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The goal of this research was to test the hypothesis that a brief workplace training session on control of early morning flexion (bending – and other spine-loading activities) can significantly reduce back pain incidence, claims, disability and the associated costs. Back pain is the leading cost driver for workers’ compensation claims, globally the leading cause of days lived with disability, and one of the leading reasons people seek medical care outside of workers’ compensation. Diagnostic methods, including imaging, have not proven to result in improved outcomes. Treatments by health care professionals, regardless of specialty, have been shown to be equally effective, and comparable to education-only results. In this context, self-care approaches have garnered attention. One such approach that has shown promise for chronic low back pain sufferers is the control of early morning flexion. The current study tested this intervention in a workplace setting through a training session to control spine-loading activities within the first two hours of rising from sleep in a prospective cluster-randomized partial cross-over controlled intervention. 157 of 290 eligible university custodial services workers’ completed a baseline questionnaire and were randomly assigned (by supervisor group) into treatment and sham groups then given either treatment (bending) or sham training (lifting technique training known to have no significant impact on back pain). The questionnaire contained demographic, back pain history, workplace, activity, and exercise questions. After one year, the questionnaire was completed again and all subjects were then given the treatment training. After one more year, the questionnaire was completed again. Analysis of the baseline data revealed that when time between rising from sleep and leaving for work were less than two hours, LBP risk increased by 119%, and sciatica risk increased 152%. Bending, sitting, and lifting (objects over 10 pounds) during the f

This research was undertaken to determine the efficacy of using andragogy, assessment, and quality control for training in a modern industrial workplace, with findings indicating that these modern training techniques can be implemented with success in this context. While andragogy, pioneered by Knowles, has been used in many areas of adult education, it has not been found to be commonly used in the industrial workplace. The study focused on Finnish trainers using the Blaeser Training Taxonomy – a training program utilizing elements of andragogy and assessment wrapped into quality control. Using a mixed methods questionnaire, trainers reported their training results, which indicated the value of the adult training approach rooted in andragogical principles.

North American businesses and corporations invest heavily in the ongoing training of employees. Unfortunately, that investment rarely yields expected returns. One reason for this shortfall is that organizations frequently develop and implement training with only a superficial grasp of the skills employees need to perform their jobs. The absence of rigorous competency analysis in corporate training environments typically results in reduced training effectiveness and minimal return on effort and investment. This research was based on an overarching research question: How can a competency analysis profile be conducted online, in a way that is cost-effective in both human and financial resources, and provides results of comparable rigour and quality as a competency profile developed face-to-face? The tool created as part of this research is called an OCAN, an acronym for Online Competency ANalysis. Two OCANs were completed over the course of the project. While they took longer than initially planned, each OCAN chart fell within the parameters expected of face-to-face DACUMs, and was achieved at a quarter of the cost. The lessons learned from this research indicate that that the efficiency of the OCAN process can be substantially increased, leading to a form of workplace competency analysis that is effective, relatively inexpensive, and fast. It is hoped that the availability of such a tool will increase its use in workplace training, and lead to better training outcomes., 2021-08

Augmented Reality (AR) is widely used in various training and learning settings, like schools, universities, and workplaces. The effects of individual AR learning apps on learning performance in formal learning environments have been examined in detail in various studies. However, up to today only few empirical studies have investigated AR’ s potential for supporting learning at workplaces and for vocational education and training (VET). In this study we target this research gap by using AR applications for Microsoft Hololens and tablet/smartphone to support learning in technically oriented workplace trainings. We conducted an observational field study with 135 professionals from the event technology industry and the results of our qualitative and quantitative data analysis suggest that integrating AR elements into trainings at workplaces has the potential to enable training experiences which can hardly be simulated with traditional media and which are perceived as beneficial for motivation and learning performance.

