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Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost. The purpose of this study was to document evaluation practices currently used in library training and continuing education programs for library employees, including metrics used in calculating return-on-investment (ROI). This research project asked 272 library training professionals to identify how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI.

The purpose of this study is to contribute to the understanding of factors that affect training effectiveness. According to the literature, social support, perceived content validity, transfer design, the motivation to improve work through learning and positive transfer, contribute to the effectiveness of training.

The sample used consisted of 202 employees with ages between 18 and 60 years, working for an insurance company where they had training for a period of three months.

The results show a relationship between perceived content validity and transfer design, as well as with the motivation to improve work through learning. A mediating role of social support was also evident in this relationship. Finally, the authors highlight the findings of the relationship between motivation to improve work through learning and positive transfer.

These findings contribute to the literature by demonstrating how the role of social support can increase training effectiveness in organizations.

The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure.

After a rigorous translation process that included forward and backward translation, subjective evaluations of the translated items, and pilot testing, the Portuguese version of LTSI was completed by 484 trainees, who attended different kinds of training courses. Two separate exploratory factor analyses were run to analyze the specific and general domains covered by LTSI. An initial analysis with the validated items and a second one with the validated and research items were also completed.

The results of the initial factor analyses showed a 16‐factor structure that accurately paralleled the 16‐factor structure of the original English version and revealed that this one is the most parsimonious factor structure. Statistically significant differences in some LTSI dimensions were found across gender and education‐level variables.

Data were collected through self‐reported measures using a single instrument applied immediately after the training, which might have affected the internal validity of the study. Although this study covered a wide variety of trainees' business areas and types of training, it might be possible that some types of organizations and training were not included in the analysis, thus limiting the generalization of the results to those contexts.

Based on the results of this study, Portuguese companies are now able to develop their training evaluation practices and to assess the training transfer factors through a valid and reliable instrument.

The paper expands LTSI validity in Europe, demonstrating that it has construct validity for use in Portugal.

The purpose of this paper is to add to the significant contributions of past research by assessing what the overall effectiveness of managerial training has been over a period of 50 years and by identifying changes in overall effectiveness during this time period. Additionally, this study aims to evaluate what the overall findings on the effectiveness of training has been based on study design and subgroups focusing on the equivalent of Kirkpatrick's famous learning, behavior, and results outcomes.

This study quantitatively integrates and extends the literature on management training through a meta‐analytic procedure. The resulting sample of past research includes studies from the time period between 1952 and 2002, representing 85 interventions and 4,779 subjects.

The results do not suggest a great deal of improvement in the effectiveness of managerial training from 1952 through 2002 and effect sizes have remained moderate. Additionally, outcome subgroup appears to moderate results. Specifically, programs implemented to achieve learning outcomes tended to have the largest effect sizes and were consistently significant relative to programs targeted at behavior and results outcomes.

The implications are directly related to the selection of evaluation methods for future studies assessing the effectiveness of managerial training programs. This implication is important to both the academic community and practitioners. The limitations of this study include the possible exclusion of past research and the heterogeneity of assessment methods used in past research, beyond the broad categories of objective and subjective assessment.

In addition to identifying the moderating effect of outcomes being measured, the main contribution of this study is that it covers a large time period. As a result, the analysis offers a more expanded view of managerial training over time.

The purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD?

This study reviewed the HRD definitions and core theories. The core theories and conceptual frameworks related to adult and professional education, organizational development and strategic human resource development were described. The application of these theories and conceptual frameworks to the research and practice of HRD was addressed.

The psychology theories that were explored were the adult learning theories, and that gestalt-psychology, behavioral psychology and cognitive psychology were illustrated. Systems theory was explored and explained in relation to organization development. Economic theory was explored and explained focusing on human capital theory; and it was demonstrated how economic theory is associated with strategic HRD.

