Organizations rely on their training departments to deliver adequate training for effective use of knowledge on the job to new and tenured employees. The transfer of learned knowledge and skills yields many positive outcomes for the employees, the trainers, and the organization as a whole. Such outcomes include improved productivity and efficiency, increased morale, work enjoyment, improved customer service, and improved shareholder satisfaction. In order to achieve these outcomes, training departments must employ skilled training personnel knowledgeable about curriculum design and creative with training delivery and learning environments. These requirements implementation will depends heavily on the experience level of training professionals. Training professionals need to understand their own learning styles and how to appropriately utilize strategies to target the various learning styles that exist in the classroom. Instructors must constantly monitor the learning environment and be able to make immediate changes to meet the needs of the participants when necessary. Participants themselves play an integral role in the effective transfer of learning from the classroom to the job. Learners’ backgrounds, life experiences, and motivation to learn are important considerations for designing a positive learning experience. When training programs cater to learners’ preferred learning styles with an appropriate learning environment in mind, the instructor, the learner, and the organization reap numerous benefits. More specifically, when learners’ learning styles are supported by their instructors’ teaching styles, the overall learning experience becomes optimized to the benefit of all stakeholders.

The aim of the thesis is to analyze and evaluate the process of education in glassworks company Kavalierglass, a.s. The theoretical part is devoted to HR strategy, corporate training and its place in company's personal activities, furthermore is described the whole process of education, starting with identification of needs and ending with evaluation. In the practical part there is analyzed the process of education in Kavalierglass, a.s. and all of the phases of the educational system implemented in company are described as well. This is based on the obtained results of interview with HR specialist of the company. Everything is accompanied by illustrative examples and information from the internal personnel information system. The conclusion of diploma thesis summarizes possible suggestions that are designed to ensure major efficiency of the current educational system in company.

The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ANOVA results for the actual transfer of training data mirrored the results found for the perceived transfer of training. The possibility of self-perception bias in using the retrospective pretest-then/posttest-now instruments was recognized as a study concern with MC-C data indicating a much higher level of social desirability with the sample population than with reported non-forensic norms. A slight positive influence on the transfer of learning and on the transfer of training was found when a participant's direct manager was involved in the delivery of training.

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O e-Learning é um conceito que consiste na utilização de recursos computacionais e audiovisuais para promover o aprendizado a uma comunidade ou a um grupo de pessoas. O aprendizado é realizado por meio de lições executadas em um computador, também chamado de treinamento on-line, em que o participante pode contar com diversos recursos, tais como: simulações interativas, vídeos, apresentações dinâmicas, ambientes colaborativos, entre outros recursos que a tecnologia permita. No e-Learning o participante pode ser submetido à avaliação para testar seus conhecimentos e ter seu desempenho acompanhado por profissionais responsáveis pelo seu desenvolvimento. O objetivo do presente trabalho é identificar e analisar diferenças sensíveis entre o sistema de aprendizagem presencial e o sistema de aprendizagem e-Learning, comparando-os por meio de indicadores de desempenho e retornos alcançados. Foram analisados dados obtidos a partir do estudo de um caso em que uma multinacional do setor de bens de consumo treinou seus colaboradores utilizando dois sistemas de aprendizagem distintos: um inteiramente presencial e outro com e-Learning. Este trabalho ainda oferece como subproduto um método para implementação de um sistema de aprendizagem e-Learning, construído a partir do estudo teórico e prático do tema. / E-Learning is a concept that involves using computer and multimedia resources to help a community or a group of people learn something. People learn by executing lessons in computer, called as on-line training too. The participant can count with many kinds of content, as: interactive simulations, videos, presentations, collaborative tools and others. According to e-Learning concept, the participants could have their performance evaluated by tests or professionals. The objective of the present study is to identify and analysis the differences between traditional live learning and e-Learning, by comparing both using performance indicators and evaluating the benefits of each other. To achieve the proposed objective, it was made a case study in a multinational enterprise where many people were trained by two learning strategies: pure traditional live and blend e-Learning training. Then the results were analyzed. This study still offers a method to implement an e-Learning training system, developed according to conceptual and practice analysis.

O e-Learning é um conceito que consiste na utilização de recursos computacionais e audiovisuais para promover o aprendizado a uma comunidade ou a um grupo de pessoas. O aprendizado é realizado por meio de lições executadas em um computador, também chamado de treinamento on-line, em que o participante pode contar com diversos recursos, tais como: simulações interativas, vídeos, apresentações dinâmicas, ambientes colaborativos, entre outros recursos que a tecnologia permita. No e-Learning o participante pode ser submetido à avaliação para testar seus conhecimentos e ter seu desempenho acompanhado por profissionais responsáveis pelo seu desenvolvimento. O objetivo do presente trabalho é identificar e analisar diferenças sensíveis entre o sistema de aprendizagem presencial e o sistema de aprendizagem e-Learning, comparando-os por meio de indicadores de desempenho e retornos alcançados. Foram analisados dados obtidos a partir do estudo de um caso em que uma multinacional do setor de bens de consumo treinou seus colaboradores utilizando dois sistemas de aprendizagem distintos: um inteiramente presencial e outro com e-Learning. Este trabalho ainda oferece como subproduto um método para implementação de um sistema de aprendizagem e-Learning, construído a partir do estudo teórico e prático do tema. / E-Learning is a concept that involves using computer and multimedia resources to help a community or a group of people learn something. People learn by executing lessons in computer, called as on-line training too. The participant can count with many kinds of content, as: interactive simulations, videos, presentations, collaborative tools and others. According to e-Learning concept, the participants could have their performance evaluated by tests or professionals. The objective of the present study is to identify and analysis the differences between traditional live learning and e-Learning, by comparing both using performance indicators and evaluating the benefits of each other. To achieve the proposed objective, it was made a case study in a multinational enterprise where many people were trained by two learning strategies: pure traditional live and blend e-Learning training. Then the results were analyzed. This study still offers a method to implement an e-Learning training system, developed according to conceptual and practice analysis.

