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Purpose: The purpose of this paper is to examine the ways in which the small firm's external relationships influence its approach to formal training and training providers. Design/methodology/approach: A qualitative approach was adopted, involving semi-structured interviews with senior managers, in 25 small firms in South Wales. These interviews were informed by prior workplace observation and analysis of organisational documentation. Further interviews were conducted with employees in nine of the firms. Findings: The findings indicate that the small firm's informal relationships with trusted, familiar and credible contacts--referred to as insiders, following Gibb--are central to the way in which it perceives both training and training providers. Government agencies, training providers and other traditional stakeholders generally sit outside these informal insider networks, and tend to be viewed as culturally remote by the small firm. Research limitations/implications: The findings emphasise the need for training providers and government agencies to obtain the support and co-operation of insider networks if they wish to promote training within the small business sector. The main limitations include the relatively narrow geographical focus and the absence of retail firms from the sample. Originality/value: While the importance of informal networks within the small business community is now well established, the constitution of such networks and their effects on attitudes towards training providers are less well understood. The paper helps to address these gaps by starting the process of mapping insider networks and illuminating their impact on small firms' perceptions of training providers. (Contains 1 table.)

Purpose: The purpose of this paper is to explore the relevance of human resource development (HRD) for law firms in the UK. It examines how the characteristics of legal professional practice in the UK, including the partnership structure, long established methods of targeting solicitors and the law society, may act as barriers to the implementation of HRD. Design/methodology/approach: The paper uses an exploratory case study research approach to investigate characteristics and issues influencing the adoption of HRD in a Scottish legal firm. Primary data are collected via semi-structured interviews with a cross-section of representatives. Findings: Despite recognition of the importance of learning, the characteristic elements of law firms, including the partnership structure; the pervasiveness of time-billed targets in the solicitor community; and HR's profile and acceptance among the solicitor community, remain as barriers to the applicability of HRD. The research also exposes variability on the level and scope of development opportunities, an emphasis on technical skills development, and a lack of solicitors' self-managed learning ability. Research limitations/implications: While the research findings provide a useful insight into the barriers to HRD in one legal firm, this does not allow for any generalisations being drawn from the study. Practical implications: The paper explores the suitability of workplace learning to support legal professional development. Originality/value: There is a dearth of research into HRD in legal practices in the UK. The paper contributes to the contextual influences that limit the applicability of HRD to legal professional practices.

Purpose: This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre-requisites for work based learning (WBL) apply in this model and how the workplace adds value to student learning, while essentially being a source of income through low level and not necessarily degree related employment. Design/methodology/approach: The authors explore the literature on WBL, most of which refers to a model that differs in form to the one described here. The paper draws on small-scale research data on the student experience, gathered through tutorial groups, sample interviews and a reflective essay. This data was analysed against both pre-determined and emergent themes. Findings: There is clear evidence of benefits to students from this form of WBL, both in their studies and learning skills, which were anticipated, but also in their performance, job satisfaction, reward and prospects in the workplace, which were not. Practical implications: This study suggests that student part time employment, derived from economic necessity can deliver real benefits to students and reduce some of the limitations of classroom based HRD learning by using a Virtual Learning Environment to link the University's academic delivery with the student workplace. This has implications not only for how academics regard the workplace as a vehicle for learning but also for how HRD students and practitioners might view the training and development of part-time/casual (student) employees. Originality/value: There is very little published research on this form of work based learning.

Purpose: The purpose of this paper is to explore how professional skills training in making ethical decisions for redundancy selection, can be utilised though interactive role play, in a virtual learning environment. Design/methodology/approach: A pilot study was undertaken with a group of part time mature students pursuing a professional development programme. The pilot was based on the CLE concept using a virtual learning environment (VLE) and involved ethical decision making in a redundancy scenario. Data was gathered through the VLE "log" and through a focus group interview. Findings: Evidence is provided of the suitability of the CLE approach in this context. Additionally, the findings suggest that the use of a virtual learning environment for CLE raises a number of different issues for the management and motivation of participants. Virtual interaction of this nature creates different timescales, degrees of confidence and levels of anonymity than found with more traditional face-to-face training. This has an impact on behaviour and requires recognition and management by HRD facilitators. Research limitations/implications: The study was based on a small-scale pilot and has not been retested. Practical implications: The findings provide practical implications for further design in using CLE in redundancy selection. Furthermore, clinics for a variety of scenarios both in the workplace and educational settings could be based on this approach. Originality/value: The paper provides discussion of an innovative approach in an HRD context. These concepts have been not used extensively in the HRD field when trying to address learning and skills development in ethical decision making in practice.

Purpose: The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development. Design/methodology/approach: The paper seeks to offer a triangulation of semi-structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module. Findings: This paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of the assessment task. Research limitations/implications: The study is exploratory and the authors do not attempt to assess the generalisability of the findings. Practical implications: The significance of the assessment of the training event lies in the manner of its execution and the involvement of the postgraduate student learners. It is anticipated that the wider dissemination of the practice is deemed to be in the interests of the HRD community. Originality/value: The paper highlights an innovative approach to the teaching and learning of human resource development at postgraduate level.

