Martin Mulder

Corporate training for effective performance

Preface. 1. Linking corporate training and effective performance M. Mulder, et al. Part I: Changing environments of training and development. Introduction to Part I W.J. Nijhoff. 2. The development of competence: national standards for managers J.E. Thompson, S. Carter. 3. The role of regulations for corporate training strategies U. Backes-Gellner. 4. The challenge of competence and further training policies Ph. Mehaut. 5. Organization development in a changing corporate culture S.F. Foster, G.W.J. Heling. Part II: Models, Strategies and Evaluation. Introduction R.O. Brinkerhoff. 6. Behavior modeling training in North America: a research summary D.F. Russ-Eft, J.H. Zenger. 7. Changing leadership style: Research on a training and coaching model for lasting effects N.L. Krijger, S.M. Pol. 8. Human resource development and on-the-job learning J. Onstenk. 9. Effectiveness of seminars as a training tool in international companies M. Mulder, et al. Part III: New training and development devices. Introduction M. Mulder. 10. The self-learning organization in a changing professional environment J.C. Asselborn, J.M. Jans. 11. Strategic management simulations: the German case K. Breuer, S. Streufert. 12. Computer support of operator training: constructing and testing a simulation environment P.G. van Schaik Zillesen, et al. 13. Delivery systems for corporate training in the future A.L. Romiszowski. Authors index. Subject index.

Role Profiles of HRD Practitioners in the Netherlands

This study of HRD practitioners and experts in the Netherlands was executed in 1993 and based on an earlier US role profile study. Two types of profiles were identified for eleven different roles that an HRD practitioner might perform within her or his job. Both profiles consist of core outputs of the different roles and the core competencies required for achievement of the outputs. Comparisons were drawn between current and future profiles and between the results of the expert study and the outcomes of the US study. The American role profiles appeared to be largely valid for the Dutch context.

Linking Corporate Training and Effective Performance

Effective performance has become critical throughout the global economy. In view of the severe competition within this global economy, organizations focus on their performance. They analyze their results and problems, and try to find solutions that may improve their results (Swanson, 1994). Organizations need to do so for the sake of continuing their existence in the future. They constantly need to adapt to new circumstances. In the process of focusing on performance, learning plays a critical role. Organizations have to learn from their failures and successes, and they should be able to analyze causes and effects of decisions and results. Much of the necessary learning can be facilitated by corporate training.

Effectiveness of Seminars as a Training Tool in International Companies

The training and development of employees in international organizations is often organized by a seminar model. Apart from the fact that this model facilitates the formation of employee skills, it enhances the establishment of a common corporate culture. In the seminar model, employees are invited to attend a training or seminar center for some days or weeks to study certain topics or to learn specific skills. This model is often used in technologically advanced industrial environments. For instance, when companies have a central research and development branch, expertise on particular systems, products and processes is centralized. Dissemination of this expertise to the foreign subsidiaries often follows the seminar approach. Representatives from the companies in the host countries travel to the technological training center in the home country. These recipients get an introduction to the new technologies, and after a short period of time they return to their countries, preferably having acquired the necessary competencies and background documentation to disseminate their newfound knowledge and skills. Although this model is frequently used, little is known about the effectiveness of international seminars. What are the obstacles to the success of international seminars? What about the learning results and subsequent knowledge transfer to the job performance of the participants? What about the ultimate goal of this approach, and the dissemination of the expertise in the foreign subsidiaries? Do the participants share their information with colleagues in their organizations?