This thesis deals with the practical aspects of corporate training with the main focus on assessment and measurement of its outputs and effectiveness. The theoretical part introduces to the reader the concepts of corporate education and professional development as well as with their current trends. Next chapters describe the methods of analyzing educational needs and defining development goals. Moreover, various models of assessing the training effectiveness are presented. The application part of this thesis consists of empirical research conducted in the FOXCONN corporation. The purpose of this research was to evaluate training effectiveness of two types of trainings, using Kirkpatrick and Brinkerhoff models, and to address current issues of corporate education and propose solutions to them.

The purpose of this dissertation is to undertake a learner-centered exploration of delivery mode relevance in professional learning. Given the increasing pervasiveness of technology-mediated online delivery in nondegree professional learning at the individual and enterprise levels, this study has a particular focus on learning value ascribed by learners to online and in-person delivery in relation to their professional development. Qualitative and quantitative methods were used in this study to collect and examine data from adult professionals in an effort to determine how value is ascribed to learning. With this aim in mind, this study focused on the following research questions: Are there differences in preferred learning format between men and women? Are there differences in preferred learning format between professionals in varied age groups? Are there differences in preferred learning format between professionals who have engaged in learning online and people who have not? For participants who indicate learning format preferences, how do they define and describe their preferences and on what aspects of the learning experience do they base their preferences? For participants who indicate learning format preferences, how are these participants describing and interpreting meaningful relevance for learning in their day-to-day professional lives? A key driver of this exploration was a scarcity of representative understanding in wider research about the relationship between varied modes of professional learning delivery and professional learning transfer, which has long typified learning value in the adult professional context. By exploring professionals’ learning experiences and delivery mode preferences, this study arrived at several explanatory concepts, to include: learning preference premiums as impactful value-drivers for learners; ubiquitous blend as a comprehensive value-based approach to professional learning design and delivery; and absolute proximity as a deliberate technology-mediated merging of work and learning contexts that supports professionals in achieving full applicability of their learning.

The thesis deals with the education of employees and analyses current educational system in the specific company. In the first part of the thesis we define basic notions and terms we will use in the analysis. In the second part we describe the educational policy and processes applied by the company which are subsequently analyzed in the third part. Outcomes of the analysis serve as the basis for recommendations to improve the educational strategies and policies of the company.

En este trabajo se analiza cómo es la situación con respecto a al uso del lenguaje audiovisual en la formación corporativa de los bancos peruanos. A lo largo de esta investigación descubrimos como la tecnología puede ser una gran herramienta para la educación, en este caso las empresas. Podemos observar como para lograr un mejor análisis se explicó las definiciones del conectivismo y del e-learning, ya que el audiovisual como medio educativo proviene de estas dos corrientes pedagógicas. Después se explica cómo los elementos del lenguaje audiovisual contribuyen no solo en el objetivo pedagógico de la empresa, sino también en cómo utiliza este lenguaje para implementar la cultura organizacional y los valores de la organización. Para llegar a una mejor conclusión, se tomó a dos bancos peruanos. Los dos bancos escogidos son el BCP y MiBanco, los cuales pertenecen al mismo grupo empresarial. No obstante, el BCP tiene como público objetivo a las personas naturales y a las grandes empresas, mientras que MiBanco está más orientado a las pequeñas y medianas empresas. Para examinar como cada banco aplica el medio audiovisual para sus objetivos pedagógicos, se analizó el contenido de sus vídeos de formación corporativa, el cual se observó elemento por elemento para detectar se coincidencias y diferencias. También se entrevistó trabajadores de ambos bancos. La última muestra seleccionada son entrevistas a realizadores audiovisuales que han creado este tipo de contenido. Al finalizar se juntó los resultados de todas las muestras y se llegó a una conclusión. / This work analyzes the situation regarding the use of audiovisual language in the corporate training of Peruvian banks. Throughout this research we discovered how technology can be a great tool for education, in this case, companies. We could see how to achieve a better analysis the definitions of connectivism and e-learning were explained, since audiovisual as an educational medium comes from these two pedagogical currents. In addition to this, it is explained how the elements of audiovisual language contribute not only to the pedagogical objective of the company, but also how it uses this language to implement the organizational culture and the organization's values. In order to reach a better conclusion, two Peruvian banks were taken. The two banks chosen are BCP and MiBanco, which belong to the same business group. However, the BCP targets natural persons and large companies, while MiBanco is more oriented towards small and medium-sized companies. To examine how each bank applies the audiovisual medium to its pedagogical objectives, the content of its corporate training videos was analyzed, which was observed element by element to detect coincidences and differences. Workers from both banks were also interviewed. The last selected sample are interviews with audiovisual producers who have created this type of content. At the end, the results of all the samples were collected and a conclusion was reached. / Trabajo de investigación