The goal of this research was to test the hypothesis that a brief workplace training session on control of early morning flexion (bending – and other spine-loading activities) can significantly reduce back pain incidence, claims, disability and the associated costs. Back pain is the leading cost driver for workers’ compensation claims, globally the leading cause of days lived with disability, and one of the leading reasons people seek medical care outside of workers’ compensation. Diagnostic methods, including imaging, have not proven to result in improved outcomes. Treatments by health care professionals, regardless of specialty, have been shown to be equally effective, and comparable to education-only results. In this context, self-care approaches have garnered attention. One such approach that has shown promise for chronic low back pain sufferers is the control of early morning flexion. The current study tested this intervention in a workplace setting through a training session to control spine-loading activities within the first two hours of rising from sleep in a prospective cluster-randomized partial cross-over controlled intervention. 157 of 290 eligible university custodial services workers’ completed a baseline questionnaire and were randomly assigned (by supervisor group) into treatment and sham groups then given either treatment (bending) or sham training (lifting technique training known to have no significant impact on back pain). The questionnaire contained demographic, back pain history, workplace, activity, and exercise questions. After one year, the questionnaire was completed again and all subjects were then given the treatment training. After one more year, the questionnaire was completed again. Analysis of the baseline data revealed that when time between rising from sleep and leaving for work were less than two hours, LBP risk increased by 119%, and sciatica risk increased 152%. Bending, sitting, and lifting (objects over 10 pounds) during the f

Augmented Reality (AR) is widely used in various training and learning settings, like schools, universities, and workplaces. The effects of individual AR learning apps on learning performance in formal learning environments have been examined in detail in various studies. However, up to today only few empirical studies have investigated AR’ s potential for supporting learning at workplaces and for vocational education and training (VET). In this study we target this research gap by using AR applications for Microsoft Hololens and tablet/smartphone to support learning in technically oriented workplace trainings. We conducted an observational field study with 135 professionals from the event technology industry and the results of our qualitative and quantitative data analysis suggest that integrating AR elements into trainings at workplaces has the potential to enable training experiences which can hardly be simulated with traditional media and which are perceived as beneficial for motivation and learning performance.

North American businesses and corporations invest heavily in the ongoing training of employees. Unfortunately, that investment rarely yields expected returns. One reason for this shortfall is that organizations frequently develop and implement training with only a superficial grasp of the skills employees need to perform their jobs. The absence of rigorous competency analysis in corporate training environments typically results in reduced training effectiveness and minimal return on effort and investment. This research was based on an overarching research question: How can a competency analysis profile be conducted online, in a way that is cost-effective in both human and financial resources, and provides results of comparable rigour and quality as a competency profile developed face-to-face? The tool created as part of this research is called an OCAN, an acronym for Online Competency ANalysis. Two OCANs were completed over the course of the project. While they took longer than initially planned, each OCAN chart fell within the parameters expected of face-to-face DACUMs, and was achieved at a quarter of the cost. The lessons learned from this research indicate that that the efficiency of the OCAN process can be substantially increased, leading to a form of workplace competency analysis that is effective, relatively inexpensive, and fast. It is hoped that the availability of such a tool will increase its use in workplace training, and lead to better training outcomes., 2021-08

This research was undertaken to determine the efficacy of using andragogy, assessment, and quality control for training in a modern industrial workplace, with findings indicating that these modern training techniques can be implemented with success in this context. While andragogy, pioneered by Knowles, has been used in many areas of adult education, it has not been found to be commonly used in the industrial workplace. The study focused on Finnish trainers using the Blaeser Training Taxonomy – a training program utilizing elements of andragogy and assessment wrapped into quality control. Using a mixed methods questionnaire, trainers reported their training results, which indicated the value of the adult training approach rooted in andragogical principles.

North American businesses and corporations invest heavily in the ongoing training of employees. Unfortunately, that investment rarely yields expected returns. One reason for this shortfall is that organizations frequently develop and implement training with only a superficial grasp of the skills employees need to perform their jobs. The absence of rigorous competency analysis in corporate training environments typically results in reduced training effectiveness and minimal return on effort and investment. This research was based on an overarching research question: How can a competency analysis profile be conducted online, in a way that is cost-effective in both human and financial resources, and provides results of comparable rigour and quality as a competency profile developed face-to-face? The tool created as part of this research is called an OCAN, an acronym for Online Competency ANalysis. Two OCANs were completed over the course of the project. While they took longer than initially planned, each OCAN chart fell within the parameters expected of face-to-face DACUMs, and was achieved at a quarter of the cost. The lessons learned from this research indicate that that the efficiency of the OCAN process can be substantially increased, leading to a form of workplace competency analysis that is effective, relatively inexpensive, and fast. It is hoped that the availability of such a tool will increase its use in workplace training, and lead to better training outcomes., 2021-08, 2021-08-11T20:44:58Z

