Journal articles: 'Corporate education and training'

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Rigler, Kenneth L. "Credentialing Corporate Training." Journal of Continuing Higher Education 62, no. 2 (May 4, 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, no. 3 (June 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, and Alain Fayolle. "Corporate Entrepreneurship Training Evaluation." Industry and Higher Education 23, no. 3 (June 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, no. 4 (December 31, 2013): 73–97. http://dx.doi.org/10.7441/joc.2013.04.05.

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Beinicke, Andrea, and Tanja Bipp. "Evaluating Training Outcomes in Corporate E-Learning and Classroom Training." Vocations and Learning 11, no. 3 (February 16, 2018): 501–28. http://dx.doi.org/10.1007/s12186-018-9201-7.

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Lavi, J. Z., M. I. B. Porat, and A. Ben-David. "IAI Corporate Software Engineering Training and Education Program." IEEE Transactions on Software Engineering SE-13, no. 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, no. 5 (October 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, no. 3 (September 1, 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, no. 1 (October 22, 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, no. 4 (2006): 329. http://dx.doi.org/10.1504/ijlt.2006.011338.

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Bergenhenegouwen, G. "The management and effectiveness of corporate training programmes." British Journal of Educational Technology 21, no. 3 (September 1990): 196–202. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00038.x.

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Berge, Zane L. "Obstacles to distance training and education in corporate organizations." Journal of Workplace Learning 14, no. 5 (August 2002): 182–89. http://dx.doi.org/10.1108/13665620210433873.

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Schultheiss, E. E. "Practicing Ethics: a Corporate Training Response." Journal of Management Education 14, no. 3 (January 1, 1990): 27–31. http://dx.doi.org/10.1177/105256298901400304.

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Belogurov, Anatoly, and Margarita Marushina. "Classification of corporate Executive training programs and clusters of competencies developed in them." KANT 35, no. 2 (June 2020): 189–95. http://dx.doi.org/10.24923/2222-243x.2020-35.39.

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The purpose of this paper is to propose a classification of corporate education programs for executives and talent reserve based on the revealed characteristics of such programs. The study explores existing Russian and foreign research literature, is based on authors' experience in development and implementation of such programs in a corporate academy, a business-school and in corporate universities, and also analyzes the content of other executive education programs provided by leading Russian corporate education organizations. Analysis of executive education programs classifications in foreign literature revealed that none of them inсluded all types of programs delivered in Russian corporate education, so the authors propose an original classification based on the relationship between the target audience and the competencies and skills to be developed. The proposed classification is of practical interest for professionals in corporate education and company HR, as it assists them in defining the type of a program they develop in-house or order from other educational organizations, in accordance with their organizational goals and through developing clusters of competencies and skills of their top-management.

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Camilleri, Mark Anthony. "Corporate sustainability and responsibility toward education." Journal of Global Responsibility 7, no. 1 (May 9, 2016): 56–71. http://dx.doi.org/10.1108/jgr-08-2015-0015.

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Purpose This paper aims to deliberate on how corporate social responsibility (CSR) ought to be reconceived for better educational outcomes. It suggests that there are win-win opportunities for corporations and national governments to nurture human capital and address any skill gaps and mismatches in the labour market. Design/methodology/approach The businesses’ involvement in setting curriculum programmes may help to improve the quality and effectiveness of extant educational systems. This contribution reports on how different organisations are already engaging in responsible behaviours with varying degrees of intensity and success across many contexts. Findings Many firms are often training and sponsoring individuals to pursue further studies for their career advancement. It also indicated that there are businesses that are engaging in laudable behaviours to attract prospective employees. Moreover, this paper contends that the provision of education, professional development and training will boost the employees’ morale and job satisfaction, which may, in turn, lead to lower staff turnover rates and greater productivity levels in workplace environments. Social implications This contribution implies that organisational cultures and their business ethos could be attuned with the governments’ educational policies to actively respond to the diverse needs of today’s learners and tomorrow’s human resources. Originality/value There is a business case for CSR as the corporations’ strategies realign their economic success with societal progress. Arguably, there is potential that such responsible behaviours can bring reputational benefits, enhance the firms’ image among external stakeholders and could lead to a favourable climate of trust and cooperation within the company itself.

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Beinicke, Andrea, and Eva Kyndt. "Evidence-based actions for maximising training effectiveness in corporate E-learning and classroom training." Studies in Continuing Education 42, no. 2 (April 26, 2019): 256–76. http://dx.doi.org/10.1080/0158037x.2019.1608940.

