Search Results

This publication focuses on the situation and qualification of trainers in enterprises in a European perspective. Trainers in companies are responsible for the training of staff, apprentices, novices and others at work. They also give volunteers the chance and structure to learn and grow within a particular professional context. Furthermore, trainers may be able to prevent exploitation at the workplace.

The publication presents the final results of the Europe-wide study Eurotrainer, which sought to contribute to a better understanding of the needs of vocational education and training (VET) trainers by providing an analysis of the situation and qualification of trainers in companies. The focus of the study was on employees who work in small, medium or large enterprises/companies and who are involved in the provision of initial and continuing training to colleagues in the same enterprise. The study examines competences and skills, job responsibilities, continuing learning and professional development for trainers, status and recognition, quality of assessment of training activities, and future trends. The study employed a survey among national experts, qualitative interviews with national experts, and country reports.

Excerpts from publication. Show less

This paper reports on research in New Zealand (NZ) into the role of unions in educational and training reform over a decade. It is based on selected findings from a large membership study of the New Zealand Dairy Workers' Union (DWU) and a study of the policies and strategies of the NZ Engineering, Printing, and Manufacturing Union (EPMU). The paper's specific purpose was to explore Streeck's thesis that vocational training, as part of a new type of cooperative industrial relations, offers unions the possibility of a new strategic role in a neo-liberal environment. Law and Piercy found some support for Streeck's thesis but also found that political strategies are necessary when unions' survival under neo-liberalism can depend on some of the more radical traditions of solidarity building.

Selected papers, roundtables and symposia are indexed from TD/TNC 70.310 to TD/TNC 70.347. Volumes of papers are indexed from TD/TNC 70.306 to TD/TNC 70.309. Show less

Evaluation and effectiveness of in-house training is the measurement of improvement in the employee's knowledge, skill and behavioral pattern within the organization as a result of the training program. This measurement helps to design training program for future associated benefits of industrial employees. Thus, it indicates whether the program has been able to deliver its intended goals and objectives. The purpose of this study is to review the training model and to find out the effectiveness of conducted in-house trainings by training department of our organization as Biotech industry. Bharat Immunologicals and Biologicals Corporation Limited is a Biotech industry and located in Bulandshahr city of Uttar Pradesh state in India. The study was conducted with 119 numbers of technical employees; they are actively engaged with production, quality control and other departments in our organization. Training cycle was adopted according to need in our organization.

According to the cycle, six in-house trainings were conducted in our organization and tagged with training code from BTC-001 to BTC-006 in month of January, February, March, April, May and June 2016, respectively. Evaluation and effectiveness of in-house training was assessed for employee performance through questionnaires in pre- and post-assessment and a grading system such as grade A, B and C was used to measure the training effectiveness after completion of all the six trainings. Out of 119 technical employees, only 106 participants from production (64 numbers) and quality control (41 numbers) departmental employees of our organization were included in the study for evaluation and effectiveness of the in-house trainings by using the grading system. After evaluation of all trainings, we observed that no employee of either department was placed in grade C and both had increased the employees number in grade A; 38 numbers instead of 18 in production and 22 numbers instead of 9 from the quality control department. Results of the study show remarkable impact of all in-house training on the employee's performance after completion of the trainings. The present study is conducted for the first time in our organization. The training cycle plays a crucial role to perform in-house trainings for the technical employees in Biotech industry. In-house trainings will be used continuously to nourish employee skills and to have a remarkable impact on employee performance.

Edited published abstract. Show less

This paper presents an overview of on-job training in New Zealand - that is, training for work and employment typically undertaken by people currently in a role, as opposed to training for people before they take up a role in an enterprise. Key elements of on-job training, including how training is delivered, competence is assessed, quality assurance undertaken, are described. The funding, benefits to enterprises and employees, economic benefits, challenges and case studies are also described. How this definition meets industry needs is covered. The implementation of how on-job training is carried out and the role of industry training organisations (ITOs) in the model is described. The model of on-job training will be demonstrated by two case studies from Skills International Limited. Note the word 'enterprise' used in this paper in the New Zealand context refers to businesses that employ trainees, and is used interchangeably with the word 'employer'.

Published abstract. Show less

The State Training Board’s review of Public Private Partnerships has examined a range of partnerships, which has found many innovative arrangements between industry and state training providers. The review makes a number of recommendations that lay a pathway for closer relationships between the training sector and industry which would harness the respective capabilities of industry and state training providers. Ensuring vocational education and training meets industry need is a key priority of the Western Australian Government and, importantly, the review has found that partnerships between state training providers and industry can improve outcomes for all Western Australians. This report is evidence that there is a real opportunity for industry to benefit from partnering with state training providers. Industry partnerships can help ensure training is tailored to industry needs [and] facilitate industry being able to access a skilled workforce for the future. A key recommendation is the establishment of a more formalised approach to building partnerships.

