Diagnostic model includes six questions to guide training and development: Who needs training? Why? When and where? What is to be learned? What is the cost? and How will it be evaluated? Presents the Index for Training Success, which measures the following for each question: importance to instructor, level of detail available, weight of…

Case studies of competency-based training demonstrate the narrowness of a conception of vocational competence that does not include tacit skills and experienced judgment. New approaches to understanding the multilocational, interrelated processes of knowing and doing are needed in order to devise a new definition of competence. (Contains 37…

Research findings indicate that neither workers nor workplaces are prepared for flexible delivery of training. A proposed model identifies strategies for learner development (self-directed learning, self-monitoring, engagement with a wide range of modes) and workplace development (clear training policies, trainer skills to support self-direction…

Post-Fordist notions of people as the most important organizational resource are congruent with teacher professionalism. However, government vocational education policies are dominated by technical rationalism, which treats teachers as technicians to be controlled. (SK)

Although participation in post-school adult education and training has increased for all workers, data from the 1991 National Household Education Survey confirm that workers with more formal education are more likely to participate in employment-related training. (Author/JOW)

The course evaluation process used by an Australian provider of vocational education and training was evaluated using guidelines suggested by the literature and feedback obtained from multiple stakeholders. The modified model has six phases: initiation, compliance, data collection, integrating, reporting, and dissemination. (SK)

Analysis of Scottish small and medium-sized enterprises reveals that small business culture is a significant barrier to skill development. Other barriers include awareness, finance, and access to training. A welter of recent policy initiatives has added to a state of confusion about the role of training. (SK)

The goal of workplace learning should be development of robust vocational knowledge. A model to achieve this includes guided learning strategies such as modeling, coaching, and questioning used by expert co-workers and opportunities for participation in workplace activities that provide learning experiences. (SK)

A case study of union initiatives to rebuild the training infrastructure for small businesses in the printing industry in Southwest England illustrates two points: (1) unions are responding to the individualizing tendency of globalization while maintaining collectivist traditions; and (2) organizational culture can inhibit the acquisition,…

Explores historical development and weaknesses and change efforts in vocational training institutions in Chile, Colombia, Costa Rica, and Peru. Identifies future directions for the training enterprise in Latin America. (SK)

Organizations, like individuals, have reputations that create consequences. Six features of organizational reputations are reviewed. A model for how organizational reputation is created is presented, with special attention to the role of employee training in reputation formation. The effects of organizational reputation on a firm's financial…

This paper presents the recommendations made by the Advisory Committee on Job Corps to the Secretary of Labor pertaining to the review, development and implementation of policies, legislation and regulations for the Job Corps program. This document represents the culmination of an intensive and comprehensive nine-month process undertaken by the…

This paper reviews the literature on job-related training and the effects of these investments for different groups of individuals. The paper also elaborates on the theories, empirical explanations, and policy implications that can be drawn from these findings. Employer-provided training is by far the most important source of further education and…

Canadian society is undergoing a significant transformation, largely in response to the forces of globalization and the development of the knowledge/information economy. The key to the economic and social well being of Canada's diverse communities lies in the knowledge-and-skills base of its citizens. Canada must design policies and programs which…

At the international Youth Employment Summit, September 7-11, 2002, representatives from 140 countries gathered in Alexandria, Egypt to share knowledge and experience and to advance the cause of better preparation of youth for entry into, and success in, their respective national economies. At the Summit, for the benefit of those with little…