Thematische Bibliographien / Corporate education and training

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Auswahl der wissenschaftlichen Literatur zum Thema „Corporate education and training“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Corporate education and training"

Rigler, Kenneth L. „Credentialing Corporate Training“. Journal of Continuing Higher Education 62, Nr. 2 (04.05.2014): 112–18. http://dx.doi.org/10.1080/07377363.2014.915449.

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Hughey, Aaron W. „Corporate Training Programmes“. Industry and Higher Education 15, Nr. 3 (Juni 2001): 183–87. http://dx.doi.org/10.5367/000000001101295641.

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Employee training programmes have long been considered one of the keys to corporate success. The primary focus of this article is on what higher education professionals can learn from their counterparts in business and industry with respect to training in a collegiate environment. The elements of a successful training programme are discussed along with how the process can be adapted by colleges and universities. The distinction between training and education is explained, with a discussion of why ‘soft skills’ training initiatives are often less effective than skills-based approaches. The critical role of the training coordinator in facilitating a programme is assessed and other important considerations are set out, such as selection of the appropriate training topics and determining how long training should last and how many participants should be permitted to attend.

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Byrne, Janice, und Alain Fayolle. „Corporate Entrepreneurship Training Evaluation“. Industry and Higher Education 23, Nr. 3 (Juni 2009): 163–74. http://dx.doi.org/10.5367/000000009788640242.

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This paper looks at corporate entrepreneurship (CE) training and proposes some insights for its evaluation. The literature review begins by outlining what corporate entrepreneurship entails and the rationale for a firm adopting a more entrepreneurial posture. Subsequently, organizational devices for encouraging corporate entrepreneurship are explored, with a particular focus on the practice of training. Assessing the effect of training programmes leads to the question of how the programmes, especially CE programmes, can be effectively evaluated. An evaluative framework for CE training initiatives is proposed. The paper draws on evaluation principles from three fields of literature – training, adult education and entrepreneurship education. This study focuses on the ‘changes in learners’ that occur as a result of training. The evaluation insights gained from these three fields are coupled with an individualized measure of entrepreneurial orientation to present a schematic of effective CE training evaluation.

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Conkova, Monika. „Analysis of Perceptions of Conventional and E-Learning Education in Corporate Training“. Journal of Competitiveness 5, Nr. 4 (31.12.2013): 73–97. http://dx.doi.org/10.7441/joc.2013.04.05.

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Beinicke, Andrea, und Tanja Bipp. „Evaluating Training Outcomes in Corporate E-Learning and Classroom Training“. Vocations and Learning 11, Nr. 3 (16.02.2018): 501–28. http://dx.doi.org/10.1007/s12186-018-9201-7.

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Lavi, J. Z., M. I. B. Porat und A. Ben-David. „IAI Corporate Software Engineering Training and Education Program“. IEEE Transactions on Software Engineering SE-13, Nr. 11 (November 1987): 1207–16. http://dx.doi.org/10.1109/tse.1987.232871.

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Hussey, D. E. „Implementing corporate strategy: Using management education and training“. Long Range Planning 18, Nr. 5 (Oktober 1985): 28–37. http://dx.doi.org/10.1016/0024-6301(85)90198-0.

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Viltard, Leandro Adolfo. „UNLIMITED I, On the corporate training revolution“. Independent Journal of Management & Production 8, Nr. 3 (01.09.2017): 1001. http://dx.doi.org/10.14807/ijmp.v8i3.616.

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The unlimited is a borderless territory where the whole world is inmerse. In this study, it is shown that the unlimited is present in education and, specifically, in the corporate educational arena. Helped by technology and automation, disruptive leaders are challenging the way things are done, the way we think and, in addtion, what we are. After performing a documentation analysis, conclusions are that big problems –as education- need cheap and scaled technology; leadership and organizations must evolve to less human intervention; education and training need a rethought; Eduaction-2-Employment (E2E) is key for unemployment; and that new educational structures, delivery methods, pedagogical approaches and advanced Learning Management Systems (LMS) are observed proposing huge transformations in the corporate educational arena.This is a qualitative investigation with a not experimental and transversal research design.