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professionalcaregivers. The quality of work is affected by the level of education of healthcare employees involved.Specific Aims: This study aimed to collect data on how employees perceive their education and training in ID practice and howeducational programs prepare them for their working environment.Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilitiesand the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey.Findings: The results indicated that education significantly influenced the participants’ knowledge level, and highly specific education(i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces shouldexamine their employees’ skills regularly from the viewpoint of fulfilling the needs of people with ID.Discussion: Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplacetraining (i.e., through hands-on practice at the workplace). Competence development in the form of workplace training is neededto upskill the staff and possibly increases employees’ participation at work., NURED

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professionalcaregivers. The quality of work is affected by the level of education of healthcare employees involved.Specific Aims: This study aimed to collect data on how employees perceive their education and training in ID practice and howeducational programs prepare them for their working environment.Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilitiesand the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey.Findings: The results indicated that education significantly influenced the participants’ knowledge level, and highly specific education(i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces shouldexamine their employees’ skills regularly from the viewpoint of fulfilling the needs of people with ID.Discussion: Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplacetraining (i.e., through hands-on practice at the workplace). Competence development in the form of workplace training is neededto upskill the staff and possibly increases employees’ participation at work., NURED

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professionalcaregivers. The quality of work is affected by the level of education of healthcare employees involved.Specific Aims: This study aimed to collect data on how employees perceive their education and training in ID practice and howeducational programs prepare them for their working environment.Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilitiesand the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey.Findings: The results indicated that education significantly influenced the participants’ knowledge level, and highly specific education(i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces shouldexamine their employees’ skills regularly from the viewpoint of fulfilling the needs of people with ID.Discussion: Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplacetraining (i.e., through hands-on practice at the workplace). Competence development in the form of workplace training is neededto upskill the staff and possibly increases employees’ participation at work., NURED

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professionalcaregivers. The quality of work is affected by the level of education of healthcare employees involved.Specific Aims: This study aimed to collect data on how employees perceive their education and training in ID practice and howeducational programs prepare them for their working environment.Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilitiesand the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey.Findings: The results indicated that education significantly influenced the participants’ knowledge level, and highly specific education(i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces shouldexamine their employees’ skills regularly from the viewpoint of fulfilling the needs of people with ID.Discussion: Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplacetraining (i.e., through hands-on practice at the workplace). Competence development in the form of workplace training is neededto upskill the staff and possibly increases employees’ participation at work., NURED

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professionalcaregivers. The quality of work is affected by the level of education of healthcare employees involved.Specific Aims: This study aimed to collect data on how employees perceive their education and training in ID practice and howeducational programs prepare them for their working environment.Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilitiesand the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey.Findings: The results indicated that education significantly influenced the participants’ knowledge level, and highly specific education(i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces shouldexamine their employees’ skills regularly from the viewpoint of fulfilling the needs of people with ID.Discussion: Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplacetraining (i.e., through hands-on practice at the workplace). Competence development in the form of workplace training is neededto upskill the staff and possibly increases employees’ participation at work., NURED

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professionalcaregivers. The quality of work is affected by the level of education of healthcare employees involved.Specific Aims: This study aimed to collect data on how employees perceive their education and training in ID practice and howeducational programs prepare them for their working environment.Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilitiesand the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey.Findings: The results indicated that education significantly influenced the participants’ knowledge level, and highly specific education(i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces shouldexamine their employees’ skills regularly from the viewpoint of fulfilling the needs of people with ID.Discussion: Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplacetraining (i.e., through hands-on practice at the workplace). Competence development in the form of workplace training is neededto upskill the staff and possibly increases employees’ participation at work., NURED

Purpose This paper aims to present a literature review of studies of mentorship programs in the manufacturing industry so as to lay a theoretical basis for learning at work. Design/methodology/approach A literature review with focus on mentorship programs in the manufacturing industry was used. A search for relevant peer-reviewed articles, in four databases, rendered 315 hits, but only one article dealt with mentorship programs in an industry similar to the manufacturing industry. Thus, it is concluded that there is a lack of research on this area. The selection criteria were broadened so as to include 16 articles on mentorship programs for learning at work. Findings Three dominant areas emerged from this review: definitions of mentorship, characteristics of a good mentor and mentorship program structures. The establishment of a mentorship program requires a clear purpose; contextual knowledge; and adaption to the profession, the organization and to individual needs. In addition to their findings, the authors discuss relationships in mentoring programs, what can be understood by “reading between the lines” and the ongoing digitalization of mentorship programs. Originality/value Mentorship has proven itself to be a superior way to learn on the job. This paper provides practical information about establishing mentorship programs in the manufacturing industry, with a particular focus on the moulding industry.

