Reviews the contributions to the understanding of creativity and innovation in organisations and interprets the implications for training and development. Highlights key and recurrent principles: the benefits of an integrated organisational approach, the right climate for creativity, appropriate incentives for innovators, a structured means of search and a systematic way to convert an opportunity into an innovation. It implies a broad range of skills development including: team working, communications, coaching, project management, learning to learn, visioning, change management and leadership. Even though techniques for the development of innovation and enhancing creativity in individuals are well founded, there are relatively few reports on the practice of mainstreaming creativity in an organisational setting. Likewise, although the transition from idea to innovation can be systematised, problems arise from customised applications that involve the management of the change process. The application of Internet and intranet communications for innovation are beginning to emerge but the literature base lags the speed of applications. The paper concludes with a synopsis of the training and development implications of stimulating creativity and innovation in organisations.

Judging by the many occasions now that the prefix``e'' occurs, it appears as the single most characteristic and common theme of the current economy, business and learning spheres. The``e'' serves as an abbreviation for the term``electronic''. Electronic, in turn, refers to the insertion and application of a computer in the processes of communication, data collection, management and manipulation of databases, process automation, information storage and presentation. The attachment of the``e'' label to the``e-economy'', or the``new economy'', has also come to describe the transformation of economic activities that comes hand in hand with arrival of the information society.E-learning, e-education, or online learning refers to the way people communicate and learn electronically which has only recently emerged as a key source of competitive advantage in the information society. Interactive distance learning, intranet-based training, Web-based training, online learning ± all appear as different names, for different types of learning technologies, with different capabilities. However, the distinctions and capabilities that once separated these categories are made fuzzier by advances in technology. Though there are particular differences between them, for instance in bandwidth, user interface, or interactivity, they share a common strategy to deliver flexible learning. Moreover, these online learning platforms have begun to converge around common technology standards and a delivery infrastructure, the Internet as a means of enabling learning.We seem to be in an era when the number of students inevitably increases in relation to the number of teachers. E-learning offers the beguiling prospect to redress the balance, without a sacrifice in the quality of teaching. For human resource managers with a keen financial interest in the delivery of development programmes, the medium offers cost-effectiveness, standardisation, flexibility and scalability. Equally important for the corporate sector, is the ability to precisely track the record and performance of each and every registered learner through a learner management system. Although still an emerging field, it offers many benefits that are radically different from a conventional classroom-based learning environment andThe author

Examines the conceptual problems of applying continuous quality improvement in higher education by exploring the general wisdom of its use in industrial practice. Highlights the emphasis given to this problem‐solving approach in the extant advice on quality and the difficulties in developing greater flexibility of approach and initiating innovation. Goes on to raise other problems such as the diversity of performance indicators, teamwork and how to provide requisite variety in external assessment. Argues that these difficulties can be overcome and that cases of good practice can emerge to inform and improve quality assurance for teaching and learning.

Distinguishes between “goal” and “goal‐free” training and highlights the growing significance of the latter for applications in training for creativity as well as with initiatives aimed at training innovation. Examines the general reasons for evaluation together with certain accompanying complications. The conventional approaches to assessment are reviewed and also their relevance for applications involving innovation. The differences in choice between innovation of a training product are compared with a training service and a typology for defining and categorising an innovation in training via a process of idea screening is considered. Three vital aspects of the evaluation of “goal‐free” innovation are considered: the client’s requirements, the effectiveness of the initiative, and acquiring and providing feedback. Five core axioms are presented that appear to apply in most assessments involving “goal‐free” innovative training initiatives. Concludes with an assessment of key contemporary questions that need to be answered by research in order to progress this topic further.

Examines the influence of intra‐European co‐operation on a regional response to human resource development, and in particular, to graduate placement in small firms. Discusses the attitudes and cultural differences to enterprise of Welsh and non‐Welsh speakers. Identifies common features of placement programmes compared with other entrepreneurship training courses, and the specialist skills to give the individual and the firm a competitive advantage. Highlights the crucial requirement in graduate placement to balance the needs of the graduate, the small firm, the funding agency and the training organization.