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Bjorkquist, David C. „Training Needs in Corporate Takeovers“. Performance Improvement Quarterly 5, Nr. 1 (22.10.2008): 70–89. http://dx.doi.org/10.1111/j.1937-8327.1992.tb00535.x.

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Sloman, Martyn. „E-learning and corporate training: a UK perspective“. International Journal of Learning Technology 2, Nr. 4 (2006): 329. http://dx.doi.org/10.1504/ijlt.2006.011338.

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Dissertationen zum Thema "Corporate education and training"

Law, Man-suet Michelle, und 羅文雪. „Achieving corporate sustainability through environmental education and training“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.

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Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey. The role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts. A series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home. Training design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.
published_or_final_version
Kadoorie Institute
Master
Master of Philosophy

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PRITCHARD, IAN L. „Personality and Group Climate in Corporate Training“. University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218136492.

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Washington, Benjamin C. II. „Applying Andragogical Principles To Corporate Medical Sales Training“. Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10169681.

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This qualitative action research study investigated how to apply andragogical principles to corporate medical sales training. The study stemmed from a practitioner’s concern that instructional methodologies may be insufficient for the learning needs of medical sales representatives in the post-2008 recession climate, which was requiring greater return on investment and performance accountability. The phenomenon of sales representatives being in the field one day and the next day being deemed ‘trainers’ exposed several gaps in sales training programs primarily originating from instructor deficiencies in curriculum development, instructional design, and weakness in application of adult learning methodologies. Andragogy, a learning theory on how to help adults learn, was explored due to its perceived application synergies within a business setting. Several vice presidents, directors, and managers of leading multi-billion dollar international sales training departments were interviewed to add comprehensive and relevant thought to the research data to promote answers to the research questions: (a) How do corporate medical sales training models current at the time of this writing align with the principles of andragogy? (b) Can a corporate medical sales training program be designed that applies andragogical principles? and (c) How does andragogy inform medical sales training?

From the interview answers several themes emerged to strengthen design of a new medical sales training program equipped with program and learner objectives that identify the needs of medical sales trainers who historically were experiencing trial by fire. This prototype sales training model demonstrated an alignment with the six assumptions and eight process elements contained within the andragogy theoretical framework, research data, interview answers, and personal experiences. This model helped inform my leadership decisions at a regional sales meeting of a multi-billion dollar biotechnology medical sales organization, specializing in rare disease and orphan drug infusion therapies. Feedback from the sales training workshop was formally collected and well received; which spearheaded a paradigm shift and re-vamp in instructional platforms and methodologies for the organization. Promising results from beta testing of applied andragogy to medical sales training may lead to broader testing within corporate medical sales training environments.

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Ball, Jennie (Jennie Lou). „The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279355/.

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This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.

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Jackson, Chad Allan. „Corporate social responsibility training : exploring the antecedents to corporate social entrepreneurship“. Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17567.

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Doctor of Philosophy
Department of Educational Leadership
Jeffrey T. Zacharakis
Leaders of organizations are becoming more aware of their company’s potential adverse impact on society and are facing added pressure from stakeholders to find ways to mitigate this impact (Lancey, Cooper, Hayward, & Neuberger, 2010). The field of adult education, through its history in human resource development and social responsibility, can directly influence an organization’s corporate social responsibility strategy and thus its impact on society (Garavan, Heraty, Rock, & Dalton, 2010). This study aims to provide insight into the relationship between socially conscious human resource development training programs and the recommendation of new corporate social responsibility ideas for the organization. Furthermore, as many organizations are increasingly using entrepreneurial approaches to enhance their corporate social responsibility strategies (Austin, Leonard, Reficco, & Wei-Skiller, 2006), this study explores the relationship between entrepreneurial and social organizational antecedents perceived by 152 company managers and the development of new corporate social responsibility ideas for the organization. This research utilizes exploratory factor analysis and multiple regression to analyze the results of an online survey. The results of the analysis indicated that a statistically significant relationship existed between the number of socially conscious human resource development training programs attended and the recommendation of new corporate social responsibility ideas. Additionally, this research indicated that a manager’s perception of the level of social proactiveness in a firm is a significant organizational antecedent that correlates with the recommendation of new corporate social responsibility ideas.

