Small businesses implementing ISO 14001 standards worked with a university to develop a learning network. The network served as a source of inspiration and reflection as well as a sounding board. It enabled small enterprises to act collectively, compensating for individual lack of resources. (SK)

Describes 15 models of corporate universities, categorized by emphasis on organizational, intellectual, or strategic development. Identifies intersections among the three in order to construct a comprehensive model for the corporate university. (SK)

Study of a construction contractor modernizing production showed that creation of an effective learning mood was more likely in a supportive environment in which people explore their actions as they work ("pull learning"). However, an external change agent ("push learning") was useful in provoking the reflection that triggered workplace learning.…

A survey of the learning preferences of 197 Generation X workers found that they value incidental and action learning. They recognized the need for formal training, but suggested improvements. They preferred learning by doing, visual stimuli, and self-directed learning. (Contains 26 references.) (SK)

Organizations, facilitators, and facilitation are all political. Facilitators have varying degrees of political awareness. Understanding the facilitator's role in dealing with organizational power relations helps one to act confidently, authoritatively, and ethically. (SK)

When participants in professional development create their own practice-based case studies for use in training, the result is more accurate, realistic, and applicable material. The process aligns with constructivism and adult learning, accommodates varying levels of expertise, and enables the sharing of multiple perspectives. (SK)

Explores theories of organizational learning and identifies the implications of the following for learning organizations: the new economy, strategic planning, management practices, and communication. (Contains 32 references.) (SK)

Describes a cooperative approach to faculty development between competing further and higher education institutions and the relationship between the institutions and a professional organization. Outlines the benefits of cooperation for staff, students, and professional organizations. (SK)

Guided learning (questioning, diagrams/analogies, modeling, coaching) was studied through critical incident interviews in five workplaces. Participation in everyday work activities was the most effective contributor to workplace learning. Organizational readiness and the efficacy of guided learning in resolving novel tasks were also important. (SK)

Diagnostic model includes six questions to guide training and development: Who needs training? Why? When and where? What is to be learned? What is the cost? and How will it be evaluated? Presents the Index for Training Success, which measures the following for each question: importance to instructor, level of detail available, weight of…

The relationship between relearning and retention was examined during refresher training for 53 Israeli soldiers operating an electronic system. The longer the training interval, the lower the operator's performance level. Partial simulation was suitable for retraining in complex tasks. A cyclical behavior model of learning, forgetting, and…

A study of 240 instructors of kaizen (continuous quality improvement) and technology transfer in overseas assignments for Toyota found that commitment to work and corporate cultural values were significant. Instructors recognized the responsibility and challenges of communicating and transferring their know-how across cultures. (SK)

Includes "The Knowledge Harvest: Ensuring You Reap What You Sow" (Christie, Sandelands); "Credit Mapping: Validating Work-Based Training Using Action Learning Outcomes" (Wills); "Customer Orientation and Motivation: The Key to Effective Learning Organisations" (Prestoungrange); "Barriers to Entry: Implications for Private Finance Initiatives in…

Examines the use of importance-performance analysis for an evaluation of the business core curriculum as well as differences among major areas of study at two distinct points in time. Suggests that caution should be used when changing anything as important as an institution's knowledge core. (JOW)

Organizations are using story telling to communicate values, adapt to change, define their culture, develop communication skills, and refine employee relationships. Examples include the anecdotal or biographical story, creative characterization, and story as metaphor. (SK)