence is considerable, far away from the liberal guidelines and ideas that tend to marginalize the public actions in the social domain. Originality/value - The paper tries to apply the concept of employability to a country, and this is seldom the case in HRD [human resource development] studies, due mainly to lack of data.

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Purpose - The purpose of the current study is to examine the utility of Six Sigma interventions as a performance measure and explore its applicability for making the training design and delivery operationally efficient and strategically effective. Design/methodology/approach - This is a single revelatory case study. Data were collected from multiple sources. In depth interviews of Six Sigma champion, black belt and green belt executives were conducted for understanding the Six Sigma interventions in HR [human resource] function in general and in training functions in particular. Findings - Application of Six Sigma approach was found to be helpful for better alignment of training function in MNC bank with the organizational requirements. Six Sigma changed the role of the function towards proaction. Research limitations/implications - This study has usual limitation of single case study research. Moreover, the impact of Six Sigma and its dependence on organizational structure, organizational culture, leadership role, social embeddedness, role stress etc. are identified as areas for future research. Practical implications - The study brings out the applicability of Six Sigma approach for HR department and training function. Originality/value - The paper delineates the application of Six Sigma approach in training function. It explores the applicability of this approach to ensure the training effectiveness by pulling the training function closer to internal and external customers' requirements and by its strategic alignment with organizational goals.

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Purpose - The purpose of this paper is to examine the training and learning strategies adopted by family businesses in Ireland. Design/methodology/approach - In order to implement the study a database of family businesses was compiled. A number of sources were used to compile the database. Primary data from a stratified random sample of independent unquoted businesses were collected. Data were collected from 121 family businesses using a postal questionnaire. Findings - The key findings of this study are that family SMEs [small and medium enterprises] appear to prefer an informal learning strategy than a formal strategy and family SMEs are hindered by the lack of financial resources so as to enable learning and training to occur within the business. Research limitations/implications - This study used a single-respondent, self-administered questionnaire. Future research should incorporate analysing other members of the family business - family and non-family members - so as to get a ‘wider’ understanding of learning and training in family businesses in Ireland. Originality/value - This paper presents original findings in a highly relevant, but under-researched field - family businesses in Ireland, the issue of learning and training of family businesses.

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