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Napier, George Edmond. „The Role of Corporate Healthcare Instructors' Credentials and Experiences in Corporate Training“. ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7830.

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Corporate healthcare education has changed drastically in the last few decades with few rules for compliance or standardization. A large healthcare company in the Southeastern United States was experiencing inequitable training due to differing teaching styles and instructor skill levels. Guided by Bandura's theory of self-efficacy, the purpose of this qualitative study was to explore how corporate healthcare instructors' credentials and experiences affect their perceived self-efficacy and teaching style. Interviews were conducted with 11 purposefully selected corporate healthcare instructors from a physician education team; collected data were then coded and themed. Findings revealed 3 major themes: (a) credentials enhanced the ability to teach, (b) experiences guided each corporate healthcare instructor to their current path, and (c) both teaching styles and perceived self-efficacy were highly dependent on experiences and credentials. Perceived self-efficacy levels increased in tandem with years of experience. A professional development plan was developed to encourage a standardized teaching style for corporate healthcare instructors. Large healthcare corporations may utilize this study to influence future hiring choices by identifying positive traits for new corporate healthcare instructors, identifying instructor needs for professional development, increasing reliability in training for learners, and providing positive social change through better healthcare delivered as a result of better employee training.

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Heiss, Brandon M. „The Effectiveness of Implementing Classroom Response Systems in the Corporate Environment“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237838763.

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Whalen, Tammy. „The business case for corporate training applications of Web-based tele-learning“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0016/MQ48188.pdf.

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Sorrentino, Sheila A. Hines Edward R. „Community colleges, four-year colleges, and universities as providers of education and training for corporate employees“. Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203036.

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Thesis (Ph. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 13, 2005. Dissertation Committee: Edward R. Hines (chair), J. Christopher Eisele, Ivan J. Lach, Sally B. Pancrazio, Rodney P. Riegle. Includes bibliographical references (leaves 191-199) and abstract. Also available in print.

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Marinelli, Marcos. „Corporate education: a study on models of program evaluation“. Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3646.

