Describes how an aircraft factory British Aerospace Defence Ltd (Military Aircraft Division), Brough forged links with local institutions of higher education (Hull University and Humberside Polytechnic) to create two new in‐house training programmes for supervisory and middle management...

Considers the benefits and pitfalls of 360‐degree feedback – drawing from experiences at British Petroleum (BP) and current thinking at British Aerospace (BAe), Brough. A distinction is made between “assessment” and “development” (necessary for understanding what appraisal is trying...

Focuses on the difficulties which arise from trying to monitor and evaluate in‐house company training courses – making sure that knowledge and skills obtained on the programme are put into practice back in the workplace and provide real benefits for the company. While it is stressed that...

British Aerospace (MAD) has launched Open Learning Centres on three of its sites with a fourth to open shortly. Considers the various mechanisms being used to assess overall effectiveness and identifies three strands of the process: measurement, monitoring and evaluation. Concludes with the...

Considers competence – what the competence‐based approach means, how it has developed, and how it can be used in the long‐term evaluation of training and development. Focuses on defining what criteria are used for assessing competence; how such criteria are measured; which criteria are most...

Emphasizes the need for clear terminology; distinguishes between “competence” and “competency”. Argues that competence and competency models have been used in three different areas: recruitment, skill assessment and development. Considers competence models, such as the MCI standards in...

Stresses the need for evaluation of management training and development. Distinguishes between single‐loop learning (monitoring) and double‐loop learning (evaluation). Suggests that evaluation throws up certain “quandaries”. Why do most management development programmes espouse a...