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Lytovchenko, Iryna. "Origins and Formation of Corporate Education in the USA." Comparative Professional Pedagogy 5, no. 3 (August 1, 2015): 53–57. http://dx.doi.org/10.1515/rpp-2015-0054.

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Abstract The article analyzes the process of formation and development of corporate education in the USA in the first half of the twentieth century. It has been determined that the main prerequisites for the development of corporate education in the USA in the first half of the twentieth century were historical, socio-economic, political factors and advances in scientific research including: the rapid growth of the US economy in the twentieth century; dissemination of scientific and technological progress and constant introduction of new technologies in the workplace; a national policy of “welfarism”; scientific works of R. Kelly “Training industrial workers” and D. Morris “Employee training: A study of education and training departments in various corporations”, which contained the first complex researches on training in industry, substantiated the necessity and prospects of this study, analyzed corporate programs of that time, the ideas on scientific management of F. Taylor, F. Gilbreth and S. Thompson, which had a major impact on all business areas. It has been found out that corporate education was the result of evolution of apprenticeship, the oldest and most traditional form of vocational training in the United States. By 1920s a new concept of modern education had been formed in the workplace which had its philosophical foundations, educational programs, technologies, system of providing services and organizational structure. In the period between the First and Second World Wars a new vision of learning at the workplace arose, new teaching methods were developed different from those used in traditional educational institutions; understanding came that the dissemination of knowledge within the whole community would contribute to building a democratic society.

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Zakirova, N. Sh. "ADULT MOTIVATION IN NON-FORMAL FOREIGN LANGUAGE EDUCATION, CORPORATE TRAINING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 5(91) (November 24, 2017): 14–19. http://dx.doi.org/10.35433/pedagogy.5(91).2017.14-19.

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Lee, Gyeoung Hee. "A Survey Application of Instructional Media for Corporate Education/Training." Journal of Educational Technology 8, no. 1 (December 30, 1993): 205–23. http://dx.doi.org/10.17232/kset.8.1.205.

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Loparev, Aleksandr V. "CORPORATE SOCIAL NETWORK “INGYM”." Interexpo GEO-Siberia 5 (July 8, 2020): 121–24. http://dx.doi.org/10.33764/2618-981x-2020-5-121-124.

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The article provides information about the continued search for opportunities to increase the interest of students in Physical Education and sports. Research is based on materials from scientific literature. The methodological basis is the methods of observation, analysis and synthesis. The research allows us to see the relevance of the task of creating a new social network designed to increase the level of performance of training in the field of Physical Education and sports.

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Simola, Sheldene. "Teaching corporate crisis management through business ethics education." European Journal of Training and Development 38, no. 5 (May 27, 2014): 483–503. http://dx.doi.org/10.1108/ejtd-05-2013-0055.

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Purpose – The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical decision-making in business and organizations; to provide evaluative data supporting this approach; and to highlight the implications of this approach for human resource development and training. Design/methodology/approach – Thirty-four undergraduates in a required course on ethical decision-making in business and organizations completed pre- and post-course assignments assessing their knowledge about crisis/management, as well as their skills in crisis recognition, evaluation and action planning. Participants also completed a survey on their perceptions of the crisis management module and its placement within the ethics course. Findings – Statistical analyses demonstrated significant knowledge acquisition on crisis/management; significant skill development on crisis recognition, evaluation and action planning; and significantly greater “true positives” and significantly fewer “false negatives” in post-course identification of crisis warning signs. Perceptions of the crisis management module and its placement within the course on ethical decision-making were positive. Research limitations/implications – Although the sample size was relatively small, small samples are associated with a greater risk of failing to detect an effect that is present, rather than the greater predicament of erroneously concluding that an absent effect is actually present. This information, coupled with the fact that the results demonstrated not only statistical significance but also large effect sizes using Cohen’s d, inspires confidence. Nonetheless, additional assessment with larger samples would allow for the possibility of convergent evidence. Similarly, additional assessment within different organizational contexts, including applications in human resource training and development is warranted. Future research should also include assessment of specific underlying teaching strategies and evaluation of whether certain models are associated with greater learning on a broader range of crisis management skills. Practical implications – Programs in business ethics education and training comprise one useful context in which to teach corporate crisis management. The program specified here addresses two training needs previously specified in the human resource development (HRD) literature on crisis management, including identifying specific methods of enhancing recognition or detection of crisis warning signs and also of providing tools and enhancing skills for assessing and containing crisis. Originality/value – Despite the centrality of both ethics and HRD to crisis management, there has been a dearth of research on whether ethics education is a useful context through which to teach this topic. This research addresses this dearth and suggests new avenues for HRD in this respect.