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Este estudo relata a geraÃÃo e sistematizaÃÃo de conhecimentos, levando a reflexÃes conceituais, teÃricas e aplicadas da avaliaÃÃo de programas educacionais e de educaÃÃo corporativa. A problemÃtica envolve duas perguntas: 1) Que modelos de avaliaÃÃo de programas educacionais e de educaÃÃo corporativa vÃm sendo divulgados e descritos na literatura em lÃngua portuguesa e inglesa, a partir do modelo apresentado por Kirkpatrick (1959)?; e 2) Esses modelos tÃm demonstrado consistÃncia teÃrica, em termos de elementos e fases que os compÃem, ou hÃ novas formas de avaliar programas de educaÃÃo corporativa? O objetivo geral desta dissertaÃÃo envolve a apresentaÃÃo, anÃlise e comparaÃÃo dos modelos de avaliaÃÃo de programas educacionais e de educaÃÃo corporativa presentes na literatura em lÃngua portuguesa e inglesa, produzidos a partir de 1959, e que tÃm sido apresentados como instrumentos voltados para avaliaÃÃo de programas educacionais e educaÃÃo corporativa. Esta dissertaÃÃo foi elaborada com base na metodologia quadripolar, composta dos pÃlos: epistemolÃgico, teÃrico, morfolÃgico e tÃcnico. O pÃlo epistemolÃgico fundamenta-se na filosofia Bachelardiana, a qual admite que a ciÃncia e seu objeto nÃo sÃo dados, mas se encontram em construÃÃo; logo, o objeto a ser analisado Ã flexÃvel a revisÃes e proposiÃÃes de melhoria. O pÃlo teÃrico aponta que a avaliaÃÃo de programas de educaÃÃo corporativa faz parte de um campo de estudo recente, com contribuiÃÃes em maior quantidade nos efeitos da aprendizagem no desempenho dos treinandos, pouco se investigando sobre os efeitos no grupo, unidades de trabalho e organizaÃÃes. Apresenta, tambÃm, contribuiÃÃes mais recentes da literatura em lÃngua inglesa aos modelos de avaliaÃÃo de programas de educaÃÃo corporativa a partir de Kirkpatrick e Hamblin. No pÃlo morfolÃgico sÃo descritos seis modelos de avaliaÃÃo de programas educacionais, quinze modelos de avaliaÃÃo de programas de educaÃÃo corporativa e um modelo de avaliaÃÃo de programas multinÃvel. O pÃlo tÃcnico apresenta a metodologia empregada (pesquisa bibliogrÃfica, com anÃlise de conteÃdos), a anÃlise dos modelos de avaliaÃÃo de programas de educaÃÃo e educaÃÃo corporativa, e cinco estudos secundÃrios. As consideraÃÃes finais referendam os pressupostos abordados neste trabalho, assinalando que: (1) pesquisas secundÃrias confirmaram que o sucesso de um curso em determinado nÃvel nÃo necessariamente produz o mesmo resultado nos nÃveis subseqÃentes, questionando-se, assim, o pressuposto teÃrico que supÃe relaÃÃes de causalidade ou correlaÃÃes positivas e estatisticamente significativas entre os diferentes nÃveis de avaliaÃÃo de programas educacionais dos modelos de Kirkpatrick e Hamblin; (2) constatou-se a inexistÃncia de estudos procurando explicar as ligaÃÃes entre os diferentes tipos de anÃlise (indivÃduo, equipe e organizaÃÃo). Para alcanÃar essa compreensÃo, seria necessÃria uma abordagem multinÃvel, confirmando-se, desse modo, o pressuposto de que hÃ outros modelos que explicam as relaÃÃes de causalidade e correlaÃÃes entre os diferentes nÃveis de avaliaÃÃo de programas de educaÃÃo corporativa; e, ainda, que (3) apesar dos modelos de avaliaÃÃo de programas educacionais serem diferentes, trazem no seu arcabouÃo os modelos referenciais de Kirkpatrick e Hamblin, validando-se, assim, o pressuposto de que ambos os modelos continuam servindo de base para a formulaÃÃo dos demais.
This study reports on the generation and systematization of knowledge, leading to conceptual reflections, both theoretical and applied, regarding the evaluation of educational programs and of corporative education. The issue involves two questions: 1) Which models of evaluation of educational programs and of corporative education have been brought to light and described in Portuguese and English literature since the model presented by Kirkpatrick (1959)? and 2) Have these models shown theoretical consistency as for the elements and phases that they comprise, or there are new ways to evaluate programs in corporative education? The overall objective of this dissertation involves the presentation, analysis and comparison of the models of the evaluation of both educational programs and programs in corporative education present in Portuguese and English literature, produced since 1959, and which have been presented as instruments aimed at the evaluation of educational programs and programs in corporative education. This dissertation was carried out on the basis of âquadripolarâ methodology which was composed of the following poles: epistemological, theoretical, morphological and technical. The epistemological pole is based on Bachelardian philosophy which assumes that science and its object are not given, but are on the process of being constructed; thus the object to be analyzed is flexible to be reexamined and open to propositions toward its betterment. The theoretical pole indicates that the evaluation of programs in corporative education is part of a field of recent study, with more significant contributions to learning effects on the performance of trainees, paying less attention to the investigation of the effects on the group, the work units and the organizations alike. Further, it presents more recent contributions in English literature to the models of evaluation of programs in corporative education from Kirkpatrick and Hamblin. At the morphological pole, six evaluation models of educational programs, fifteen models of evaluation of corporative education programs and one model of evaluation of multilevel programs are described. The technical pole presents the methodology used (bibliographic review, with content analysis), the analysis of evaluation models of programs in education and in corporative education, as well as five secondary studies. The final considerations confirm the assumptions studied in this work, by underlining that: (1) secondary research works have substantiated that success in a program at a given level does not necessarily bring about the same successful result at the subsequent levels, calling into question the theoretical assumption that causality relations or positive correlations, and statistically significant, among the different levels of evaluation of the educational programs in Kirkpatrick and Hamblinâs models; 2) it has been found out the nonexistence of studies attempting to explain the connections among the different types of analysis (individual, group and organizational). To reach such an understanding, it would be necessary to adopt a multilevel approach to confirm, in this manner, the assumption that there are other models that explain the relations of causality and correlations among the different levels of evaluation of programs in corporate education; and, further, that (3) even though the models of evaluation of educational programs may be different, they bring within their cores the referential models of Kirkpatrick and Hamblinâs, confirming thus the assumption that both models continue serving as the basis for the formulation of the others.