Purpose: The first purpose of this paper is to review the practical and theoretical distinctions between training and development in the organisational psychology and human resource development (HRD) literatures. Then the paper seeks to investigate how managers responsible for the training and development function conceptualise these activities in practice, the factors that guide their decision making, how they evaluate the outcomes and the extent to which they perceive a relationship between training and development. Design/methodology/approach: Taking a critical realist perspective, 26 interviews were conducted with UK managers and analysed through thematic coding using template analysis. Findings: Managers' conceptualisations of training and development vary. Formal training is prioritised due to a perceived more tangible demonstrable return on investment. Perceived success in training focuses on improvements to job-related skills, whereas success outcomes for development are more varied and difficult to measure. Managers consider that training and development are more valuable when combined. Research limitations/implications: There is a need for further process-driven research to understand the interrelationship between training and development and to develop methods that can be used by organisations to evaluate both. This necessitates going beyond methods currently in use and including both qualitative and quantitative measures. Practical implications: Managers may take a more proactive and directive role in facilitating development than the literature suggests; consequently, their role needs to be considered more actively in HRD learning strategies. Originality/value: This is one of the first qualitative studies to explore the conceptualisations of managers responsible for training and development, highlighting the inter-relationship betweentraining and development and the factors guiding decisions regarding these activities. (Contains 3 tables.)

Purpose: This paper aims to examine the extent to which economic factors influence the career decision-making process of working class students. Design/methodology/approach: The study involved an initial survey of 165 final-year students from a range of degree programmes. It was followed by in-depth interviews with 30 working class students. Findings: It is shown that many working class students are not actively involved in career enhancing activities that develop their employability. The majority of students are also failing to engage seriously in the career decision-making process. Furthermore, most students indicate that they wish to remain within commuting distance of their home when looking for jobs. Existing research identifies limited economic capital as an important factor influencing such behaviour. However, this study suggests that the students' values and their non-financial circumstances appear to have more effect on their career decision making. Practical implications: If economic factors were the most important influence on the career decision-making behaviour of working class students there would be a limited role for careers education. However, because the students' values appear to be a more important influence there is scope for intervention. This paper suggests that activity based approaches using multiple case studies, analogical encoding and group work seem to provide the best way of encouraging students to critically evaluate the way they currently engage in career decision making. Originality/value: This paper provides evidence to support interventions to improve the career decision-making behaviour of working class students (and the wider student population). It also advocates a novel approach to such interventions. (Contains 2 tables.)

Purpose: The relevance of business education is coming under increasing challenge from many quarters, who argue that business schools are not delivering research and programmes that are relevant to the needs of business and society. The purpose of this paper is to test these claims by evaluating the impact of a leadership development programme on middle managers within a city council organisation. Design/methodology/approach: A qualitative methodology was employed within an evaluative research approach. Interviews were held with 32 line managers of the Leading Managers (delegates on the programme). A thematic analysis was undertaken using categories of "knowledge", "skills" and "attributes". Key stories were also collected as "vignettes" to illuminate where the line manager had considered the impact of the programme to have been particularly significant to their department or to the organisation as a whole. Findings: The research was able to identify how the programme had benefited those managers who had taken part on the programme, and how the programme had positively impacted on the organisation as a whole. Research limitations/implications: The paper counters the claims that business schools and business education have little impact at organisational level. The paper provides evidence to support the value and relevance of training and development within the workplace. Originality/value: There is little hard evidence available highlighting the impact of management education on organisations. This paper provides such evidence. (Contains 3 tables.)

Purpose: The UK Government policy for the training and development of its workforce reflects a desire to move towards a more flexible, "demand-led" system. The purpose of this paper is to evaluate the outcomes and impact of two, publicly funded initiatives, designed to stimulate and enhance "demand-led" training within the UK's small business sector. Design/methodology/approach: The research in this paper is underpinned by an evaluation methodology. However, in respect of each initiative different approaches and methods of data collection were undertaken to reflect the design characteristics of the two initiatives. Qualitative case study analysis is common to both whilst the evaluation of initiative 2 also draws on the particular survey tool selected to help drive this intervention. Findings: The paper finds that initiative 1 led to a limited degree of enhanced training effort. Initiative 2 demonstrated the value of a depth and trusted relationship between trainer and SME owner-manager. Both, however, highlight tensions within the small business training market place. Both expose fundamental "systemic" weaknesses, which despite the policy rhetoric appear to remain stubbornly in place, undermining this entirely laudable aspect of public policy. Research limitations/implications: The research in the paper was undertaken in one sub-region of England. Although the Westminster Government has set the broad trajectory of "demand-led" training policy its practice is determined through a now largely devolved system. Research is needed which compares the findings from this study with practice in other parts of the UK. Originality/value: The paper provides evidence-based insight for both practitioners and policy makers. Indicates the sorts of practice, which, in a context of continuing difficulties and constraints, can help trainers and training intermediaries appropriately enter the world of the small business. (Contains 5 notes and 1 table.)