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Baporikar, Neeta. "Role of Corporate Universities in Higher Education." International Journal of Applied Management Sciences and Engineering 2, no. 1 (January 2015): 30–43. http://dx.doi.org/10.4018/ijamse.2015010103.

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Learning and development has become increasingly challenging, critical, sophisticated and vital in knowledge based global economy. This trend is now accelerating in the rest of Asia and the Middle East. Corporations such as Infosys in India, Huawei in China, Singapore Airlines in Singapore and Etisalat in the United Arab Emirates have well-established corporate universities/learning centers. Other Asian and Middle Eastern corporations, both large and small, are following suit and allocating huge resources to strengthen their learning and development function. As corporate universities make new waves, the days of viewing them as training departments with fancy names are gone. Besides, the corporate university movement has become truly global in scope with them becoming sophisticated and highly visible world over. Using published research and the author's own work, this paper explores the current state of the corporate university and role of corporate university in higher education.

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Khatsrinova, Olga Yurevna. "Scientific and methodical support of intra-corporate teachers training." Samara Journal of Science 7, no. 1 (March 1, 2018): 293–97. http://dx.doi.org/10.17816/snv201871313.

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The paper deals with problems of industry experts professional development. The author reveals problems of additional educational programs of engineering personnel training. The author reveals conditions that help to create a system of intra-corporate training in the system of additional professional education on the basis of engineering pedagogy achievements. The following methodological approaches are chosen: competence-based, akmeological and andragogical. These approaches provide orientation to progressive professional development and self-development, creative self-realization in the professional sphere and consider individual experience of each listener. Professional standards define competences which have to be developed. The author shows that in the course of additional professional education developed competences have integrative character, i.e. they have to unite all training results. Competence content includes traditional results of education - knowledge, abilities and skills as well as personal components: ability of an individual to solve professional problems, mobilizing at the same time all internal and external resources. The author shows possibilities of the Pedagogical skills of intra-corporate training teacher program. It is defined that the teacher needs to develop methodical competence. Indicators of teachers methodical competence assessment are developed.

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Mitki, Yoram, and Ram Herstein. "Innovative training in designing corporate identity." Industrial and Commercial Training 39, no. 3 (April 24, 2007): 174–79. http://dx.doi.org/10.1108/00197850710742289.

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Kazantsev, Kirill. "Corporate education in personnel training for engineering and civil engineering industries." E3S Web of Conferences 284 (2021): 09005. http://dx.doi.org/10.1051/e3sconf/202128409005.

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Period of active global cybernation and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness in world business markets. There was a problem of forming a system for training new human resources that would satisfy the changing economic realities. The Russian Federation had a higher education system as one of the most stable and well-functioning mechanisms for training personnel for all economical sectors until the 90th of the last century, before the country collapse and the beginning of political and economic reforms. An indicator of the system effectiveness was that the graduates of Russian universities were invited to work by well-known corporations from many countries of the world. Over the years of the reforms, Russia has lost its previous model of education, which significantly affects the quality of personnel training today [1]. Many Russian enterprises are forced to follow the path of independent training and specialists retraining. At first, training was organized locally, it was by chance, but Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in a company and even create corporate universities over the time. The study examines preconditions for the system formation and the corporate education market development, provides current models of knowledge accumulation and proposes the author's cognitive model of personnel professional development.

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Кузнецов, Владимир, and Vladimir Kuznecov. "Staff training for tourism in the conditions of Russian corporate education." Universities for Tourism and Service Association Bulletin 11, no. 2 (June 20, 2017): 47–57. http://dx.doi.org/10.22412/1999-5644-11-2-3.

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Bessant, Judith. "Meeting the demands of the corporate sector—unemployment, education and training." Journal of Australian Studies 12, no. 22 (May 1988): 19–29. http://dx.doi.org/10.1080/14443058809386968.

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YAMANE, Yasuo. "Continuity Between Higher Education in Institutions and Corporate in-service Training." Journal of JSEE 55, no. 4 (2007): 173–75. http://dx.doi.org/10.4307/jsee.55.4_173.

