UK Managers' Conceptions of Employee Training and Development

Autor/inn/en	McDowall, Almuth; Saunders, Mark N. K.
Titel	UK Managers' Conceptions of Employee Training and Development
Quelle	In: Journal of European Industrial Training, 34 (2010) 7, S.609-630 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090591011070752
Schlagwörter	Outcomes of Education; Learning Strategies; Human Resources; Foreign Countries; Labor Force Development; Psychology; Decision Making; Training; Interviews; Administrators; Adult Education; Industrial Education; United Kingdom + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Humankapital; Ausland; Arbeitskräftebestand; Psychologie; Decision-making; Entscheidungsfindung; Ausbildung; Interviewing; Interviewtechnik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Großbritannien
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10