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Post Offices Inc. in The Netherlands has developed and implemented a new instruction model for the training of desk employees. The quality of the new instruction model was assessed by means of the evaluation model of Jacobs andJones for on-the-job training. It is concluded that the implementation of the training model has not been completely successful. Critical success factors, such as the performance of the mentors as well as the quality of the self-study material, have to be improved. Mentors are expected to serve as a behavioural model, to provide feedback, arrange an adequate environment for self-study, motivate trainees for self-study and evaluate trainees' progress on a regular basis. This study shows that mentors must be fully convinced of the benefit of a new instructional model, if not, the implementation will not be successful. Besides, the study shows that the quality of the self-study material depends very much on the similarity between the knowledge needed in work and the knowledge presented in the self-study material.The last decade can be characterised by structural changes in the economy, technology and work. These developments have created a global market place, characterised by high competition. The human resources and the working potential of employees have become the decisive factor in this competition. This implies that

Investigates the effectiveness of on‐the‐job training (OJT). Presents a definition of OJT used for this research project which involved two studies: the first in the call centres of a large company, and the second in post offices. Gives the results of the study which indicate the OJT programs were only partially successful in realising training goals. Indicates that self‐efficacy, prior experience with tasks, managerial support and workload were the most powerful predictors for training effectiveness. Concludes that the evidence suggests that OJT is not entirely an effective training method although more research is needed in this area.

Purpose -In this paper the concept of knowledge production is used as a framework to study Dutch corporate universities. Knowledge production serves not simply as a desirable aim of corporate universities, as the concept also offers guidelines for the design of corporate universities. The purpose is to clarify the extent to which corporate universities fulfil this aim of knowledge production and the way they produce new knowledge. Design/methodology/approach -From different theoretical perspectives 11 design characteristics have been extracted that help corporate universities to be knowledge-productive. Two empirical studies were carried out to find out to what extent corporate universities meet those features required for knowledge production. The first study implies an exploration of opinions of key actors within 12 Dutch corporate universities, in which data were gathered through interviews and analysis of documents. The second study can be characterised as a case study of a concrete training practice within one corporate university. Data were gathered by interviews, evaluative questionnaires, and observation. Findings -Results reveal that knowledge production is viewed as important, but that concrete measures to stimulate it are often absent. Moreover, corporate universities need to pay more attention to the working environment of their employees in order to achieve their own goals. Originality/value -Analysing the corporate university from the perspective of knowledge production may stimulate corporate universities to rethink their own goals as well as their position within the organisation.

Knowledge management has become an important tool in staying ahead in the competition between companies. In this article five different phases of the knowledge management process are distinguished: acquiring knowledge, codifying knowledge, disseminating knowledge, developing knowledge and applying knowledge. The occurrence of knowledge management problems is demonstrated in a case study in a knowledge-intensive company. Most of the problems in this case occur in the first three phases of the knowledge management process. It is recommended that the company monitors on a regular basis, starting from its core competencies and its strategy, what essential knowledge their employees are lacking and encourages them to acquire it. Furthermore, the company should ensure that employees have time to codify their knowledge regularly and that adequate information systems are in place and kept up-to-date. The dissemination of knowledge can be improved by working in different teams, coupling junior with senior employees, and by the exchange of new knowledge between employees on a regular basis by encouraging the development of communities of practice and by the systematic creation of learning histories.