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Korshunov, Ilya A., Tatiana A. Meshkova, Maxim S. Miroshnikov, and Mikhail N. Sverchkov. "Russian Universities’ Further Education: Integration with International Markets." Integration of Education, no. 4 (December 28, 2018): 612–31. http://dx.doi.org/10.15507/1991-9468.093.022.201804.612-631.

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Introduction. The paper describes the role of Russian transnational corporations in the development and implementation of the Adults’ Education and Vocational Education and Trainings programs in foreign countries as the promotion of Russian technologies. As the competition between the universities in the international educational markets rises, they see the increasing need for the fixation of the programs they offer onto the needs of the global companies, broadening the possibilities for the students to obtain relevant qualifications and skills, and corresponding diversification of educational programs. Among the possible directions for the increase in the educational services that are offered for export could be adults’ educational programs, vocational education and trainings. Materials and Methods. The study of the additional vocational education programs for foreign students was carried out with specialized questionnaire. 180 higher education institutions took part in the survey. The analysis of the corporate segment of additional professional education services for foreign markets was carried out on the basis of semi-formalized in-depth expert interviews. Results. Based on the collected empirical data we were able to identify main participants of the Adults’ Education and Vocational Education and Trainings export and structure and spheres of the programs as well as target countries in this market in three years’ time. It was revealed that the most successful providers of the educational programs are the universities that on the one hand offer already well developed and sought-after educational programs on the Russian Adults’ Education and Vocational Education and Trainings market, and on the other hand – already have stable partnership ties with countries that send students to undergraduate programs. Discussion and Conclusion. This study elaborates on the role of universities in promoting competitive technologies through the distribution of Adults’ Education and Vocational Education and Trainings. Mechanisms for formation and implementation of corporate training programs by universities for Russian industrial corporations are structured. Barriers for the attraction of foreign students are discussed to increase the scope of training. Results of the study can be recommended for the universities concerned with the development of the Adults’ Education and Vocational Education and Trainings sector in the international context. Keywords: export education, university, adults educational programs and vocational education and trainings, structure of the market for educational programs, promotion of technologies, corporate education

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Yadapadithaya, P. S. "Evaluating Corporate Training and Development: An Indian Experience." International Journal of Training and Development 5, no. 4 (December 2001): 261–74. http://dx.doi.org/10.1111/1468-2419.00138.

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Melo, William Maximiliano Carvalho de, and Fernando De Souza Coelho. "THE PROFESSIONAL TRAINING POLICY IN THE BRAZILIAN FEDERAL LEGISLATIVE BODY: THE PATH OF CORPORATE EDUCATION IN THE MODERNIZATION NARRATIVE OF THE PARLIAMENT." E-Legis - Revista Eletrônica do Programa de Pós-Graduação da Câmara dos Deputados 13, no. 31 (February 19, 2020): 130–49. http://dx.doi.org/10.51206/e-legis.v13i31.562.

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After the Brazilian redemocratization in 1986, the legislative institutions began a changing process derived from the assimilation of new constitutional competencies and the increasing pressure of interest groups in the development of a broad scope of public policies. The need to prepare a new legislative bureaucracy to deal with a panoply of new themes led to the creation of training centers. They began to be consolidated in broader models of corporate education, such as the Training Center from the Chamber of Deputies (CEFOR) and the Brazilian Legislative Institute (ILB) from the Federal Senate. These initial models influenced the development and diffusion of professional training policies to other legislative organizations. This paper presents an analysis of the corporate education trajectory in the National Congress to explore ‘how have professional training policies been developed in the Federal Legislative Branch?’Institutional documents, interviews, and political speeches were used as data sources to analyze the two organizations paths. As its outcome, the paper synthesizes some historical elements of the vocational training policy in both legislative organizations. In short, it contributes to encourage a research agenda in the cross area of public administration and corporate education, in the peculiar context of the Legislative Branch.

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Yarnykh, Veronica. "Media Technologies in the Corporate Model of Media Education Opportunities and Prospects." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 284–89. http://dx.doi.org/10.14429/djlit.41.4.17140.

