Benchmark report reveals trends in corporate learning and development

Little, Bob

doi:10.1108/ict-12-2015-0079

Cited by 8 publications

(6 citation statements)

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“…Finally, in addition to cultural competence and global workforce design, measuring training effectiveness is a significant objective for multinational corporations. A benchmark report on corporate L&D trends that surveyed 660 L&D professionals from 55 different countries showed training efficiency to be amongst the top goals for the field (Little, 2016). Determining training effectiveness varies for each organization.…”

Section: Literature Reviewmentioning

confidence: 99%

Effective e-Learning for a Global Workforce: Designing with Cultural Competency

Pulu¹,

Menchaca²

2021

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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Multinational corporations are designing e-learning for a global workforce, yet little is known about factors being considered during design or overall training effectiveness. Contemporary research indicates that the success of e-learning for a global audience requires cultural competence during design. Therefore, this research examined how a multinational corporation considered cultural competence when designing e-learning for a global workforce. Based on a review of the literature on designing e-learning, cultural competence, and training effectiveness, an online survey was distributed to Learning and Development (L&D) professionals working for a multinational corporation. The survey was developed to investigate these professionals' use of cultural competence when designing e-learning training and to determine their perceptions of its effectiveness. The overall results of the survey suggest the organization considered cultural competencies when designing e-learning but there was room for improvement. Interpersonal standards, relating to awareness and understanding of employees working in countries foreign to the organization's home country, scored lowest. Additionally, when surveyed about the efficiency of e-learning for a global workforce, L&D professionals' overall rating was neutral with a wide range in rankings, suggesting a lack of consistency in e-learning training. The information provided may assist L&D professionals working for a multinational corporation with improving training efficiency of e-learning designed for a global workforce and provide a reference to improve the consideration of cultural competence when designing elearning.

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Section: Literature Reviewmentioning

confidence: 99%

Effective e-Learning for a Global Workforce: Designing with Cultural Competency

Pulu¹,

Menchaca²

2021

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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show abstract

“…Figure 1 Finally, in addition to cultural competence and global workforce design, measuring training effectiveness is a significant objective for multinational corporations. A benchmark report on corporate L&D trends that surveyed 660 L&D professionals from 55 different countries showed training efficiency to be amongst the top goals for the field (Little, 2016)…”

Section: Literature Reviewmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

2021

IICE Official Conference Proceedings

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Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research shows that online learning opportunities, particularly YouTube -a popular video sharing and viewing platform creates more meaningful and independent learning environment (e.g. Alhamami, 2013; Benson, 2015; Lacy, 2008), compared to other conventional way of learning a foreign language. This research reports on how two English language lecturers at a Mongolian University used stories available free of charge on YouTube to help students improve their listening and transfer of skills such as pronunciation, reading comprehension, note taking and speaking. This research project was initiated because of an increased interest to utilize YouTube in learning English from students studying at the University. The two lecturers took the students' desire on board and developed learning tasks for students to do independently outside the classroom (hereinafter self-independent work) using stories on YouTube. The fact that students were already using YouTube to learn English outside the curriculum was a positive start to the research project. The research project was implemented for a period of one year among first year English as a foreign language (EFL) students. The study results show that when learning content is easily accessible (ability to listen outside the classroom, on their phones, when travelling and walking etc.) and when there is a genuine desire to listen to an interesting story of their choice, students are more likely to effectively work on the learning tasks associated with the stories which in turn helped them to develop their language skills efficiently. However, limited access to WiFi or Internet, not seeking available support to execute the task were issues to develop the skills and independent learning style, despite a strong desire to learn English using YouTube.

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“…The program should include top learning methods in the learning and training field, such as team collaboration, conversations/meetings, manger support, web search, internal company documents, classroom courses and internal networks/communities (Little, 2016). Regardless of the activities included in the program, the program should address the goals of the preparation period.…”

Section: Activities Of the Preparation Periodmentioning

confidence: 99%

First-time managers: increasing chances of their success before the promotion

Plakhotnik

2017

ICT

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Purpose The purpose of this paper is to discuss what could be done before the promotion to management to help first-time managers succeed in their new roles. Design/methodology/approach The paper reviews literature from scholarly and professional journals and magazines and uses the author’s professional experience as a training and development consultant. Findings The paper argues that organizations should offer support to first-time managers before they get promoted. This period could be called a preparation period. The paper suggests to differentiate between the preparation and transition periods because each has different goals. On the basis of the goals of the preparation period, the paper suggest activities that could be used by organizations. Originality/value Conversations about support of first-time managers to ease their transition to management usually evolve around either the ways newly promoted managers could help themselves by developing certain skills, knowledge base, and attitudes or the ways in which organizations could implement certain training and development activities after employees are promoted to managerial positions. Very little has been said about “the before” or the preparation period.

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Benchmark report reveals trends in corporate learning and development

Cited by 8 publications

References 0 publications

Effective e-Learning for a Global Workforce: Designing with Cultural Competency

Effective e-Learning for a Global Workforce: Designing with Cultural Competency

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

First-time managers: increasing chances of their success before the promotion

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