Purpose The purpose of this paper is to investigate the current skills gap in both generic and skill areas within the construction industry in Queensland, Australia. - Design/methodology/approach An internet-based survey was administered to collect the opinions of construction employees about the workplace-training environment and their perceptions towards training. The survey intended to address the following research questions, specifically in relation to the construction industry. - Findings The survey results reveal that whilst overall participation in workplace training is high, the current workplace training environments do not foster balanced skill development. The study reveals that in the current absence of a formal and well-balanced training mechanism, construction workers generally resort to their own informal self-development initiatives to develop the needed role-specific theoretical knowledge. - Research limitations/implications The findings of the research are based on the data primarily collected in the construction industry in Queensland, Australia. The data are limited to a single Tier 2 construction company. - Practical implications The findings of this study can be utilised to suggest improvements in the current (or develop new) workplace training initiatives. - Social implications The research suggests that workplace training has positive relationship with career growth. The results suggest that in the construction industry, employees are generally well aware of the importance of workplace training in their career development and they largely appreciate training as being a critical factor for developing their capacity to perform their roles successfully, and to maintain their employability. - Originality/value This paper is unique as it investigates the current skills gap in both generic and skill areas within the construction industry in Queensland, Australia. So far no work has been undertaken to identify and discusses the main method of wor

The objective of this article is to expose, on the one hand, that at the international level it is increasingly accepted the vision of the existence of a variety of models in which school education and workplace learning alternate, of very diverse source, which can not be reduced to the hypothesis of a progressive introduction of a Germanic model that extends worldwide On the other hand, the «dual training» is still in a very nascent stage in Spain., El objetivo de este artículo es exponer, por un lado, que internacionalmente cada vez se acepta más la visión de la existencia de una gran variedad de modelos en los que se alterna la formación escolar y el aprendizaje en el puesto de trabajo, de origen muy diverso, que no puede reducirse a la hipótesis de una progresiva implantación de un modelo germánico que se extiende mundialmente; y por otro, que la formación dual aún se halla en un estadio muy incipiente en España.

The objective of this article is to expose, on the one hand, that at the international level it is increasingly accepted the vision of the existence of a variety of models in which school education and workplace learning alternate, of very diverse source, which can not be reduced to the hypothesis of a progressive introduction of a Germanic model that extends worldwide On the other hand, the «dual training» is still in a very nascent stage in Spain., El objetivo de este artículo es exponer, por un lado, que internacionalmente cada vez se acepta más la visión de la existencia de una gran variedad de modelos en los que se alterna la formación escolar y el aprendizaje en el puesto de trabajo, de origen muy diverso, que no puede reducirse a la hipótesis de una progresiva implantación de un modelo germánico que se extiende mundialmente; y por otro, que la formación dual aún se halla en un estadio muy incipiente en España.

The objective of this article is to expose, on the one hand, that at the international level it is increasingly accepted the vision of the existence of a variety of models in which school education and workplace learning alternate, of very diverse source, which can not be reduced to the hypothesis of a progressive introduction of a Germanic model that extends worldwide On the other hand, the «dual training» is still in a very nascent stage in Spain., El objetivo de este artículo es exponer, por un lado, que internacionalmente cada vez se acepta más la visión de la existencia de una gran variedad de modelos en los que se alterna la formación escolar y el aprendizaje en el puesto de trabajo, de origen muy diverso, que no puede reducirse a la hipótesis de una progresiva implantación de un modelo germánico que se extiende mundialmente; y por otro, que la formación dual aún se halla en un estadio muy incipiente en España.