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The modern world is the world of media. Several factors have a significant impact on the development of the corporate education system. Among them are the development of digital education tools, transmedia literacy and generation Y and Z in the labour market. COVID 19 infodemic is only strengthening the influence of these factors. Approaches to corporate education changed fundamentally. In the corporate education system, not only content has changed, but also approaches, technologies, and tools for developing competencies. It is critically important to add a media educational component to the system of corporate L&D. It’s necessary now to develop also the corporate model of media education. And the development of media education technologies has great meaning in the modern corporate sector. Among them are microlearning, mobile education, development of project management skills, etc. All these competencies could to strengthen the competitive advantages of the company in the new media and informational reality of the corporate sector. Today it is necessary to talk about the use of transmedia in the corporate training system. Opportunities for the development of the transmedia ecosystem bring benefits to companies targeting Generation Y and Z.

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Dorofeev, Aleksey, Galina Bukalova, and Alexander Novikov. "Learning Specifics of Corporate Culture Development: A Study of Motor Transport Masters Program Graduates." Education & Self Development 16, no. 1 (March 31, 2021): 74–82. http://dx.doi.org/10.26907/esd16.1.02.

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Within the framework of post-industrial development in the motor industry a new management culture based on corporate values is stimulating change in the system of engineering education. In the evolution of the vehicle servicing businesses, second level higher education graduates, (masters of Engineering) are often employed as line managers. The results of a multi-panel academic study involving stakeholders indicated the need for masters program graduates to be actively engaged in the development of corporate culture and training production staff. This highlighted a new competence for line manager which has previously not given adequate focus – training as a part of operational management activities. This is an innovative feature of the Engineer masters Program training process. This article analyzes the curriculum for teaching corporate culture to production personnel. It also specifies the role of a facilitator to replace an expert teacher and formulates the academic problem of teaching specific didactic tools appropriate for corporate culture development to masters students.

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Dimitrova, Joana Dimitrova. "Economic benefits of corporate E-learning." Yearbook Telecommunications 6 (September 29, 2019): 83–93. http://dx.doi.org/10.33919/ytelecomm.19.6.9.

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Businesses value online training as a cost-effective, convenient and efficient way of delivering corporate education. The purpose of this report is to examine and analyze models for measuring the benefits and return on investment of corporate training. It is a matter of creating and executing a solid strategy. The results of the report show that measurements, including ROI, are determined by the training and business needs of the company. This report contributes by examining and analyzing the measurement models of Kirkpatrick and Phillips' learning outcomes in the light of eLearning, as well as the methods for assessing the quality of eLearning content. The contribution of the report to research is that it can be used as a basis for exploring a more robust methodology for measuring e-learning outcomes.

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Dagada, Rabelani, and Maria Jakovljevic. "The advancement of successful implementation of a computer-based training strategy in the South African corporate training environment." Education as Change 9, no. 2 (December 2005): 112–30. http://dx.doi.org/10.1080/16823200509487119.

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Adieva, O. A., A. V. Beloshitskiy, V. V. Biryukova, and S. G. Garayshin. "Some problems of cooperation between a classic education and a corporate training." Neftyanoe khozyaystvo - Oil Industry, no. 9 (2020): 78–82. http://dx.doi.org/10.24887/0028-2448-2020-9-78-82.

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Mamatelashvili, Olga, Elvira Mukhamadieva, and Tsiala Khisamova. "Corporate training as a strategic factor of competitiveness." E3S Web of Conferences 208 (2020): 09026. http://dx.doi.org/10.1051/e3sconf/202020809026.

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In modern conditions, there is an urgent need for qualified personnel capable of forming a development strategy in a market innovative economy, mastering new types of business and new markets, and flexibly managing production and sales. The problem of special economic, legal and managerial education has become especially acute in a competitive environment. Business success is determined more and more not only by special knowledge in a specific area, but also by qualitatively new requirements for the company’s management.The purpose of the article is to assess the effectiveness of corporate training, to identify factors directly or indirectly related to the training of company employees in order to increase their potential and thus ensure the economic security of the business. Also relevant is the search for ways to further develop corporate training, ensure its compliance with the modern requirements of a market economy, as well as change the attitude of specialists to their work on the basis of optimally planned training programs to attract the hidden resources of the company and the person.

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Plaksina, Lyubov, Anton Lyzhin, Boris Guzanov, Vyacheslav Tumakov, and Alyona Glukhikh. "Features of the Implementation of Learning Based on Modular Technology in the Corporate Training Center." International Journal of Engineering Pedagogy (iJEP) 11, no. 2 (March 23, 2021): 118. http://dx.doi.org/10.3991/ijep.v11i2.18845.

