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Problem statement The Western retailer H&M is one of many multinational retailers presently preceding a rapid expansion, followed by an extensive recruitment of new employees in China. H&M works extensively with the transfer of corporate values, mentioned as “the H&M spirit”, to its foreign subsidiary in China through a Corporate Training Program. Scholars have recently highlighted the Corporate Value Transfer process, however the understanding of this process within the International Business literature today is limited. Research purpose The purpose of this research is to create a deeper understanding of the Corporate Value Transfer process in an emerging market context. This research therefore aims to investigate how H&M transfers their corporate values to new employees in China, by focusing on the cultural challenges and opportunities arising during this process within a Corporate Training Program. Methodology The methodology being used was qualitative with an abductive approach, focused on performing a single case study. Empirical data was gathered through 19 semi- structured interviews with managers at H&M ́s Human Resource offices for the Southern China region in Shanghai and Hangzhou. Results and contributions The Corporate Value Transfer process, to new Chinese employees, was summarized in three phases. These three phases, and different cultural challenges and opportunities within them, were conceptualized. This conceptualization contributes in terms of a theoretical foundation within the International Business literature and illustrates how a Corporate Value Transfer process in China can be viewed upon.

AN ABSTRACT OF THE DISSERTATION SHENG-TAO FAN, for the Doctor of Philosophy degree in SPEECH COMMUNICATION, presented on APRIL 11, 2013, at Southern Illinois University Carbondale. TITLE: PERFORMATIVE CORPORATE TRAINING IN TAIWAN MAJOR PROFESSOR: Dr. Elyse L. Pineau This dissertation attempts to translate performance concepts and techniques into corporate training models for concretely increasing Taiwanese business competencies. I argue that this performance praxis is especially relevant to Taiwanese business contexts because of our Taoist traditions, which performative corporate training can awaken and activate. The purpose of applying performance praxis in corporate training is not to enhance physical techniques, acting skills, or technical competence, but rather to explore organizational dynamics through embodiment and to enrich management-related knowledge involving leadership, creativity, and team building. In Chapter One, Introduction to Taoism and Taiwanese Corporate Culture, I show that Taiwanese corporate culture is bonded and interdependent with Taoism. In Chapter Two, Performance Pedagogy for Business Contexts, I categorize different forms of performative pedagogies in teaching, learning, and corporate training as well as examining Taiwanese practices of performance pedagogy. Based on my systematic literature review of Western academia and analysis of Taiwanese practices, I create a calligraphic model for developing and analyzing performative corporate training programs within organizational and cultural contexts. This model elaborates three characteristics of the Taiwanese corporate culture (harmony, innovation, and teamwork), three features of Taoism (ecology, creativity, and community-building), and three principles of performance (balance, imagination, and collaboration) for Taiwanese corporate training. In Chapter Three, I present a case study of the STOMP Performative Corporate Training program, led by Smart Orange Training and Consulting. Through thick descriptions from an insider's perspective, I demonstrate that this innovative and successful case advances the trend of management development from experiential learning to performative training. In Chapter Four, I propose a management education course for a university Executive Master of Business Administration program, entitled "Performing Mentor." In addition, I design a corporate training program, entitled "Performing Taiwanese Cultural Festivals" that uses performative pedagogy to awaken innovation, promote harmony, and facilitate teamwork among business participants. In Chapter Five, I synthesize the study and note its limitations and directions for future research. In essence, this dissertation is theorization about performative pedagogy in corporate training with unique Taiwanese practices. It creates interdisciplinary integration, industry/academia collaboration, and cross-cultural understanding.

My work is focused on the analysis of the talent education systém in GE Money in the Czech republic. In the first part I tried to explain the basis for the education of talented employees, which are obviously based on the foundations of business education. An important part was the explanation of the evaluation of education, which I determine the methodology by which I will proceed in their work. Methodology - the methods of data collection, data sources and types of research, which I looked, I describe in the second part of the work. The third part was the practical part - here I describe the organization in which I wrote the work, its organizational structure, training in business generally, and of course the various educational programs for talented staff. I here describe the results of my empirical research. This was aimed primarily at finding weaknesses and strengths of individual programs and the testing of hypotheses and determine whether the difference between the variance between the sample and control in their own self-efficacy.

This Master's Thesis deals with the evaluation of e-learning in a banking institution operating in the Czech market. The introduction of e-learning in a banking institution managed to reduce the educational costs. However, the pedagogical effectiveness has not been investigated yet. The aim of this Master's Thesis was to determine whether employees of a banking institution perceive e-learning as an effective method of training and determinate on the basis of their acquired knowledge whether e-learning is an effective method of knowledge transfer. The e-learning effectiveness was investigated using a combination of subjective (questionnaire) and objective (testing) methods of evaluation on 118 employees. The study indicated that employees consider e-learning as an effective learning method and that they acquired a high level of knowledge. However the questionnaire and testing revealed several weaknesses of the current e-learning system, primarily the lack of time for training through e-learning courses and employees cheating during the e-learning course completion. The solution to the mentioned weaknesses could be, shortening, e-learning courses, plus adding a final test (at the end of e-learning courses that currently do not have one), limiting the number of their repetition and ensuring their higher difficulty levels.

No description available.

Virginia Polytechnic Institute and State University and Club Corporation of America collaborated on a multimedia-training project, Board of Governors: The Cornerstone of a Fine Private Club. This training sought to catalogue all existing support materials and articulate key philosophical and operational systems regarding relationships between Club Managers and the club's Board of Governors, which stands as the leading administrative body for philosophical and operational issues in individual private clubs. This analysis operates on two levels of investigation: 1) a case study that provides a rhetorical assessment of the development and contents of this training system, 2) based on this appraisal, an introduction of theoretical options regarding the development of training applications. Moreover, the theoretical exhortations of Michel Foucault and Augusto Boal provide a language to encourage a different modus operandi in the field of corporate training. By articulating the concept of a "dialogue training continuum," this elucidation strives to offer an alternative when rethinking training systems and their encoded discourses. By analyzing local and institutional knowledges and how those knowledges find shape in this project, this analysis argues that establishing a system where end-users may question and reshape the philosophical discourse of the company during the context of training, the overall milieu has the ability to grow and shape-shift through legitimizing and valuing the voices of all organizational constituents. / Master of Arts

For large organizations, updating instructional programs presents a challenge to keep abreast of constantly changing business processes and policies. Each time a process or policy changes, significant resources are required to locate and modify the training materials that convey the new content. Moreover, without the ability to track learning objects to processes and policies, training managers cannot conduct an effective training gap analysis in these areas. As a result, the corporate training picture is unclear and instructional needs cannot be accurately determined. The research addressed these problems by recognizing the need for linkages between an organization's business processes, its policies, and the learning objects that package the corresponding training content and deliver it to the workforce. The overall investigation was completed in three parts. In the first study, a thorough examination of the literature was conducted to determine the extent of the research problem and to provide a theoretical foundation for a solution. In the second study an expert panel was used to elicit user needs for a knowledge management system that addresses training management shortcomings in a large law enforcement agency. Another expert panel from that agency validated and prioritized the user needs during the third study. Through a combination of research-based elicitation and validation techniques, an accurate list of natural language software requirements emerged to represent the collective needs of the law enforcement training experts. The software requirements may now serve to analyze the capabilities of existing information technology systems or to form the basis for a request for proposal (RFP) to build the envisioned knowledge management system.

After three decades of research, instructional communication scholars find themselves facing several key challenges. These range from an overemphasis in past studies on variable-analytic, atheoretical research to a lack of connection to learning outcomes. Many in the field contend that the time has come for instructional communication researchers to define instructional communication theories, test hypotheses, tie research efforts to learning outcomes, and clarify key terms. The present study addressed these shortcomings by proposing the Content Relevance Centric Theory and testing related hypotheses. The research occurred in a professional training environment and involved the use of a modified content relevance instrument that assessed both teacher communication characteristics and message content relevance. The study gathered data from 247 trainees. Results indicate the importance of the construct as a predictor of trainee behavioral intentions both directly and when mediated by both trainee state motivation and trainer credibility. Study outcomes also question the role of trainee engagement in learning and the connection between behavioral intentions and learning application.