The objective of this article is to expose, on the one hand, that at the international level it is increasingly accepted the vision of the existence of a variety of models in which school education and workplace learning alternate, of very diverse source, which can not be reduced to the hypothesis of a progressive introduction of a Germanic model that extends worldwide On the other hand, the «dual training» is still in a very nascent stage in Spain., El objetivo de este artículo es exponer, por un lado, que internacionalmente cada vez se acepta más la visión de la existencia de una gran variedad de modelos en los que se alterna la formación escolar y el aprendizaje en el puesto de trabajo, de origen muy diverso, que no puede reducirse a la hipótesis de una progresiva implantación de un modelo germánico que se extiende mundialmente; y por otro, que la formación dual aún se halla en un estadio muy incipiente en España.

Purpose – The purpose of this paper is to investigate the effects of training activity on labor productivity in a panel of Italian firms. Design/methodology/approach – The use of a large panel data of individual firms allows the author to properly account for the possible endogeneity of training activity and avoid aggregation biases typical in industry-level data. Findings – The paper finds that training has a positive and significant impact on productivity. While unobserved heterogeneity leads to overestimate the impact of training, failing to account for the endogeneity of training leads to underestimate its effects on productivity. Within occupational groups, training has large and significant effects for blue-collar workers, while the effects for executives and clerks are relatively small. Finally, using a measure of effective training intensity the paper finds that failing to account for training duration may lead to underestimate the effect of training on productivity. Originality/value – Our data set is unique in terms of size and coverage and overcomes several limitations of previous research using firm-level data. Moreover, besides estimating the overall effect of training on productivity, the paper allows to address some more specific questions. Does the effect of training depend on the type of worker being trained? What is the relevance of effective participation to training activity?

Purpose – The purpose of this paper is to investigate the effects of training activity on labor productivity in a panel of Italian firms. Design/methodology/approach – The use of a large panel data of individual firms allows the author to properly account for the possible endogeneity of training activity and avoid aggregation biases typical in industry-level data. Findings – The paper finds that training has a positive and significant impact on productivity. While unobserved heterogeneity leads to overestimate the impact of training, failing to account for the endogeneity of training leads to underestimate its effects on productivity. Within occupational groups, training has large and significant effects for blue-collar workers, while the effects for executives and clerks are relatively small. Finally, using a measure of effective training intensity the paper finds that failing to account for training duration may lead to underestimate the effect of training on productivity. Originality/value – Our data set is unique in terms of size and coverage and overcomes several limitations of previous research using firm-level data. Moreover, besides estimating the overall effect of training on productivity, the paper allows to address some more specific questions. Does the effect of training depend on the type of worker being trained? What is the relevance of effective participation to training activity?

This review evaluates a report prepared by Lynda Achren, Jude Newcombe and Drew Roberts of Adult Migrant Education Services (AMES) for the ACFE (Adult, Community and Further Education Board), Victoria, Australia.

Purpose – The purpose of this paper is to demonstrate how leadership has the capacity to both positively influence learning processes and negatively inhibit organizational learning. Design/methodology/approach – This is a conceptual paper that brings together an analysis of leadership and organizational learning literature. The argument is centered on transformational leadership and the responsibility for creating an organizational learning culture. Findings – There is a conventional belief that leaders have solitary control and influence when it comes to setting up organizational learning processes. However, a top-down approach to facilitate and implement learning in organizations is not always an effective method because learning should be a collaborative practice. Thus, to rely fully on leaders to initiate and sustain the learning processes can be counter-productive. Practical implications – Good and effective leadership is the key to organizational learning. Learning is the only sustainable method of achieving competitive advantage for contemporary organizations because of rapidly changing environmental forces. Corporations with aspirations for long-term survival must facilitate, through their leadership, “the impulse to learn” amongst their members. Originality/value – Knowledge is lacking in the area where leadership is linked to learning. Such knowledge is important because leaders play a central role in the learning framework and leaders also offer the required guidance for organizations to integrate and sustain learning processes through policy and practice.

Purpose – The purpose of this paper is to provide a greater understanding of organisational learning in connection with assessment of Six Sigma readiness. Different forms that a possible deployment can take in the organisation's context based on the degree of readiness are explored. Design/methodology/approach – The empirical data are derived from 12 in-depth semi-structured interviews of selected employees having different functions in the studied organisation, a global distribution system and information technology (IT) solutions provider to the travel and tourism industry. In addition, they include participant observation and documentation. The interview questions were built based on a modified version of Kettinger and Grover readiness assessment framework. Findings – The study shows that organisational learning can provide a useful framework for assessing Six Sigma readiness in an IT organisation. A synthesized model is proposed combining the frameworks of an adapted Kettinger and Grover model and the core disciplines of the learning organisation. Further, the results suggest that having Six Sigma as a company-wide strategy may not prove useful or suitable in the current context. However, the analysis shows that having Six Sigma as an improvement programme provides a structure for the improvement work and the define, measure, analyze, improve and control methodology is needed to address some current inefficiencies and problems. Research limitations/implications – This is a single case study and the possibility of generalising this finding to other contexts remains uncertain. Therefore, more research is needed. The procedure of using organisational learning as an assessment framework for Six Sigma readiness has been shown to be useful. Practical implications – Implementing Six Sigma means a large investment and therefore it is important to make the right deployment approach. Having one integrated readiness assessment model should be useful for companies when asse

Purpose The purpose of this paper is to provide a greater understanding of organisational learning in connection with assessment of Six Sigma readiness. Different forms that a possible deployment can take in the organisation's context based on the degree of readiness are explored. Design/methodology/approach The empirical data are derived from 12 in‐depth semi‐structured interviews of selected employees having different functions in the studied organisation, a global distribution system and information technology (IT) solutions provider to the travel and tourism industry. In addition, they include participant observation and documentation. The interview questions were built based on a modified version of Kettinger and Grover readiness assessment framework. Findings The study shows that organisational learning can provide a useful framework for assessing Six Sigma readiness in an IT organisation. A synthesized model is proposed combining the frameworks of an adapted Kettinger and Grover model and the core disciplines of the learning organisation. Further, the results suggest that having Six Sigma as a company‐wide strategy may not prove useful or suitable in the current context. However, the analysis shows that having Six Sigma as an improvement programme provides a structure for the improvement work and the define, measure, analyze, improve and control methodology is needed to address some current inefficiencies and problems. Research limitations/implications This is a single case study and the possibility of generalising this finding to other contexts remains uncertain. Therefore, more research is needed. The procedure of using organisational learning as an assessment framework for Six Sigma readiness has been shown to be useful. Practical implications Implementing Six Sigma means a large investment and therefore it is important to make the right deployment approach. Having one integrated readiness assessment model should be useful for companies when assessing thei

Purpose – Reviews the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – Assessing suitability for big step in learning to improve. Any organization which decides to implement a six sigma system to improve business leadership and performance should not underestimate the enormity of the initial step and lasting commitment it is about to make. A little like going into marriage, perhaps – it is going to be wonderful if it succeeds but the people involved have to be sure they are ready to take the step. It is likely that attitudes and behaviors will have to change and, like marriage, six sigma can be costly so it is not advisable to take a half-hearted approach at the beginning. Practical implications – Provides strategic insights and practical thinking that have influenced some of the world's leading organizations. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to digest format

Making an informed decision on whether an individual is suited to undertake an educational course or industry training programme can be very frustrating. When dealing with young adults at different cognitive skill levels, it is important to be able to identify and distinguish between their knowledge/competency levels, mostly on the basis of the evidence gathered from test-items. The current absence of appropriate measurement tools to determine skill/competency/knowledge levels remains a practical issue. The main aim of this paper is to discuss the management of this important differentiation in cognitive skill performance. One of the dilemmas surrounding this type of competency evaluation is the time it takes to test an individual. Insisting for instance, that a novice undergoes a long and arduous test, including many difficult testing items, results in lowered self-esteem, reduced motivation for learning something new, may induce stress related disorders. Similarly, expecting a more competent individual to undergo numerous simple test-items can generate the same negative result. A Competency Management System (CMS) is presented to initiate effective human-computer interaction (HCI) for cognitive skills assessment. © 2009 Springer-Verlag US.