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Bücher zum Thema "Corporate education and training"

Board, Conference. Trends in Corporate Education and Training. S.l: s.n, 1985.

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Lusterman, Seymour. Trends in corporate education and training. New York, N.Y: Conference Board, 1985.

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Papua New Guinea. Department of Education. Technical vocational education corporate plan, 1999-2003. Papua New Guinea: Dept. of Education, 1999.

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Allstate Forum on Public Issues, Labor Force 2000 (1989 Chicago, Ill.). Labor force 2000: Corporate America responds. [Northbrook, Ill.?]: Allstate Forum on Public Issues, 1989.

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Cross-cultural online learning in higher education and corporate training. Hershey, PA: Information Science Reference, 2014.

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Salzman, Harold. The new corporate landscape and workforce skills. Stanford, CA: National Center for Postsecondary Improvement, School of Education, Stanford University, 1998.

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Bruns, Bill. Operation Bootstrap: Opening corporate classrooms to police managers. Washington, D.C: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 1989.

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1928-, Root Darrell K., Hrsg. The training evaluation process: A practical approach to evaluating corporate training programs. Boston: Kluwer Academic, 1992.

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Pettigrew, Andrew M. Corporate strategy change and human resource management. London: Employment Department, 1990.

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Ritke-Jones, William. Virtual environments for corporate education: Employee learning and solutions. Hershey, PA: Business Science Reference, 2010.

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Buchteile zum Thema "Corporate education and training"

Moon, Jean. „Lessons from Education“. In Evaluating Corporate Training: Models and Issues, 359–77. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4850-4_17.

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Zimmermann, V. „Corporate Universities“. In Handbook on Information Technologies for Education and Training, 405–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-74155-8_20.

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Kraemer, Wolfgang, Peter Sprenger und August-Wilhelm Scheer. „Virtual Corporate Universities“. In Handbook on Information Technologies for Education and Training, 599–614. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_37.

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Rusten, Grete, Gro Marit Grimsrud und Kari Elida Eriksen. „Corporate Social Responsibility, Education, and Job Training“. In Management for Professionals, 343–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39676-3_22.

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Carliner, Saul. „Distance Education and Training in the Corporate Sector“. In Handbook of Distance Education, 507–20. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-40.

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Lavi, Jonah Z., Moshe I. Ben Porat und Amram Ben-David. „IAI Corporate Software Engineering Training & Education Program“. In Issues in Software Engineering Education, 414–39. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-9614-7_31.

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Schröder, Thomas, und Peter Dehnbostel. „Enhancing Permeability Between Vocational and Tertiary Education Through Corporate Learning“. In Handbook of Vocational Education and Training, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_53-1.

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Schröder, Thomas, und Peter Dehnbostel. „Enhancing Permeability Between Vocational and Tertiary Education Through Corporate Learning“. In Handbook of Vocational Education and Training, 603–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_53.

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Rothwell, William J., Jae Young Lee und Patricia Macko. „The Changing Role of the Corporate Trainer: The Shift from “Training” to “Talent Development”“. In Handbook of Vocational Education and Training, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_101-1.

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Rothwell, William J., Jae Young Lee und Patricia Macko. „The Changing Role of the Corporate Trainer: The Shift from “Training” to “Talent Development”“. In Handbook of Vocational Education and Training, 813–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_101.

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Konferenzberichte zum Thema "Corporate education and training"

Ananchenkova, Polina. „Corporate Training, Corporate Culture, Corporate Behavior: Development Based on Remote Education Technologies“. In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.19.

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Afanasyev, Alexander, Tatyana Afanasyeva, Nikolay Voit, Irina Ionova und Mariya Ukhanova. „UNIVERSITY - ENTERPRISE INTELLIGENT CORPORATE TRAINING SYSTEM“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2209.