Excerpt from publication. Show less

Demand for skilled labour has been rising steadily as a result of globalization, technological advances and changes in work organization. In recent policy debates to increase employability in a globalizing world economy, the crucial role of a high-quality educated and skilled workforce has gained prominence. This growing prominence, however, is based on the assertion that, a better trained labour force can increase competitiveness and better complement physical capital. There is the need to produce a workforce that is flexible enough to meet new challenges. What this means is that training systems are also under pressure to meet the demands of the changing labour market just as firms are under pressure to sustain competitiveness. The extent to which training systems, especially of developing countries like Ghana, are well placed to respond to the changing needs of the labour market is the central theme of this paper. We argue that existing training systems in most developing countries are not well placed to respond to changing labour market needs. We therefore present practical and workable suggestions.

Published abstract. Show less

This is the final report from the National Training Board on key competencies in industry standards. From July 1 1995, the National Training Board became part of the Standards and Curriculum Council of the Australian National Training Authority. This document reports on a project which aimed to: determine the extent to which the key competencies identified by the Mayer Committee are explicitly and implicitly embedded in industry standards; provide advice as to the ways in which the key competencies can be further developed in industry standards; provide advice on the promotion of the key competencies within the schools, industries and the vocational education and training system. The report found strong support for the identification of key competencies in industry standards, provided that the overall approach is simple and easy to use. Show less

This issue includes the following training related articles: 'Seven steps to innovation' by Cris Beswick (pp. 21-25), in which the author has some advice on how to achieve real innovation within your organisation; 'A transfusion of leadership' by Greg Allen (pp. 17-19), in which Greg Allen talks to Kimberley Huggins about his experience of the [National Health Service's] NHS's Gateway to Leadership programme; 'What you need to know about economics' by Richard Griffin (pp. 26-29), in which the author says [learning and development] L&D practitioners have much to learn from economists' research into workplace learning; 'Picking up the pieces' by Liz Keever (pp. 30-34), in which the author explains the Guided Learning Experience; 'Team role theory in higher education' by Gillian Smith and Pat Yates (pp. 37-40), in which the authors set the scene for research they have undertaken into increasing student's employability skills; 'Issues in evaluating SAP e-learning' by Naser Shhub (pp. 41-44), in which the author shares an evaluation process he has developed for e-learning within his organisation; 'L&D due diligence' by Will Doherty (pp. 45-48), in which the author explains how to conduct a training needs analysis across the supply chain; 'Cross-fertilising leadership learning' by Pierre Casse and Eoin Banahan (pp. 50-55), in which the authors examine the power of switching perspectives using economics as a leadership reference point; 'The missing link' by Carolyn May and Andy Radka (pp. 56-58), in which the authors say to anchor the training to the learning; 'Academies: the way forward' by Azmi Ozunlu (pp. 60-63), in which the author looks at an increasingly popular way of training people in the financial sector; 'Linking innovation to strategy' by Sam Bodley-Scott (pp. 64-66), in which the author says L&D practitioners have a vital role to play in developing a culture in which innovation can flourish; and 'Where's the value in coaching?' by Robin Hoyle (pp. 71-74), in which the author takes you on a coaching evaluation journey. Show less

By examining three commercially successful companies that are committed to workplace learning, this study explored the value of ‘learning organisation theory’ for understanding important characteristics of effective workplace learning. That theory suggests that through developing shared values, vision, teamwork, personal mastery, and systems thinking, companies learn how to expand both individual and collective capacity for obtaining continuous improvement and business renewal. The companies studied were: The Big Duck & Fish Company (ceramic tableware), Nicholas Dattner & Company (manufacturing retailer of quality furniture), and Huntsman Chemical Company Australia (petrochemical products producer). This project was funded by ANTA’s Research Advisory Council (ANTARAC). Show less

The apprenticeship concept was introduced by the law concerning vocational education and training (VET) in Lithuania in 2007. However, the lack of institutional, methodical implementation procedures and measures has created barriers to the effective establishment and functioning of the apprenticeship model in Lithuania. During 2006-2008, a project entitled Devapprent [development of apprenticeship in Lithuania referring to experience from Germany, France, the United Kingdom and Netherlands] and funded by the European Social Fund (ESF) was undertaken to prepare the tutors for apprenticeship in Lithuanian enterprises. Another aspect was to consider the experiences of the development of the apprenticeship in countries with different institutional models of VET and socioeconomic models of society. The project examined: (1) apprenticeship experiences in the dual VET model of Germany; (2) company based training in the UK; (3) the VET model of the Netherlands characterised by market orientation combined with strong social partnership; and (4)the experience of apprenticeship development in the school-based and rather centralised VET model of France. This report uses the findings of the comparison of these training systems to develop guidelines for the development of the apprenticeship model in Lithuania. The guidelines are based on two main methodological approaches - policy learning and process approach. Show less