Upper secondary school contains of several different programs, for some of them workplace training, APU, is a part. The Industry programme is one of those. The education within a programme where workplace training is a part works out differently. The workplace training part of the education is a collaboration between school and different working sites. The aim of this study is to illuminate one kind of education model from different perspectives. The workplace training part of this model starts from term four and takes place two days every week, the other three days of the week used for education in school. The questions at issue for this study are in what meaning can workplace training affect the results of the programme goals? And how is the education interpreted, valued and described by different participants? The study contains of sex interviewees. In the study are six persons from three different categories; cooperative companies, teachers teaching core subjects and pupils. The results from the study show how important the cooperative companies think that communication and the possibility to be able to have influence in the education model are. They look at themselves not only as a company that provides trainee possibilities. They also consider the lifeexperience that the pupils get through the combination of education in school combined with workplaced training affect their efforts of reaching the programme goal positively. The education model is seen with positive eyes both from the cooperative companies and the pupils, while the results from the coresubject teachers interviews not are quit as distinct.

This paper describes a practical example of boundary crossing collaboration and innovative solutions in a community development project in north of Sweden. The idea was to develop job opportunities in a region which had suffered redundancies due to restructuring. Community stakeholders such as local authorities, education agencies, labour market offices, county commissioners, and public healthcare employers worked together to develop favourable conditions for regional development. Introducing new learning initiatives by adapting learning techniques to untraditional learners were part of the innovative solutions. Workplace learning was used as a method to prepare and inspire older unemployed men to work in healthcare. Individual competencies where strengthened as a mean to develop individual employability

The view that there should be increased emphasis on learning in workplaces because of rapid changes in business environments, and the suggestion that managers should foster the learning of employees, is prevalent in the workplace learning, organisational learning and ‘learning organisation’ literature. In New Zealand, and in other developed economies, small firms represent a very significant part of the workplace-learning context. Given the vast knowledge and skills base vested in small firms, how knowledge and skills are developed and maintained through learning processes in these firms are matters of major interest. Overall, this study seeks to answer the question: In selected small manufacturing firms, what effects, if any, do managers have on employees' learning? To help answer this question, data were collected through semi-structured interviews and mail survey questionnaires. Verbatim expressions of the interview participants were analysed using content analytic procedures. Data gathered from employees through mail survey questionnaires were analysed using a range of statistical methods. Findings of the content analysis of the verbatim expressions of the interview participants reveal that managers use a variety of strategies to foster learning at and through work in the small firms studied. Analysis of the mail survey data provides a description of how employees in the sample firms perceive their workplaces as learning environments. Employees' attributions of their work-related learning to various sources and methods of learning are also described. Additionally, specific managerial actions and behaviours that have potential to increase employee satisfaction with workplace learning are identified. Findings of this study contribute to knowledge in the fields of management and human resource management in the small firm context. Synthesis of the qualitative and quantitative findings suggest a conceptual framework that can be used for analysing the effects of mana

In this article, the authors evaluate a Swedish pilot scheme that targeted immigrants with weak Swedish-language skills registered as unemployed at public employment offices. By sandwiching work-oriented language teaching and practical workplace training, the project aimed at enhancing the employability of project participants but also at alerting them to and preparing them for available training and further education opportunities. For the evaluation, a comparison group of nonparticipants was selected using a propensity score methodology. The results show that participation in the pilot scheme project resulted in much speedier transfers from open unemployment to employment, training, and education.

The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.

The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.

The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.

This study investigated how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL), as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers' IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive Continuing Professional Development (CPD) model. The research adopted an interpretivist phenomenological perspective via interviews with six teachers to explore their IL experiences through semi-structured in-depth interviews. Questions among others, addressed the participants' previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, information literacy practices, and the differences between IL and CPD practices. Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers' everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found that IL, CPD and learning were found to be inseparable as they intersected within a single, organic situated learning practice of becoming an expert in context. This research makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning, and providing suggestions for future rese

This study investigated how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL), as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers' IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive Continuing Professional Development (CPD) model. The research adopted an interpretivist phenomenological perspective via interviews with six teachers to explore their IL experiences through semi-structured in-depth interviews. Questions among others, addressed the participants' previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, information literacy practices, and the differences between IL and CPD practices. Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers' everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found that IL, CPD and learning were found to be inseparable as they intersected within a single, organic situated learning practice of becoming an expert in context. This research makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning, and providing suggestions for future rese