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The findings of a study on the cost‐effectiveness of using computer‐based training (CBT) in the Post branch of the Dutch PTT are reported. A cost‐effectiveness model is drawn from the literature and used in the study. The results indicate that CBT can be successfully integrated within a course of study.

The aim of the paper is to share the recipe that enables a team‐builder to build in the workplace, out of any group of individuals, a high‐performing team in four hours.

After a period of research and testing, the recipe was formulated and successfully implemented over a 15‐year period with more than 1,000 groups.

The recipe confirmed the research findings by A.J. Romiszowski that the effective team improves the intellectual and creative thinking skills, as well as the sociability, of the individual.

The recipe enables radical improvement in individual, team and organisational performance.

The recipe is unique and is the only methodology to enable a high‐performing team to be built rapidly, delivering to any organisation a quantum leap in individual and team performance.

The Industrial Training Act will have two effects on apprentice training. Firstly, more training will take place, and the demand for that already scarce commodity — the Apprentice Instructor — will increase. Secondly, the long‐term demand will be not only for more training, but for more efficient training.

‘Information needs’ are defined in terms of conceptual incongruities, the paramaters of which are described by a number of constructs originating in the fields of cognitive and social psychology. The ‘satisfaction’ of such needs are discussed in terms of access to varying ranges of information sources, from individual learning resources to large‐scale data bases, which may contain information appropriate to the resolving of such conceptual incongruities. From a review of systems designated to satisfy information needs of higher education students, it is concluded that generally, the wider the range of of information that an individual has access to, (i) the more restricted to the names of ‘topics’ and ‘subjects’ have been the parameters of information needs catered for by the system; and (ii) the less the individual has been able to know about the suitability of the sources to other parameters of his information needs, as proposed, at the time of searching. Implications are drawn, for students working in the context of relatively independent access to wide ranges of information sources, in terms of the need to develop effective information handling skills; assessment procedures; and information accessing systems.

The development of information technology (IT) networks in the delivery of a range of material to learners in higher education is explored. Factors which influence the application of IT are described and learner characteristics and needs are enumerated. The range of learning material appropriate to, and the mechanisms for, IT delivery are examined. Some examples of provision are noted. Strategic issues and the strengths and weaknesses of networked access are analysed. Prospects for developing systems and the requirements are discussed. The results of a small scale survey of provision in academic institutions are reported and discussed in a second part of the paper.

Accountants and the accounting profession have always been users of information technology and the claim for enlarging levels of Information Technology/Information Systems (IT/IS) skills/knowledge in practitioners and accounting graduates is more powerful than ever. The use of Information Technology in support of business is widespread and becoming more so. Indeed, it is no longer possible to meet the expectations of users of financial and other business performance information without using Information Technology tools. Both academics and practitioners have recognised the value and importance of IT/IS in the achievement of success in the competitive business world and IT/IS skills/knowledge as being essential to longterm success for accountants. The challenges facing organisations now require the skills of a special kind of accountant, this research called the “Hybrid Accountant” (combining IT/IS competencies and mainstream accounting capabilities). A “hybrid” accountant blends different skills and knowledge of business management and information management. It is generally felt that today’s accounting education process fails to develop accountants who are able to serve in this type of demanding accountant.

This case study aims to investigate the forces and barriers to learners’ motivation in a blended learning environment. This study uses an online forum as a vehicle for useful interaction among learners and as an extension of traditional classroom face-to-face meetings. 48 first-year students in a UAE university participated in this study. A series of data were obtained through questionnaires and feedback from the students, which were subsequently analyzed and compared to the existing literature. The results revealed that online interaction can enhance learners’ motivation and engagement in the learning process.

Reports on a case study on the design and development of two training courses for employees of gas and energy distribution companies in The Netherlands who were faced with internal and external changes. Discusses the conceptual framework of job analysis, developing a specific set of data collection techniques, particularly structured questionnaires and interviews. Concludes that each individual company should research and develop its own training course. The course should be designed to meet the company′s own peculiar requirements, there should be more professional co‐operation between industry and academe in research and training; and finally that training courses should be more widely based on the concept of job profiles, extending even to entire sectors of the economy.

In addition to providing a review of the literature recently published in the librarianship of non‐book materials this survey aims to draw attention to the characteristics, problems and achievements particular to the documentation and handling of non‐book materials (NBM) in many types of libraries. The materials are briefly described and considerations of selection, acquisition, organization, storage and in particular bibliographic control are dealt with in some detail. Other areas of concern to the librarian dealing with media resources, including the organization and training of staff, planning, equipment, exploitation and copyright, are also discussed. The past decade has seen the widespread introduction of NBM into libraries as additional or alternative sources of information. Librarians have been given an opportunity to rethink many basic principles and adapt existing practice to encompass the new materials. The survey reflects the achievements and some of the failures or problems remaining to be solved in this rapidly expanding area of library work.

To investigate how modern or traditional are the current roles of South Australian HRD practitioners in the context of present‐day work organisations. Also, how are their roles related to the organisational context in which they operate?

The study is a replication of two prior qualitative empirical studies conducted in the UK and The Netherlands. Learning‐Network Theory was used to analyse qualitatively 18 in‐depth interviews with South Australian HRD practitioners. Four phases were distinguished in the analysis of interview data, namely exploration, specification, reduction, and integration.

HRD practitioner roles are still rather traditional in nature, focusing, for example, on training needs analysis and delivery. Furthermore, roles of HRD practitioners are related to the work type in their organisation. Those dealing with team‐based work were found to have the least traditional tasks, emphasising the continuation of learning, evaluation and acting as a resource to the organisation.

Qualitative small sample study limits generalisation. Also, interviews may yield respondents' espoused theories rather than those in use. Further research should use larger, more diverse samples and include more direct ways of data collection (e.g. observation).

The question arises whether HRD practice is too conservative or HRD theory and professional ideals are too progressive, if a huge gap between the two continues to come to the fore.

Besides corroborating earlier research conducted elsewhere, this study developed a more fully elaborated and more structured interview guideline based on Learning‐Network Theory.