This paper is rooted in practitioner experience of working within the non-profit sector. It is both underpinned by Master's level research and built on as part of an on-going sense-making process for the author in terms of her doctoral research. Focusing on a specific part of the sector--local development agencies, explores how personal theories emerge and the rules of thumb chief executives of such agencies use to develop their practice. This paper draws on fieldwork involving interviews with 20 chief executives and considers the roles of chief executives in relation to learning and development needs. As such, this is not a search for "truth" or for blueprints for managers, but represents a concern for and interest in how people--"puzzled" individuals who have to deal with ambiguous situations day-by-day--juggle multiple realities, and what informs their (thinking and) actions. (Contains 5 figures.)

Purpose: The purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches' practical experiences of intuition; identify skill set of an intuitive coach; discuss implications of findings for coaches', HRD professionals', and line managers' learning and development. Design/methodology/approach: In-depth, semi-structured, individual interviews with 14 accomplished experienced executive coaches (eight males and six females) averaging 14.5 years as a coach. Findings: Outline of core attributes of an intuitive coach. Originality/value: Immersion in experience, a reflective approach to practice, effective feedback and supervision, and attending to personal well-being are likely to enable coaches, HRD practitioners and line managers to take a more informed and intelligent approach to "going with their gut" in coaching and other situations where inter- and intra-personal awareness are important. (Contains 3 notes.)

Purpose: The influx of migrant workers in the UK has widespread interest. This group's experience of the British work place has evoked considerable debate ranging from the potential to be exploited through unscrupulous practices to allegations about taking away jobs from British workers. The purpose of this paper is to extend knowledge about the workplace experiences of migrant workers and discuss the implications this may offer for human resource management practice. Design/methodology/approach: The method uses an interpretive approach as the principal method of inquiry. Insights are presented through the use of descriptive vignettes to preserve the contextual richness in participants descriptions. Findings: The dynamics of the psychological contract has been fundamentally affected by increasing numbers of migrant workers in the workplace. There is clear potential for a dual system to exist where migrant workers are treated differently in terms of recruitment, training and deployment. The ability to ensure employees work safely and are equipped to undertake their job roles is a key concern. Research limitations/implications: The research reports an initial study and as such the findings, although representative of the group reported, may be atypical. Practical implications: Employers and HR practitioners are missing an opportunity to recruit and deploy well motivated highly skilled individuals. Earlier research which focuses on quantitative-based approaches may possess methodological problems which this research aims to highlight. Originality/value: The use of in-depth interviews allows a better informed understanding of the philosophical (and cultural) tensions to emerge. Such an approach offers insights which until now have eluded research focused upon more quantitatively oriented studies.

Purpose: Aims to provide a brief discussion of discourses of HRD, then a brief review of HRD within the NHS, including stakeholders in HRD, and particularly management development. To explore some of the different discourses used by different managers, particularly those with a nursing background and those without, and the possible reasons for the use of these different discourses. Design/methodology/approach: A qualitative case study approach was adopted, including semi-structured interviews. Primary research data were collected from tape-recorded interviews with seven Directorate General Managers from two Welsh NHS Trusts. Discourse analysis was used to explore connections between the participants, the discursive resources they employed and their professional identities. Findings: Provides evidence of some of the tensions associated with management development in the NHS, between professional and managerial development, between central and local HR activities, and between competition and cooperation. A particularly interesting dimension is the transition from "being" a nurse to "becoming" a manager and the ways in which different individuals cope, as articulated in their language use. Highlights some of the discursive struggles to maintain one's professional (nursing) identity when promoted to managerial positions. It provides examples of some nurses who have adopted the new managerial discourse without such apparent difficulty of changed identity. It also presents material from NHS managers who have no nursing background to enable further comparative analysis of the relationships between identity and discourse. Research limitations/implications: The findings are limited by small sample size, although feedback suggests the findings can be generalised to other NHS Trusts across the United Kingdom, and possibly globally. Not one senior manager used the term HRD--it was always "training and development" or "professional development" or "managerial and organisational development" and sometimes "learning." Nor was there much use of the government's preferred term "workforce development." This has implications for HRD research within this context, suggesting the need for shared understanding amongst researchers and participants. Practical implications: Various and varying discourses and associated discursive resources are identified, illustrating the diversity of talk about HRD within the NHS. As one DGM commented, "I think we're using the same words but it means something completely different." This has practical implications, suggesting the need for shared understanding amongst HRD stakeholders to ensure a coherent and integrated approach to HRD within this complex multi-disciplinary context. Originality/value: How HRD is talked about and accomplished through talk has been relatively neglected in the health care context. This paper contributes to our understanding of how the complex range of learning and development activities are perceived and articulated, from the perspective of senior managers responsible for HRD. (Contains 1 table.)

This paper analyses the nature of, and relationship between, a quality service initiative and the concept of strategic human resource development. Hilton International is the case study used for this analysis. The principal finding is that the quality initiative is acting as a catalyst for a strategic approach to human resource development to emerge in the case organisation. However although many of the factors identified with the concept of strategic human resource development are evidenced, it is proposed that the standards set by academics in the field of human resource development may be too aspirational for the hotel sector. (Contains 3 tables.)