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The purpose of the paper is to show that most organisations invest 80 percent of their training budgets in formal learning, while 90 percent of learning takes place through on the job training or informal learning. The paper shows case studies where organisations are redressing this imbalance.

The paper draws on expertise from two organisations, Reuters and Liverpool Victoria, which have implemented informal learning processes. This is also complemented by the views of the author, an expert in creating individual learning strategies for private and public‐sector clients.

The paper finds how informal learning through appropriate IT support can deliver learning to an organisation and its employees in a new, effective way. The paper shows how to support employees, adapt to change, create convenience and work with the “digital onslaught”, rather than against it.

The paper draws on information from Reuters, an article in The Age by Graeme Philipson, as well as a case study from New Wave Learning about Liverpool Victoria's experience of training 900 call centre employees. It provides UK, US and Australian experiences.

This paper is a very useful source for training professionals, showing how to help employees understand and learn new business critical information, at the time they need it.

The paper provides information, examples and advice, bringing together three prime sources of information, to bring valuable change to organisations and help make training a priority.

Discusses the link between organizational context and the nature of effective teamwork. Using a variety of examples from the police force, highlights the importance of the explicit authority structure in terms of providing clear leadership and accountability. Other types of organizations are unable to provide this sort of absolute parameters, particularly since the trend is towards leaner, flatter structures and empowered workforces. Staff are likely to find themselves in a number of teams, all working to different agendas and with little guidance about priorities. One solution is to focus on translating the business strategy into clearly defined goals so that the context for teamwork is explicit and the priority of the outcome is clear.

Drawing on crisis management theory and complexity theory, the purpose of this study is to examine the impact of a prolonged COVID-19 induced lockdown on tourism small and medium enterprise (SME) operators’ well-being.

A mixed methods approach was used, with survey data from 226 SME tourism operators located in Victoria (Australia) and 33 interviews with a cross-representative selection of tourism stakeholders.

The findings of this study show that planned resilience, adaptive resilience, government communication (i.e. Roadmap to Recovery announcement) and revenue status are positively linked to well-being.

The cross-sectional nature of this study is not able to provide evidence of a temporal relationship between exposure and outcome, as both are examined at the same time. This study is restricted to one Australian State and may have limited generalisability.

The findings identify strategies to improve tourism SMEs resilience and their operator well-being. Programs designed to meet the needs of tourism SME owners and enhance access to well-being services, while training for SME tourism operators should focus on improving the diversification potential of the business.

To the best of the authors’ knowledge, this is among the first studies applying crisis management and complexity theories as theoretical lenses to explore the joint effect of organisational resilience and government communication on SME tourism operators’ well-being. The inclusion of communication on SME well-being is an area hitherto unexplored in the tourism literature.

The purpose of this paper is to measure participants’ sponsorship awareness, and assess a model designed to predict participants’ behavioral intentions toward the sponsors of the Fayetteville Race Series.

The study is based on non-experimental survey research design using path analysis.

Perceived sponsor goodwill had a positive direct effect on participants’ sponsor behavioral intentions, as well as a positive indirect effect partially mediated by sponsor image. Sponsor image and future event participation also had positive direct effects on behavioral intentions. Overall, participants had very positive perceptions of the sponsors’ goodwill and image, and indicated positive future intentions. Participants’ ability to identify event sponsors through aided recall was inconsistent between the two events studied.

The positive outcomes for sponsors observed in this study should make small, regional, participant-based sport events appealing marketing channels, especially for generating goodwill in the community. Further, even small sponsorship spends can have a significant impact on these smaller events, since traditional funding sources continue to be cut.

Existing literature on sponsorship of participant sport-based events has generally focused on large events (i.e. marathons that draw participants nationally), despite the prevalence of smaller scale, regional events around the world.

The changes in the Czech Republic brought by the transition process had a significant impact on all sectors of the economy and none more so than on retailing. Presents the initial findings of a long‐term longitudinal study of clothing retailing in the Czech Republic examining the retail format and merchandise assortment structure of clothing retailing in the period of 1994‐1999. The research focused on Czech towns and specifically excluded the capital city of Prague. From the analysis of the retail format development two broad conclusions emerge. First, the smaller towns appear to be more conservative in terms of structural change. Second, there appears to be more extensive changes in retail format patterns occurring in the larger towns. .

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

The aim of the paper is to extend and update previous research carried out in the period immediately following the unification of Germany in 1990. This period saw a rapid and substantial movement by (West) German retailers into the former German Democratic Republic. The paper examines, though a tracking study of the top German retailers, the status of those retailers some years on in terms of the extent to which they have assimilated their operations in eastern Germany and now regard them as merely a part of a united Germany. More importantly, the paper examines the extent to which the moves into the former East Germany have been used as a springboard to expansion in the former socialist states of central and eastern Europe in a period that has seen substantial and significant consolidation among German retailers.

Since its early conception, the group has grown from a handful of enthusiastic engineers to the largest trade association in Europe, if not the world, for Surface Mount. As in previous years, SMART will be arranging Seminars, Hands‐on Workshops and Open Forums, giving valuable knowledge for those just entering or those already experienced in SMT. Open forums allow the opportunity for the exchange of information on a variety of different topics, building experience in the technology which would otherwise be unobtainable.