ISSN:1044-8004    

DOI:10.1002/hrdq.3920040302

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractU.S. employers and their workers underinvest in employer training. Underinvestment occurs because training generates externalities, because the tax system is biased against training investments, because turnover is high, and because most workers lack access to loans and are unable to finance general training. School‐based occupational training ameliorates the underinvestment problem somewhat, but it is not a complete answer to the problem. During the election campaign, President Clinton proposed to stimulate training by requiring employers to spend some minimum percentage of their wage bill on training or else to pay a special tax. France has had such a mandate since 1972, so the design of a U.S. training mandate is likely to benefit from a careful examination of the French program. The French have demonstrated that a training mandate is administratively and politically feasible, but their mandate is not optimally designed for U.S. implementation. The article concludes with some recommendations about structuring a U.S. mandate to spend on trainin

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040303

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractA variety of federal options could be pursued to stimulate employer‐provided training. However, relying exclusively on a mandated training tax to meet all of the training needs of new entrants, currently employed workers, displaced workers, and the unemployed seems unrealistic. A broader menu of options and initiatives will need to be created to address the training needs of these groups of workers and of the diverse firms where they wor

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040304

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractIn today's fast‐paced world of change, many of the performance bottlenecks found within organizations are caused by a lack of worker knowledge and skills. Because organizations lack the resources to address all their training needs, analyzing performance needs has become increasingly important. This article focuses on the dynamics of training needs analysis. Thefirst section of the article describes the role of training needs analysis within an organization. The second section describes three elements that interact to influence the needs analysis process and results. The three elements are organization characteristics, decision‐maker characteristics, and analyst characteristics. The interaction of these elements influences the process used to identify the needs, the solutions that are identified, and the final prod

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040305

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractA cost‐effective approach to upgrading the technical skills of part of its international work force was successfully applied by a major manufacturer of engine‐driven power production equipment. Decentralized training was used by the midwestern U.S. corporation to bring needed product support information to its Latin American distributor service personnel. Postcourse assessment revealed a significant improvement in student knowledge and skill level as a result of the decentralized training. This application primarily involved service technicians, but the decentralized training concept could also be applied to marketing and sales personnel. Other international corporations may benefit from this practical, cost‐effective app

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040306

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractThis is a report of a 1990‐91 study done in nineteen public schools in the state of Washington and twenty public schools in the province of Alberta. The authors examined teacher perceptions when principals communicate their organizational expectations. Communication that conveys messages of personal or organizational values, directly or indirectly and relying on intrinsic or extrinsic motivational mechanisms, is called social control communication. The authors found an interactive effect by culture, principal gender, and teacher gender. Three significant findings are outlined: Canadian teachers more than U.S. teachers perceive principals as using positive motivation in social control communication; male teachers more than female, teachers perceive principals as using negative motivational behaviors when communicating expectations; and teachers perceive male principals more than female principals as communicating expectations from a personalized ego stat

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040307

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040308

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040309

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040310

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920040311

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY