1,721,340 research outputs found
The politics of training needs analysis
No full textTraining needs analysis (TNA) refers to organisations’ data collection activities that underpin decision making, particularly in relation to whether training, can improve performance, who should receive training and training content. There are relatively few models to guide training practitioners, and the models fail to fully capture the range of factors that affect the quality of training decisions. These models are based upon a unitarist and rational view of organisational decision making, ignoring the extent to which the nature of social relationships and dynamics within organisations may influence training-related decisions. Supporting this proposition, the article presents findings from a case study, suggesting that organisational politics as a result of self-interest, conflict and power relations, influenced the validity of the data provided by managers and subordinates during a TNA. Presents a framework to assist practitioners in recognising when and how organisational politics may affect TNA, and attempts to map the specific political dimensions that impact on training decisions, to guide future research in the area
Training care managers in risk assessment: outcomes of an in-service training programme
No full textDespite a recognition that social service workers require training in risk assessment, it would appear that there currently exists minimal information regarding appropriate models for risk assessment to underpin care managers' practice and, as a result, minimal discussion to inform considerations regarding appropriate training in this area. To date, not one study has appeared in the literature specifically examining whether in-service training provided to care managers actually results in changes to their work practices. This study provides results from an evaluation of an in-service training programme in risk assessment and demonstrates that the training had minimal impact on trainee behaviours. A number of reasons are offered as to why the training failed to transfer to practice; chief amongst these being insufficient time to learn the content of the training and factors associated with the specific work environment. Importantly, the particular model of risk assessment taught on the training programme was considered by care managers as far too time consuming and complicated to use, given the demands on their time and heavy workloads. It is suggested that if this particular risk assessment model is to be adopted by care managers, social services departments must ensure that such training is of appropriate duration to enable skills to be learnt, and that workplace contingencies are addressed to facilitate rather than hinder the use of training. These findings are considered to have practical significance for the design of similar short duration training programmes within social services
Job/work environment factors influencing training transfer within a human service agency: some indicative support for Baldwin and Fords' transfer climate construct
No full textDespite significant progress in the field of training transfer research over the past two decades very little empirical research in the area has been conducted within human service organisations. As a result, our knowledge of the extent to which those factors posited within the training literature to influence the transfer of training are necessarily those found in these particular work settings very much remains in its infancy. This article presents findings from qualitative research that was undertaken as part of a wider training evaluation strategy to investigate (1) those factors which influenced the transfer of training within a UK social services department; and (2) how these factors compared or differed from those suggested within the literature as influencing training transfer. The findings suggest a range of specific factors as they pertain to both the nature of the jobs and the workplace within such work settings as mediating training transfer. However, a number of these were closely associated with the dimensions of social support and opportunity to use as posited within Baldwin and Ford's (1988) transfer of training model, suggesting that the model is potentially generalisable to human service agencies
The impact of a training programme designed to target the emotional intelligence abilities of project managers
No full textEmotional intelligence (EI) has been suggested as underpinning a number of behaviours considered important for project management however few studies have been conducted to date examining whether training can improve EI. A sample of project managers in the UK attended one of three 2-day EI training programmes and the effects of the training evaluated to determine its impact on emotional intelligence abilities, empathy, and the project manager competences of teamwork and managing conflict considered to be underpinned by EI. Using a pre/post test research design, positive effects were found 6 months later in the emotional ability, understanding emotions as well as the two project manager competences. Data collected 1 month post training showed no significant changes. The results suggest that training can have an impact on the emotional intelligence of project managers but that other conditions following attendance on training may also be necessary
Shared leadership in projects: a matter of substance over style
No full textPurpose: this paper aims to advance our understanding of the conditions under which shared leadership would contribute to successful outcomes in projects and factors associated with its development. Design/methodology/approach: this is a conceptual paper that draws upon existing research on shared leadership in teams and the literature on the characteristics of soft projects, to put forward a number of testable propositions to form the basis of future research in this area. Findings: the assumptions underpinning style perspectives of leadership and their usefulness for projects are called into question given the ambiguity and complexity with which the majority of projects now have to contend. Instead, shared project leadership is suggested to be better suited to respond to the dynamic and changing circumstances characteristic of most projects. Research implications: three major areas of research are proposed that focus on (1) External factors enabling shared leadership; (2) Internal factors enabling shared leadership and (3) Shared leadership processes. Longitudinal, qualitative studies that capture the contextual variables and conditions that influence shared leadership in projects are suggested to enhance our theoretical understanding of this systems-level perspective on leadership. Originality/value: style leadership perspectives have dominated research on leadership in projects offering a parochial and narrow understanding of the contribution leadership perceived more broadly can make to the effectiveness of projects. The propositions put forward in this paper aim to extend our theoretical understanding of shared leadership specifically within project contexts<br/
Transfer of training: the missing link between training and the quality of adult social care
No full textUK social care reforms characterised by a policy of increasing personalisation and choice in care have been accompanied by major reorganisation and investment in workforce training and development. Driving much of this focus in training and expectations of transformation is an assumed link between training and quality of care. This assumption has a long pedigree in social care but rarely does it receive the scrutiny necessary in order for us to understand better the nature of this relationship. This paper focuses on the potential for in-service training to contribute to the transformation in social care as expected by policy makers. Reviewing findings from the evaluation of training in social care show that problems continue to persist in demonstrating that training results in changes in behaviour on the job. Findings within the social care literature mirror that found more widely in suggesting learner characteristics, intervention design and deliver and the workplace environment combine to influence whether training transfers to use on the job. The argument advanced here is that without a focus on the transfer of training, the contribution of training to quality of care outcomes will remain illusory. A shift is required in mindsets away from training to a focus on training transfer in directing workforce development strategies. It might then be possible to begin to identify how and in what configurations training may be associated with quality care outcomes.<br/
Mass Observation Project, Spring 2014 Directive, Part 1: Politics and politicians
No full textIn Spring 2014, the Mass Observation Project asked its panel of volunteer writers the following questions: Consider the following people: a) Politicians; b) Doctors; c) Lawyers; d) Scientists. Do you associate any characteristics with each group? If you were in conversation with somebody and these kinds of people were referred to, what would be your attitude be? How do you feel about: a) David Cameron; b) Ed Miliband; c) Nick Clegg; d) William Hague; e) George Osborne? Please feel free to share any other comments about any other politicians. How do you feel about: a) The Conservative Party; b) The Labour Party; c) The Liberal Democrats; d) The Scottish National Party; e) The UK Independence Party? We are interested in your immediate reaction to these political parties, but would also like to know more about how your attitude towards them has developed over the years. Turnout at the most recent General Election in 2010 was 65.1%. This is an increase on the previous Election, but still the third lowest figure since 1945. Is it important to vote? Could anything be done to increase the number of people voting? How much interest do you and other people you know take in local elections? How important do you think that they are? Did you vote in your last local election? Do you consider your local council to be an effective/ineffective one? Why? 175 responses were received, ranging from a couple of lines to many pages in length. They are archived at the Mass Observation Archive, University of Sussex.</span
Emotional intelligence and its relationship to transformational leadership and key project manager competences
No full textKey dimensions of project manager behaviors considered to be associated with successful project outcomes have included both appropriate collaborative behaviors and transformational leadership. More recently, emotional intelligence has been suggested as a unique area of individual differences that is likely to underpin sets of behaviors in this area. Based on a sample of 67 UK project managers, it was found that emotional intelligence ability measures and empathy explained additional variance in the project manager competences of teamwork, attentiveness, and managing conflict, and the transformational leadership behaviors of idealized influence and individualized consideration, after controlling for cognitive ability and personalit
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