Investment in management training and development by small businesses

Loan‐Clarke, John; Boocock, Grahame; Smith, Alison; Whittaker, John

doi:10.1108/01425459910273134

Cited by 60 publications

(55 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Training in SMEs has been described as informal and on-the-job, with little or no provision for management development (Loan-Clarke et al 1999;Marlow and Patton 1993;Storey 1994). …”

Section: Training and Performance Appraisalmentioning

confidence: 99%

“…It is increasingly recognised that small and medium enterprises (SMEs) are complex, varied, and influenced by a range of factors (Loan-Clarke, Boocock, Smith, and Whittaker 1999;Wagar 1998) and thus cannot be depicted by static models (Reid and Adams 2001;Baron and Kreps 1999). SMEs encompass firms of various sizes with varying degrees of complexity in management practices.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Formal Human Resource Management Practices in Small Growing Firms*

Kotey

Slade

2005

J Small Business Management

311

287

View full text Add to dashboard Cite

Using data from micro, small and medium firms in Australia, the paper examines the rate of adoption of formal HRM practices with increasing firm size. The results demonstrate a move towards division of labour, hierarchical structures, increased documentation, and more administrative processes as the number of employees increase. The adoption of formal practices begins early in the growth process, initially at a rapid rate (as a significant percentage of firms implement these practices) and then at a slower rate (as fewer new firms adopt the formal practices). At smaller business sizes HRM practices are less formal for managers than for operatives. The paper concludes that static models cannot be used to portray HRM practices in small firms, and that management training and advice for small firms must recognise the diversity of practices associated with various firm sizes.3

show abstract

“…Training in SMEs has been described as informal and on-the-job, with little or no provision for management development (Loan-Clarke et al 1999;Marlow and Patton 1993;Storey 1994). …”

Section: Training and Performance Appraisalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Formal Human Resource Management Practices in Small Growing Firms*

Kotey

Slade

2005

J Small Business Management

311

287

View full text Add to dashboard Cite

show abstract

“…Loan-Clarke et al mentioned that the topic of management training and development (MTD) in small enterprises is relatively under-researched. In their study, the results showed that the investments that were made on MTD were significantly influenced by the organisational characteristics of ownership, size, number of managers, and family management, but 85% of the studied sample considered investment in MTD to be linked to business success [10]. Moreover, Harel and Tzafrir also found that training practices affected perceived organizational performance in a way that is statistically significant [11].…”

Section: Educational Trainings For the Randd Institutions: State Of Thementioning

confidence: 95%

A Knowledge Discovery Education Framework Targeting the Effective Budget Use and Opinion Explorations in Designing Specific High Cost Product

Chi

Zhuang

Fu³

et al. 2018

Sustainability

View full text Add to dashboard Cite

Abstract:For an R&D institution to design a specific high investment cost product, the budget is usually 'large but limited'. To allocate such budget on the directions with key potential benefits (e.g., core technologies) requires, at first and at least, a priority over the involved design criteria, as to discover the relevant decision knowledge for a suitable budgeting plan. Such a problem becomes crucial when the designed product is relevant to the security and military sustainability of a nation, e.g., a next generation fighter. This study presents a science education framework that helps to obtain such knowledge and close the opinion gaps. It involves several main tutorial phases to construct and confirm the set of design criteria, to establish a decision hierarchy, to assess the preferential structures of the decision makers (DMs) (individually or on a group basis), and to perform some decision analyses that are designed to identify the homogeneity and heterogeneity of the opinions in the decision group. The entire framework has been applied in a training course hold in a large R&D institution, while after learning the staff successfully applied these knowledge discovery processes (for planning the budget for the fighter design works and for closing the opinion gaps present). With the staffs' practical exercises, several empirical findings except for the budgeting priority (e.g., the discrimination between 'more important criteria' against the less important ones) are also interesting. For some examples (but not limited to these), it is found that the results from using two measures (statistical correlation vs. geometrical cosine similarity) to identify the opinion gaps are almost identical. It is found that DMs' considerations under various constructs are sometimes consistent, but often hard to be consistent. It is also found that the two methods (degree of divergence (DoD) vs. number of observed subgroups (NSgs)) that are used to understand the opinions' diversity under the constructs are different. The proposed education framework meets the recent trend of data-driven decision-making, and the teaching materials are also some updates to science education.

show abstract

“…[35], there are few reasons for a company to invest in training without assessing the results. This is specially true if one takes into account the fact that there is very little empirical evidence that supports what is intuitively postulated, ie that the training enhances the performance of the company [36; 37; 38; 39] and hence has an impact on economic development [40]. However, some researchers have identified a positive relation between training and performance [20; 31; 41; 42].…”

Section: Training Evaluationmentioning

confidence: 95%

The Training Process of SMEs: What Motivates SMEs to Use E-Learning

Roy

2009

Int. J. Adv. Corp. Learn.

View full text Add to dashboard Cite

Abstract-For centuries, traditional ways of teaching and learning were used around the world. Shifting from these well known traditional ways of teaching and learning to a more modern way -E-Learning -to adapt to the needs of the knowledge-based economies is requiring some adjustment on the part of businesses. One of these adjustments is to use e-Learning in the different phases of the training process. This research discusses the reasons which motivate SMEs to use or not to use e-Learning in the different phases of the training process.

show abstract

Investment in management training and development by small businesses

Cited by 60 publications

References 15 publications

Formal Human Resource Management Practices in Small Growing Firms*

Formal Human Resource Management Practices in Small Growing Firms*

A Knowledge Discovery Education Framework Targeting the Effective Budget Use and Opinion Explorations in Designing Specific High Cost Product

The Training Process of SMEs: What Motivates SMEs to Use E-Learning

Contact Info

Product

Resources

About