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The research aims to identify and substantiate the organizational and pedagogical conditions for the effective implementation of modular technology for the devel-opment of professional competencies in welder students in a corporate training center. The practical analysis of student achievements based on the proposed modular training system with the participation of two groups of men undergoing vocational training (22 people in each of them) showed that the experimental group provided more qualitative average answers to 9 out of 20 test questions, and the total average score was higher in this group. The experimental group also showed statistically significant and higher average scores in 5 practical tests. The results of the study can be put into practice to improve the quality of engineering training in corporate training centers.

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Zaslavskaya, Olga Yu, and Maya S. Levchenko. "Designing a system of electronic training materials for remote post-training support for corporate training." RUDN Journal of Informatization in Education 17, no. 1 (December 15, 2020): 36–48. http://dx.doi.org/10.22363/2312-8631-2020-17-1-36-48.

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Problem and goal. The article describes how to organize electronic training materials for post-training support. The relevance of the article is determined, on the one hand, by the external needs to expand the sphere of education, the tasks of further development of informatization of education, and on the other hand, by the internal needs of the development of the information culture of students [1; 13; 6-8]. The problem is determined by the presence of a contradiction between the existing high didactic potential of distance post-training support, the importance of such training for effective training of students and the absence of such training, implemented using a structural approach to the design and use of electronic training materials. The purpose of the article is to describe approaches to the development and testing of a system of electronic training materials implemented on the basis of the structural approach for organizing post-training support using distance learning technologies. Methodology. The methodological basis was the ideas for the implementation of distance learning presented in the works of A.A. Andreeva, E.S. Polat, V.I. Soldatkina et al.; the main provisions of the theory of technologization of the learning process, which were studied by V.P. Bespalko, P.I. Pidkasisty, G.K. Selevko, A.M. Sohor et al.; issues of structuring training materials that were considered by I.V. Akimova, A.I. Arkhipova, Yu.I. Askerko, I.V. Burov, S.A. Butakov, L.P. Voronina, D.V. Danilov, A.M. Sokhor, O.E. Filippov, L.S. Chernyshov and others. Scientific articles devoted to issues of corporate training and personnel development are presented by such authors as: A. Bychkov, O. Dugina, Zh. Zavyalova, I. Kolodkina, A. Korolkov, A. Matveev, A. Miroshnichenko, O. Naydenov, M.V. Klarin, A. Novikova, N. Titova, N. Khryashchev, O. Emikh, A. Satvalov. Results. The feasibility of using distance learning technologies in the implementation of post-training support for students, as well as the application of a structural approach to the design and use of a training materials system for distance post-training support for students is substantiated. The principles and conditions of using the structural approach as the basis for the design and use of specially selected training materials, systematized in the form of a set of competencies and presented using distance learning forms, have been identified. Information and telecommunication technologies and Internet resources have been selected to organize remote post-training support, taking into account the individual learning path. Conclusion. The results led to the conclusion that the effectiveness of the proposed approaches to the selection, design and use of a system of training materials allows us to take into account the following aspects: accounting for training parameters, level of development, level of competency, level of motivation. The proposed model of distance post-training support for students on the example of the discipline “Information Technologies in the Management of the Educational Process”, based on the use of a structural approach, containing a specially designed system of electronic training materials, has made it possible to increase the effectiveness of training for undergraduates and to build an individual training route.

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Alyamkina, Ekaterina A., Elena V. Ribokene, and Oleg V. Flerov. "Professional and pedagogical features of corporate foreign language education." Science and School, no. 2, 2020 (2020): 75–88. http://dx.doi.org/10.31862/1819-463x-2020-2-75-88.

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The object of the study in the article is corporate foreign language teaching. The subject of the study is the specificity of this process, understood as a set of its features, caused by social and psycho-pedagogical features of adult professionally successful students. The authors view corporate teaching as a special type of adult education, where „adulthood” is manifested not only on a formal age basis but also as having substantial social, professional and academic experience. Special attention is paid to psychological and pedagogical characteristics of adult learners and taking them into account in the methodological context of foreign language teaching. The research methodology involves a multidisciplinary deductive reasoning. From the interdisciplinary justification of the relevance of the investigated process in modern socioprofessional space, the authors move to psycho-pedagogical characteristics of adult learners in the context of continuous development and attitudes of adulthood. Analysis in a strictly pedagogical space allows to identify the potential of foreign language knowledge and its role in human development in the study stage of its life trajectory. In the final part of the article, there is a fusion of psychological and pedagogical areas in the context of specific methodological features of corporate teaching of foreign language in the business environment. The authors come to the conclusions about the significant qualitative differences between the investigated types of training compared to other types of professional education (e.g. University), as well as the need of the training system for working in this field.

