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For training in a corporate setting transfer of training is essential. Yet time and again research shows transfer is a problem. Reflection on theory and years of practice as a trainer is the basis for this article. It aims to contribute to analysis and if possible to the solution of the persistent problem of transfer. First the concept of 'frame' is illustrated; then the transfer problem is described in the form of challenges for trainer, trainee and organisation. The transfer frame is introduced, presenting transfer as a two-way process. How can this view contribute to benefit transfer? Transfer may improve by closely connect the two contexts in which the trainee/employee functions. In the context of training there should be performance and the in context of work there should be learning. Training techniques creating 'as if' situations are applicable in both contexts. An instruction like 'evoke' may help the trainee/employee to operate successfully in the role of manager of his/her own transfer process. Further research is required to establish empirical evidence for or against the transfer effects of evocation strategies and 'as if' techniques.

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This paper reviews recent reforms to the UK's main active labour market policy for the long-term unemployed aged over 25: the so-called New Deal 25 Plus. It discusses the appropriateness of the New Deal's approach to the activation of these long-term unemployed people, by drawing upon evidence from interviews with 115 job seekers in one urban labour market characterised by generally low unemployment rates. It is argued that these job seekers face a combination of personal and circumstantial barriers to work, best characterised as an 'employability gap'. It is acknowledged that following recent reforms to the New Deal 25 Plus, the programme is better equipped to address some aspects of the employability gap faced by many long-term unemployed people. However, it is argued that a stronger commitment to training within a 'real work' environment and a more flexible approach to the administration of some social security benefits is required if the long-term detachment from the labour market experienced by these job seekers is to be overcome.

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Examines the complex relationship between listening and training practices and service performance by deconstructing an earlier model of service management developed by the London Business School and Warwick Business School in the UK. This research hypothesizes that the nature of the practice-performance relationship is far too complex to be represented by a total aggregated index of practice. Hence the composite practice index is decomposed into a listening and a training index. The concept of the 'listening' organisation is employed as one facet, and training climate measured by employee training activities is a second facet. These two facets are related to service performance. Reports on empirical research, which investigated the link between listening, and training practices and service performance. The data obtained from a survey of 143 service organisations in the Republic of Ireland show a clear pattern. By taking listening practices, including information technology, as a holistic view of a constellation of information-related practice type factors, demonstrates that there is a close relationship with service performance. Extensive training activities enhance this relationship.

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In this paper critical reflective working behaviour will be operationalized. Second, the question will be raised which factors have impact on critical reflective working behaviour. The following dimensions of critical reflective working emerge: reflection, vision sharing, challenging group-think, asking for feedback, experimentation and awareness of employability. In a survey amongst 742 respondents these dimensions are validated. Important influencing factors seem to be self-efficacy and participation.

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Workplace learning and [human resource development] HRD are considered legitimate topics for study and investigation alongside organisational strategies and practices. Considers key themes in the workplace learning literature in addition to its relationship with HRD. Identifies a paradigm shift from formalised, intermittent and discontinuous learning to increasingly informal, experiential, asynchronous and real-time situated learning. Highlights three contemporary themes in both the workplace learning and HRD literatures, namely: knowledge, expertise, competence and capability; organisational learning; and employability and career issues.

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Poses some fundamental questions which need to be answered before course developers and facilitators can transform hands-on, classroom experiences to a totally computer-based learning environment, as happens when adopting the Internet as a teaching medium. Recognizes that instructors face steep learning curves with the advent of Internet-based education and emphasizes that the online environment must be created in such a way that learning can and will take place. Examines many pros and cons of online learning. Concludes that faculty life will become more complicated until members become proficient in online learning but ultimately believes that effective learning experiences will be the result.

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The rapid advancement in information and communication technologies (ICTs) has brought enormous business opportunities as well as challenges. One of these challenges is the demand for ICTs skills and expertise in adopting and implementing these emerging technologies. Coping with skills shortage poses a serious challenge across all European countries. Lack of ICTs skills and knowledge is more evident in small- and medium-sized enterprises (SMEs). As training is regarded as the most effective way of improving skills and enhancing knowledge, this paper attempts to address skills shortage at pan-European level by identifying SMEs' needs on ICTs training in the UK, Portugal and Poland. The investigation focuses on the most needed training areas, the required training levels and the preferred training delivery channels. The paper summarises findings from three-country investigations and highlights the implications of findings for the design and development of a Web-based training system for the use of ICTs in SMEs.

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Outlines the key areas which manufacturing organisations should consider in order to improve the effectiveness of training programmes for production operators. The authors carried out a study of UK-based manufacturing companies to identify current evaluation methods, and identify the predominant barriers to the implementation of effective training programmes. The research concluded that most of the companies believed that their training programmes did not realise the full potential in terms of higher productivity, better on-the-job performance, and improved quality. Causal factors were found to be inadequate training objectives and evaluation mechanisms, which stem from a number of barriers. Proposes a training programme measurement model, which has been adapted from existing concepts, and could be applied by manufacturing organisations as a framework for carrying out appropriate evaluation activities. Concludes with some recommendations for future policy, and areas of further research in the implementation of training programmes in manufacturing organisations.

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As a prerequisite to pursuing business excellence companies build learning organisations and companies that want to transform their organisations to a continuous improvement philosophy need to embrace the notion of organisational learning, whether they like it or not. Aims to analyse quality management initiatives in the context of organisational learning. At the start of this research Excellence Ireland and Advanced Management Technology secured the participation of four manufacturing organisations. These companies wanted to implement the Business Excellence Model. They were encouraged to form a network called 'Best in class'. Presents a review of the organisational learning literature; the research agenda; sample design and the methodology. Presents a case history of a company which has implemented quality management initiatives. Discusses the findings and analysis, and draws a conclusion in the context of organisational learning. Focuses on presenting the organisational learning literature and not the quality management literature.

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States that in the new developing economy of the millennium knowledge is an asset that should be valued, developed and managed, since it is a component of the intellectual capital of an organization. Reveals that knowledge is increasingly being regarded as a corporate asset in an age when data and information help sustain competitive advantage. Remarks that knowledge is, however, an intangible asset and so managing it creates a number of challenges in the area of human resource development, especially when workers are more concerned with their employability. Concludes that if a company values knowledge it must value its knowledge workers.

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