As rápidas transformações e a competitividade do mercado de trabalho têm exigido das organizações e das pessoas um constante processo de aperfeiçoamento. Assim, uma prática comum nas organizações é avaliar as lacunas nas competências dos funcionários e desenvolvê-las por meio de ações de Treinamento, Desenvolvimento e Educação (TD&E) sistemáticas e estruturadas. Todavia, se a aprendizagem ocorre ou não, depende de características individuais e também contextuais. Estudos têm mostrado que o reconhecimento dos aspectos individuais neste processo contribui para desenvolvimento profissional bem-sucedido dos funcionários, bem como para os resultados de treinamentos esperados pela organização. Nesta perspectiva, a presente pesquisa pretende contribuir com a área de avaliação de sistemas instrucionais ao investigar as relações entre as variáveis estratégias de aprendizagem e traços de personalidade - segundo a teoria dos Cinco Grandes Fatores (Big Five) - em treinamentos corporativos presenciais. A coleta de dados foi realizada numa população composta por 115 funcionários de uma empresa do segmento de Telecomunicações, situada em Minas Gerais, que participou de um treinamento intitulado Gestão à Vista. Foram utilizados, em formato online, o inventário de personalidade Neuroticism, Extraversion, Openness Personality Inventary Revised (NEO-FFI-R) e a Escala de Estratégias de Aprendizagem. A taxa de retorno obtida se apresenta como um diferencial entre os estudos da área, com participação de 74,78% da população estudada. Foram realizadas análises estatísticas descritivas das variáveis e Testes de Coeficiente de Correlação de Pearson. Os resultados evidenciaram que as estratégias mais utilizadas pela amostra foram as Autorregulatórias e que o traço de personalidade mais presente foi o da Conscienciosidade. As correlações mostraram que as estratégias de aprendizagem intituladas Elaboração e Aplicação Prática e Controle da Motivação se relacionam positivamente com os traços da personalidade Extroversão, Abertura, Amabilidade e Conscienciosidade, e negativamente com o Neuroticismo. Já as Estratégias Cognitivas e Busca de Ajuda mostraram relação positiva apenas com a Amabilidade, enquanto Controle da Emoção se relacionou negativamente com o Neuroticismo. Esta pesquisa oferece contribuições para o subsistema de avaliação na medida em que suscita a possibilidade da inserção da variável traços de personalidade, até então não utilizada em pesquisas nacionais, mas que tem sido correlata estável, robusta, previsível e determinante de outras variáveis envolvidas no processo de TD&E / The rapid changes and the competitiveness of the labor market have demanded the organizations and individuals a constant process of improvement. Thus, a common practice in organizations is to evaluate the gaps in employee competencies and to develop them through systematic and structured Training, Development and Education (TD&E) actions. However, whether learning occurs or not depends on individual and contextual characteristics. Studies have shown that recognition of individual aspects in this process contributes to the successful professional development of employees as well as to the results of training expected by the organization. In this perspective, the present research intends to contribute with the area of instructional evaluation systems when investigating the relations between the variables learning strategies and personality traits - according to the theory of the Big Five - in face-to-face corporate training. Data collection was carried out in a population of 115 employees of a telecommunications company located in Minas Gerais, Brazil, which participated in a training titled \"Gestão à Vista\". Neuroticism, Extraversion, Openness Personality Inventary Revised (NEO-FFI-R) and the Learning Strategies Scale were used in online format. The rate of return obtained is a differential among the studies of the area, with participation of 74.78% of the studied population. Descriptive statistical analyzes of the variables and Pearson Correlation Coefficient Tests were performed. The results evidenced that the strategies most used by the sample were the self-regulatory ones and that the most present personality trait was the Conscientiousness. The correlations show that the learning strategies entitled Practical Elaboration and Application and Motivation Control are positively related to personality traits Extroversion, Openness, Kindness and Conscientiousness, and negatively with Neuroticism. Already the Cognitive Strategies and Search for Help showed a positive relationship only with Kindness, while Emotion Control was negatively related to Neuroticism. This research offers contributions to the evaluation subsystem insofar as it raises the possibility of the insertion of variable personality traits, hitherto unused in national surveys, but which has been stable, robust, predictable and determinant correlation of other variables involved in the process of TD&E