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Kusy, Mitchell E. "The Effects of Types of Training on Support of Training Among Corporate Managers." Performance Improvement Quarterly 1, no. 2 (October 22, 2008): 23–30. http://dx.doi.org/10.1111/j.1937-8327.1988.tb00012.x.

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Kurneshova, L. Y., D. V. Dydzinskaya, N. B. Tralkova, and A. Ye Karma. "Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation." Психологическая наука и образование 21, no. 4 (2016): 5–18. http://dx.doi.org/10.17759/pse.2016210402.

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The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”

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Choi, Jong-in, and Stephen Markham. "Creating a Corporate Entrepreneurial Ecosystem: The Case of Entrepreneurship Education in the RTP, USA." Journal of Open Innovation: Technology, Market, and Complexity 5, no. 3 (August 23, 2019): 62. http://dx.doi.org/10.3390/joitmc5030062.

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Today’s dynamic and complex environment means that companies are trying to develop entrepreneurial thinking as a competitive advantage. Universities around the world are simultaneously increasing entrepreneurial training across a broad array of majors. However, the entrepreneurial training is not heavily connected to industry needs. This paper focuses on how industry and universities can cooperate to prepare students for corporate entrepreneurial thinking. The research is based on extensive literature, reports, and in-depth interviews with 28 people from various parts of the RTP (Research Triangle Park), including companies, government agencies, and numerous programs at multiple universities. The major finding from this study is that the strength of entrepreneurial education in the regional innovation system reinforces the companies’ open innovation capacity and their performance. To be successful at launching campus-wide entrepreneurship education to increase understanding of corporate entrepreneurship, Corporate Entrepreneurship Education (CEE) must include (1) entrepreneurial leadership; (2) faculty champions; (3) student-focused policies; (4) engagement with the community; and (5) a decentralized, autonomous structure of entrepreneurship programs.

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Chursina, Anna V. "Personnel training for high-tech industries in the system of lifelong education." Izvestia of Saratov University. New Series. Series: Sociology. Politology 21, no. 3 (August 25, 2021): 263–68. http://dx.doi.org/10.18500/1818-9601-2021-21-3-263-268.

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At present the higher education system does not meet the employer’s requests. Therefore, the concept of lifelong education is becoming more and more relevant. One of the aspects of such education is a corporate university which not only provides the necessary knowledge to work for a particular company, but also improves general cultural skills. On the basis of expert interviews (N = 100) conducted in 2017–2019. it was considered as high-tech industries are ready to participate in personnel training in order to have well-trained employees and receive economic profit. Attention is also drawn to the current state of the professional education system. The experts’ opinion on the corporate education, as well as on the basic university departments as one of the forms of such education is pondered upon. The interview is also focused on the effectiveness of continuing education courses. Attention is paid to the problems of insufficient level of professional competencies facing the employers and the possibilities of overcoming them. The experts expressed their opinion on the changes that they would like to see in the professional education system. Possible options for the development of professional training for lifelong education were considered. The article focuses on the interaction between lifelong education institutions and high-tech industries which will help bridge the gap between the education system and real production.

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Shirinkina, E. V. "CHANGES IN EDUCATIONAL TECHNOLOGIES OF CORPORATE TRAINING IN THE DIGITAL ECONOMY." Bulletin of Udmurt University. Series Economics and Law 30, no. 1 (March 2, 2020): 67–71. http://dx.doi.org/10.35634/2412-9593-2020-30-1-67-71.

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The relevance of the study conducted in this article is due to the fact that the development of educational technologies in the digital economy will allow in the next 15 years to introduce accelerated methods in education, radically improving the learning of the material, and create communication systems “man - man”, “man - machine”, “man - society”. The purpose of this study is to identify and review the main factors affecting the transformation of the role of corporate training in the modern world, and key global trends in corporate training today. The objectives of the study were: search and creative development of information on the factors and trends of corporate training; prioritization and structured description of the identified factors and trends. The empirical base of the study was the materials of the European Foundation for Management Development (EFMD), the Association for the Development of Talent (ATD), and case studies of corporate universities. Practical significance consists in identifying the factors that influence and may affect the change in the corporate learning process and its global trends. This study allows one to form corporate training business models in the conditions of the digital economy development.

