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The globalization of economic activity and the rapid technological developments require a more qualified workforce with multiple skills. As a result, rapid obsolescence of competences makes the capacity to update continuously and develop the required skills the key to competitiveness and growth. Moreover, under the pressure of competitive forces, developments in the HRM [human resources management] practices become increasingly important. The first part of this article draws from the findings of the Cranfield survey, in which Greece participated three times (in 1993, 1996 and 1999), in order to present an overall picture of HRM in Greece. The second part analyzes the results of a larger European Union project to study skills benchmarking in Europe, in which Greece participated along with eight European countries. The results from the Greek study do not show considerable deviations from the whole European sample. Some of the main conclusions of the study are: training can no longer be treated as a method to cure skills deficiencies, but rather as a continuous, life-long learning process with considerable impact to the growth of the firms; acquiring human skills presents the greatest challenge for training; and adaptability and self-learning are necessary elements that need to be incorporated in the educational system from its early stages.

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Based on evidence from the Cranet survey this paper examines the progress in the practice of HRM in Greek organizations, comparing results from 1992 to those of the 1999 survey round, focusing on various core functions such as training and development, performance management and employee communications. It also compares these developments to the overall European scene. Results show more improvement in training and performance management and less in employee communications. From examination of survey results, it is obvious that Greece follows the EU trends towards an improved, more strategic role of HRM. However, statistical analysis of data from the comparative survey across European countries indicates a slower pace in improvements and some differences, which Greek companies will have to overcome. In this effort, training and development appears to be the most critical factor.

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Employee training plays a crucial role in the success of most organizations. Due to its developmental aspect, training is closely linked to core competencies and strategic focus. However, it is also one of the most widely outsourced [Human Resource] HR functions in most Western economies. This article attempts to illustrate and propose a decision model for the factors that shape the expected benefits and subsequently the extent of outsourcing training functions. A distinction is made among generic training (for the development of competencies) and job- or company- specific training (for example, induction training, job specialization, etc.). Two decision models are extracted with structural equation modelling. Asset specificity, market availability, in-house development of training and firm size are discussed. The factors shaping the decision to outsource, as well as the perceived benefits from outsourcing employee training, are different for each of the two types of training (generic and specific). The reasons underlying those differences are discussed. For both types of training service it is proposed that the expected quality benefits, not cost ones, induce companies to outsource training. Thus, this study attempts to offer a useful insight into the factors shaping the extent and the expected benefits from outsourcing training services. The outcomes can further assist [human resource management] HRM professionals (managers and providers of HRM services), as well as academics to gain a better understanding of the nature of HRM outsourcing decisions in general, and a 'basic' HRM outsourcing practice - training - in particular.

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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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