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Matulčíková, Marta, und Daniela Breveníková. „DISTANCE EDUCATION IN FURTHER PROFESSIONAL TRAINING IN ENTERPRISES DURING PANDEMIC PERIOD“. In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/04.

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Constraints on our personal and professional life imposed by the COVID 19 pandemic have radically influenced our approach to forms of education, including those used in further professional training of employees. This shift means the focus on distance education as a managed educational form, which is suitable for further professional training. The aim of the paper is to present the implementation of distance education in further professional training in enterprises and based on the empirical research propose ways of improving options of education. Distance education is characterised in terms of its principles and developmental stages. Its first generation was correspondence education. The Learning Management System (LMS) and Learning Content Management System (LCMS) are described as the systems applied in further professional training. The research was conducted by means of the questionnaire method, combined with the pre-research survey. Results of empirical research are presented in tables. Separate parts of the paper deal with ICT application in corporate education (correspondence education, Computer-based training (CBT), Web-based training (WBT), Technology Based Training (TBT) and with the utilisation of Learning Management Systems (LMS). Analysis of respondent opinions shows that respondents tend to prefer the face-to-face form of corporate education. The length of the pandemic is going to affect the spread of e-learning in corporate education and its role in education. The learners’ interest may be expected to be shifted to LCM and LCMS utilisation. The paper is a partial result of the research scheme VEGA No. 1/0309/18 “Social networks in human resource management” supported by the Ministry of Education, Science and Research and Sports, Slovakia

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Humaljoki, Hanna, Arja Kilpeläinen und Henrik Ikonen. „VIRTUAL REALITY PEDAGOGY IN CORPORATE PERSONNEL TRAINING“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1246.

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Xian, Ji. „Study on Corporate Training Quality Monitoring“. In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.69.

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Bogacheva, O. A. „ORGANIZATION OF CORPORATE TRAINING: A PRACTICAL ASPECT“. In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-5-7-192-195.

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Karachristos, ‪Christoforos, Theodora Kouvara, Nickolaos Achilleopoulos, ‪Theofanis Orphanoudakis‬ und Dimitrios Sideris. „CORPORATE TRAINING AND MOOCS. THE GREEK CASE“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1398.

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Rezanovich, Irina, und Sergei Aliukov. „CASCADE TRAINING OF PERSONNEL IN A CORPORATE UNIVERSITY“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1822.

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Hatimah, Ihat. „Corporate Social Responsibility (CSR) Training Model“. In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007046406840687.

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„Research on the Innovation of Corporate Marketing Strategy“. In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29035.

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Berichte der Organisationen zum Thema "Corporate education and training"

Baumol, William. Education for Innovation: Entrepreneurial Breakthroughs vs. Corporate Incremental Improvements. Cambridge, MA: National Bureau of Economic Research, Juni 2004. http://dx.doi.org/10.3386/w10578.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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Mincer, Jacob. Investment in U.S. Education and Training. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4844.

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ADA JOINT PROGRAM OFFICE ARLINGTON VA. DoD Ada Software Engineering Education and Training. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1987. http://dx.doi.org/10.21236/ada200766.

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Bunnell, Wayne, und Darcy Bullock. Multimedia Techniques for Construction Education and Training. Purdue University, August 2017. http://dx.doi.org/10.5703/1288284316388.

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Baughman, Martin L., Delayne Hudspeth, David Kendrick, Sten Thore und Ravindra Gajulapalli. Workstations in Education and Training. Phase 1. Fort Belvoir, VA: Defense Technical Information Center, Juli 1991. http://dx.doi.org/10.21236/ada238773.

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Bruce, W., B. Brisco und C. Goodfellow. GlobeSAR-2 Education and Training Program Update. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2000. http://dx.doi.org/10.4095/219692.

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Blimpo, Moussa P., und Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), Oktober 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Tracy, Matthew W. Red Shift/Green Shift: Problems with Training and Education Command's Education Continuum. Fort Belvoir, VA: Defense Technical Information Center, Februar 2005. http://dx.doi.org/10.21236/ada507212.

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Olson, Hilary. Alliance for Sequestration Training, Outreach, Research & Education. Office of Scientific and Technical Information (OSTI), Dezember 2013. http://dx.doi.org/10.2172/1123502.

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