Barrie O. Pettman and Richard Dobbins
This issue is a selected bibliography covering the subject of leadership.
Abstract
This issue is a selected bibliography covering the subject of leadership.
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Peter J. Smith, Ian Robertson and Lyn Wakefield
On a basis of research and literature review, Smith, in 2001, suggested a model for the development of preparedness of learners and their workplaces to support the flexible…
Abstract
On a basis of research and literature review, Smith, in 2001, suggested a model for the development of preparedness of learners and their workplaces to support the flexible delivery of training in enterprises. Using the model as a framework, he then developed a detailed set of strategies that may be used in operating workplaces to develop learners and workplaces for effective flexible delivery. The research reported here was designed to test that strategy set in 12 different enterprises to assess the feasibility of their implementation in operating workplaces. The research shows that a majority of suggested strategies are feasible for implementation; some are feasible with qualification; and a minority were not seen as feasible.
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Although flexible training is widely supported by enterprises and government, there are considerable challenges in ensuring successful training outcomes. The evidence is that…
Abstract
Although flexible training is widely supported by enterprises and government, there are considerable challenges in ensuring successful training outcomes. The evidence is that business learners, at a vocational training level, are not typically well‐equipped for the self‐directed learning required by flexible training, nor do they prefer to learn from textually presented learning packages. This paper suggests a number of strategies that may be used to prepare both learners and enterprises for successful outcomes from flexible training.
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A previous article in this journal, by the same author, reported on research that indicated that flexible training for business learners in the workplace needed to take account of…
Abstract
A previous article in this journal, by the same author, reported on research that indicated that flexible training for business learners in the workplace needed to take account of their need for instructor guidance and direction, and of their preference for learning in affiliative environments with fellow learners and trainers. In this article the use of computer‐mediated communication (CMC) is explored as one training method that can assist with flexible training of this clientele. Some specific strategies for the successful use of CMC are suggested.
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Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have shown…
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Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on‐job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.
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Peter J. Smith, Eugene Sadler‐Smith, Ian Robertson and Lyn Wakefield
The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self‐directedness. This paper will consider the role of…
Abstract
Purpose
The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self‐directedness. This paper will consider the role of the leader in facilitating workforce development in terms of employees' self‐directedness for learning. The research was designed to investigate the views that “learning leaders” in organizations have towards the development of self‐directedness in employees; and to identify strategies that are feasible in developing self‐directedness in operating organizations.
Design/methodology/approach
This paper draws on a national research project undertaken in 12 organizations in Australia, representing a range of sizes and a number of industry sectors. Data collection involved interviewing learning and development managers in each organization to gauge the relative feasibility of the implementation of a number of pre‐identified strategies designed to develop self‐directedness among employees within operating work environments.
Findings
The research showed that: learning managers and leaders were generally well disposed towards the development of self‐directedness, and some had already moved to do so; and identified a number of possible strategies for implementation of varying degrees of feasibility. The paper will consider these findings in relation to the concept of a “learning leader”.
Research limitations/implications
Although the research was conducted in a diverse set of 12 enterprises, applicability of the results across an even wider set of enterprises would need to be tested.
Originality/value
The findings of this research provide guidance to learning and development personnel on feasible strategies to use within their own organization to assist with the development of self‐directed learning among employees.
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Elizabeth Seigne, Iain Coyne, Peter Randall and Jonathan Parker
This paper examines the relationship between personality characteristics - as indexed by the ICES Personality Inventory (Bartram, 1994; 1998) and the IBS Clinical Inventory…
Abstract
This paper examines the relationship between personality characteristics - as indexed by the ICES Personality Inventory (Bartram, 1994; 1998) and the IBS Clinical Inventory (Mauger, Adkinson, Zoss, Firestone & Hook, 1980) - and bullying behavior. Although it proved to be difficult to obtain a large enough sample of bullies, the findings indicated that bullies are aggressive, hostile, and extraverted and independent. Furthermore, bullies are egocentric, selfish, and show little concern for the opinions of others. High levels of aggressiveness, assertiveness, competitiveness and independence are traits that are also associated with leadership.
Peter J. Smith, John Henry and Graeme Munro
This paper reports a longitudinal study of 58 students who undertook an engineering traineeship concurrent with their final two years of secondary school. The student experience…
Abstract
This paper reports a longitudinal study of 58 students who undertook an engineering traineeship concurrent with their final two years of secondary school. The student experience was planned as a partnership arrangement between a manufacturing enterprise, a secondary school, and a post‐secondary technical education institution. Results are discussed in terms of completion of studies, employment and career pathways, employment outcomes, and post‐traineeship employment destinations. Both the quantitative and qualitative data indicate that participants have benefited significantly in each area investigated. The significance of the program in developing propositional, procedural, and dispositional workplace knowledge is also discussed.