W.J. Nijhof

Employee commitment in changing organizations: an exploration

Commitment of employees can be an important instrument for improving the performance of organizations. Based on international literature and studies, commitment has been defined as organizational and task commitment, and is related to personal, job and organizational characteristics. Intends to explore some important relations between the characteristics of commitment and organizational effects. Between commitment and the level of the organization the most important relations are a better communication and less illness; at the level of the individual employee the commitment to change and to take part very actively in change processes, bringing up new ideas, is important. These conclusions are in line with the literature. Commitment is strongly connected with colleagues and the style of management and could be seen as an important asset of the learning company.

Critical Reflective Working Behaviour: A Survey Research.

In this paper critical reflective working behaviour will be operationalized. Second, the question will be raised which factors have impact on critical reflective working behaviour. The following dimensions of critical reflective working emerge: reflection, vision sharing, challenging group-think, asking for feedback, experimentation and awareness of employability. In a survey amongst 742 respondents these dimensions are validated. Important influencing factors seem to be self-efficacy and participation.

Factors Influencing Knowledge Creation and Innovation in an Organisation.

Purpose – The purpose of this study is to gain a better understanding of the factors that influence the innovative power of organisations. The concept of innovation and innovative power was examined by analysing the relationship between the construct of the learning organisation, knowledge organisation and innovative organisation, and has resulted in an innovation process model. This model consists of three processes: knowledge creation, innovation and learning to learn. The factors that might influence this cycle are: added value for stakeholders, leadership, climate, structure and strategic alignment.Design/methodology/approach – This is an exploratory study that was conducted at Oce Technologies in The Netherlands.The case study consisted of a qualitative and a quantitative stage and comprised a selection of two innovation projects separated in time. The purpose of the first phase was to collect information about the innovation spiral, through interviews with members of three divisions in each innovati...

Qualifying for the future

The integration of general and vocational education is a perennial problem in education. Many educational thinkers have been caught by the question and came to the conclusion that the demarcation line between ‘Bildung’ (liberal education) and ‘Ausbildung’ (training) should pass away. When work is such a big part of human life, why should preparation for work not be part of general education? It seems that in recent years the pressure on both parts of the educational system to integrate, is rising and will lead to a rethinking of preparation for life for young people and will have consequences not only for secondary, but also for primary and for further and higher education (Lasonen, 1996).

Effects of complex feedback on computer-assisted modular instruction

The aim of this study is to determine the effects of two versions of Computer-Based Feedback within a prevocational system of modularized education in The Netherlands. The implementation and integration of Computer-Based Feedback (CBF) in Installation Technology modules in all schools (n = 60) in The Netherlands is new. The main idea is that feedback in general has proven to be effective, but it has to be customized to the needs of the students. Therefore two complex variations of feedback are designed and tested in a population experiment following and extending a study of Roper on different forms of complex feedback. In this experiment 537 students were involved. The subject is instruction on theory of installation technology in the fields of sanitary technology, gas technology and heating technology. After a pilot test, two experiments took place. This study suggests that the application of complex feedback is effective, but does not significantly increase post-test results. Students with good reading comprehension skills benefit much more from complex feedback than those with poor reading skills.

Working and Learning with Electronic Performance Support Systems: An Effectiveness Study

In this study the effectiveness of electronic performance support systems (EPSS) is reported. Some of the expected advantages of EPSS, such as an increase in productivity and improved learning are evaluated with insurance agents using laptop computers. Theoretical statements, research design and hypotheses are presented. The conclusion is that EPSS was cheaper than classroom training and had some benefits for learners, but did not produce the expected benefit of an increase in productivity.

Lifelong Learning as a European Skill Formation Policy

The connection between lifelong learning and knowledge economy is the central focus of this article. The two themes play a major role in the political debate both at the European and the local level. The focus is a curriculum theoretical point of view. This means that the justification of assumptions, values, and arguments will be tested, mainly epistemological, economical, and political, based on an arbitrary selection of well-documented papers. The arguments for and against a knowledge economy and the policy of lifelong learning will be formulated. Finally, it will be argued that a flexible skill formation system with different trajectories in the lifetime is essential for Europe. There should, however, be a strong basis in general vocational education.

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.

Roles, competences and outputs of HRD practitioners: A comparative study in four European countries

Early in the 1990s, at the University of Twente it was felt that research was needed on the content of human resource development (HRD) jobs in Europe. In the USA such studies had been initiated by Nadler in the early 1980s. Studies that built on his work were “Models of excellence” and “Models for HRD practice”, both undertaken by the American Association for Training and Development (ASTD). The International Board of Standards for Training, Performance and Instruction studied the qualifications needed by training managers, training instructors and training evaluators. The only research done in Europe, as far as we know, was a large‐scale study by the Training & Development Lead Body, carried out in, and concentrating on, the UK. The University of Twente aims to contribute to a description of the HRD field in Europe by describing job profiles of European HRD practitioners in terms of tasks as well as roles. Additionally, a comparison between the role analyses in the USA and European countries is made to check the validity of the US‐roles for Europe. The outcomes will be helpful in defining job profiles and (in a later stage) developing standards for HRD practitioners, both of which are important elements in the development of a profession. The outcomes can be used by HRD practitioners in their individual development.

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.