Corporate Trainers

Corporate training programs are widely prevalent, even ubiquitous. This situation is likely to continue: some management experts predict that training will become a continual process and include employees at all levels of the organization. Organizations, especially large ones, typically have dedicated staff (trainers) who manage and deliver training programs. In order to be effective, trainers must be knowledgeable about available and appropriate education delivery methods. Programs are often tightly linked to content - thus, trainers need to have some technical knowledge. Corporate trainers can utilize knowledge about advances in the fields of both content and delivery for organizational benefit. In turn, as possessors of knowledge from practical implementation they can make contributions to the fields. Thus, corporate trainers are ideally positioned as practitioner scholars in the workplace. Frameworks proposed in this chapter indicate how trainers can bridge the practitioner-scholar gap.

Corporate Trainers

Corporate training programs are widely prevalent, even ubiquitous. This situation is likely to continue: some management experts predict that training will become a continual process and include employees at all levels of the organization. Organizations, especially large ones, typically have dedicated staff (trainers) who manage and deliver training programs. In order to be effective, trainers must be knowledgeable about available and appropriate education delivery methods. Programs are often tightly linked to content - thus, trainers need to have some technical knowledge. Corporate trainers can utilize knowledge about advances in the fields of both content and delivery for organizational benefit. In turn, as possessors of knowledge from practical implementation they can make contributions to the fields. Thus, corporate trainers are ideally positioned as practitioner scholars in the workplace. Frameworks proposed in this chapter indicate how trainers can bridge the practitioner-scholar gap.

Training the trainer – lessons from the new South Africa

Purpose – The purpose of this paper is to consider some challenges involved in delivering a programme for the education of corporate trainers in the new South African economy. Design/methodology/approach – The paper reviews the way in which training in organisations has changed in the modern economy; it asks whether “training” has any academic base with knowledge components or whether it is simply a craft discipline carried out in context by experienced practitioners. It examines the particular circumstances that arise in post-Apartheid South Africa and the challenges faced where participants are widespread geographically. Findings – The paper looks at the issues involved in module design under these circumstances and describes a study to determine the impact and value of the programme. It draws some conclusions that may assist in the design of similar programmes elsewhere. Research limitations/implications – The study is based on one university – although it is the first and only course of its type in South Africa. Originality/value – This paper provides an original perspective involving information from several countries.

Computer-Supported Collaborative Learning

In collaborative learning, interaction among learners is essential for effective knowledge acquisition and increased understanding. Computer Supported Collaborative Learning (CSCL) environments often inhibit or cause problems with learner-learner interactions. This chapter takes an applied perspective of what the instructor can do to identify and manage learner-learner relationships in a CSCL environment. Using a model of virtual team effectiveness, we identify potential motivational, cognitive, and affective problems between learners that are often exacerbated by computer-mediated technologies. Recommendations for instructor interventions designed to promote effective learner interactions are offered. This information will provide insight to both corporate trainers and K-12 educators on how instructors can promote appropriate and positive learner-learner interaction in CSCL environments.