The core-theory description and linking to adult and professional education, organizational development and strategic HRD may give understanding of the HRD foundations and ethical perspective that is essential for both scholars and professionals. The conceptual frameworks presented can be used to help facilitate discussions on developing or implementing HRD programs.

This paper explores how organisations can become more sophisticated at supporting transfer of learning, by identifying the perceived barriers and facilitators to transfer of learning, by examining a range of individual characteristics and workplace features associated with these barriers and facilitators and then relating these to the type of programme that managers undertake. The longitudinal survey methodology and programme typology used in the research are described. Findings highlight 26 perceived barriers and 17 facilitators to the transfer of learning, significant associations are shown with particular features such as mentoring and personal values. The paper goes on to identify the characteristics associated with a lack of transfer and suggests a tentative model of perceived influences on transfer of learning. Based on this research, it is concluded that it is important to take programme learning design into account when considering support for transfer of learning from management development programmes back to the workplace.

The purpose of this paper is twofold: first, to point out the importance of having an ethics-related course for human resource development (HRD) graduate programs; and second, to highlight HRD potential to minimize ethical misconducts through an ethical filter in organizations.

This paper is conceptual in nature. The authors used their own experiences in HRD programs, looked at HRD graduate programs’ curricula in different universities and reviewed literature on ethics and HRD to develop a conceptual model. The model is to guide future studies and identify the role of HRD practices to create an ethical climate in organizations.

In this paper, the authors illustrate the connection between HRD practices and ethical climate in organizations by providing a conceptual framework. In the concluding paragraphs, the authors provide a discussion, implications and recommendations for future studies.

The authors highlight the limited research conducted on how ethics and ethical dilemmas need to be represented in HRD practitioners’ activities and practices. Many graduate-level HRD students do not receive enough training on ethics, whereas it is their responsibility to help improve organizational ethical climate and educate and prepare human resources to minimize ethical misconducts and wrongdoings. The paper provides a framework for HRD practitioners to create a strong ethical climate in their organizations.

The dynamic environment in which the academic library operates requires explicit links between business strategy and a new management priority including the development of people; this is the focus of human resource development (HRD). It serves the needs of an organization by ensuring that employees’ expertise is state-of-the-art, something that is critical in a period of rapid technological development coinciding with ever-expanding societal needs. HRD can be relied upon to support and shape a wide range of academic library initiatives requiring a competent and engaged workforce by recognizing people as the organization’s most critical asset, one that drives competitive advantage and helps it out-perform the market. Emphasis is placed on developing an organizational context that will attract and develop talented individuals and leaders and keep them engaged. Furthermore, HRD activities must respond to job changes and integrate staff skills sets with the long-term plans and strategies of the organization thus ensuring the efficient and effective use of resources. This chapter explores HRD as a strategic concern of the organization and how it can best serve the organization in the long term. In so doing, it considers how HRD can help the academic library focus resources in those areas where there are strong likelihoods that they can produce substantial improvements in future capacity and performance. This kind of strategic planning helps the organization configure resources within a dynamic competitive environment, thus serving market needs and satisfying stakeholder expectations, helping meet its business purpose and maintain its strategic direction. The case study developed here highlights the need for the effective linkage of HRD and strategic planning for the advancement of the academic library. It suggests the need for developing and implementing both a strategic plan and an HRD plan and developing a culture of strategic human resource development (SHRD) in academic libraries.

Discussion of scientific progress in science philosophy texts suggests that aggressiveness and selfishness on the part of scientists is associated with high productivity. It is argued that the behaviour that appears to be the most improper actually facilitates the manifest goals of science. This article shows that the making of the 1930s generation of a sample of eminent economists was shaped by a high sense of co‐operation; continuing collaborative contact in the form of dual authorships of books and articles, joint teaching assignments, and review and support of each other′s writings, but very little of the intensive, relentless competition one finds among natural scientists. The difference stems not so much from the fact that economics is a soft science, but rather from the degree of maturity of the discipline. The 1930s generation of economists was fortunate to enter the field at a time when it was ready for its take off.