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Ramadani, Putra. "PENDIDIKAN DAN PELATIHAN DALAM MENINGKATKAN KEMITRAAN USAHA MIKRO DAN MAKRO." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 3 (September 16, 2020): 47–51. http://dx.doi.org/10.51376/jmael.v1i3.171.

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Digital this article direct to describe of training and education for overcome corporate small-Midle enterprises and big enterprises models. The necesary of training and education will increasing of common purpose, aim, and value of company achievment. During the last research to find structure of problems by typology and characteristic of organization culture and production factors in single model co-operate small-Midle enterprises and big enterprises, the result has find another leverage factor overview training and education. To a comprehensive result by approach input, process, and output and finded by description approach through case study strategic describe to this article. The result of cooperate by sub-contract way based on common mutual, common strange, common benefit as direct as Act Number 20/2008 (small-midle enterprises) we need training and education to input this model. Recommendation in this article not only use to optimalization supply row materials, finish production, market strategic, and minimazing over head cost by co-operate small-Midle enterprises and big enterprises benefits but training and education will over come corporate small-Midle enterprises and big enterprises models at Cikoneng District.

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Hägg, Göran M. "Corporate Initiatives in Ergonomics." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–442. http://dx.doi.org/10.1177/154193120004401201.

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Some basic elements of corporate initiatives in ergonomics are reviewed. Different types of programs are identified such as interventions and continuous processes. Other elements are health surveillance, work station design and choice of tools, product design, quality aspects, participative aspects and education, training and information. The implementation of ergonomics programs vary substantially depending on type of company and company policies and organisation. It is concluded that ergonomics programs are beneficial in most enterprises. A participative approach as well as ergonomics expertise are crucial ingridients for a successful program. The most successful programs are integrated with the over all strategy of the enterprise.

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Маличенко and I. Malichenko. "CURRENT TRENDS IN CORPORATE EDUCATION AND DEVELOPMENT OF PERSONNEL IN THE RUSSIAN AND FOREIGN COMPANIES." Management of the Personnel and Intellectual Resources in Russia 5, no. 6 (December 25, 2016): 33–36. http://dx.doi.org/10.12737/24104.

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Competitiveness modern companies in the bias conditions of competition in the high-tech markets and the growing influence of globalization processes depends on the quality of training. Limited financial resources as a result of geopolitical and economic crisis led to the optimization of the state in many Russian companies. At the same time the design of effective corporate education system has not lost its relevance, and even, on the contrary, has acquired special importance. The remaining employees at workplace have to combine functions and to multitask, which means the companies appears essential need to create more that meet the needs of the real economy, competencies. The article examines the main trends in the market of corporate education services, presents the most promising forms and tools of corporate training and development in national and foreign companies, adjusted for the forecast for the development of national and world economy.

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Miller, Katharine E., and Mesut Akdere. "Advancing organizational corporate social responsibility (CSR) agenda." European Journal of Training and Development 43, no. 9 (November 4, 2019): 860–72. http://dx.doi.org/10.1108/ejtd-10-2018-0107.

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Purpose Given the growth of demand for companies’ engagement in socially responsible and ethical practices through corporate social responsibility (CSR), this paper aims to expand the literature on such efforts as currently presented in organizational communication, management, Human Resource Development (HRD) literature. Design/methodology/approach The authors synthesize the topic of CSR across these various disciplines with a focus on identifying gaps in the literature related to the training and development (T&D) based CSR-related activities. Thus, the authors provide implications for the training of CSR as called for by current literature because today’ corporations appear to lack the proper strategies in the understanding and implementation of such efforts. Findings The authors conclude by discussing the pragmatic considerations for this type of T&D and call for further discussion among scholars and professionals in facilitating future work on CSR in a training context. Originality/value Exploring CSR within the context of T&D presents critical capacities in enabling organizational CSR agenda across all units.

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Masalimova, Alfiya R., Muhammet Usak, and Almira R. Shaidullina. "Advantages and Disadvantages of National and International Corporate Training Techniques in Adult Education." Current Science 111, no. 9 (November 10, 2016): 1480. http://dx.doi.org/10.18520/cs/v111/i9/1480-1485.

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Journal articles on the topic 'Corporate education and training'

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