Evaluation of Formal Training Programmes in Greek Organisations

9988 Words Apr 22nd, 2013 40 Pages
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Evaluation of formal training programmes in Greek organisations 888

Anastasios D. Diamantidis and Prodromos D. Chatzoglou
Production & Management Engineering Department,
Democritus University of Thrace, Xanthi, Greece

Received 24 November 2011
Revised 3 May 2012
Accepted 13 August 2012

Abstract
Purpose – The purpose of the paper is to highlight the training factors that mostly affect trainees’ perception of learning and training usefulness.
Design/methodology/approach – A new research model is proposed exploring the relationships between a trainer’s performance, training programme components,
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Specifically, they support that this capital should incorporate basic and advanced job skills linked to a firm’s strategic goals so they cannot be easily adopted by competitors.
As Mathis and Jackson (2008) state, employee training should be integrated into every manager’s mindset, because firms’ strategic choices and actions significantly affect all human resource practices, including training. As Mathis and Jackson (2008) also point out, traditionally firms spend approximately two-thirds of their training expenses on managers and one-third training first-line employees. However, during the last few years this expense analogy has been altered, because firms have recognised that they have to develop their employees’ job-related knowledge, skills and abilities as much as their managers’ knowledge, skills and abilities. Furthermore, Mathis and
Jackson (2008) also mention that firms tend not to share the idea that training is the first cost that has to be cut in a period of economic crisis. Thus, many firms have realised that training is not a needed expenditure but a required investment that helps employees to fit into a firm’s strategic plan (through improvement of the knowledge, skills and abilities that are needed to accomplish their specific job tasks).
The purpose of this study is to fill in the knowledge gap between research and practice. As Salas and Cannon-Bowers (2001, p. 490) state: “More research aimed at uncovering why