Journal of European Industrial TrainingTable of Contents for Journal of European Industrial Training. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0309-0590/vol/35/iss/9?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestJournal of European Industrial TrainingEmerald Publishing LimitedJournal of European Industrial TrainingJournal of European Industrial Traininghttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/8c002df4a279d3939e09439806d1a43b/UNKNOWNhttps://www.emerald.com/insight/publication/issn/0309-0590/vol/35/iss/9?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestIntercultural training for US business expatriates in Taiwanhttps://www.emerald.com/insight/content/doi/10.1108/03090591111185556/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the intercultural training needs for US business expatriates on assignment in Taiwan. The study assesses Taiwan culture‐specific training needs of US expatriates from the perspectives of both US expatriates and their Taiwanese colleagues and compares the perceived importance of these intercultural training needs between these two groups. This study used the survey method to assess the opinions of US business expatriates as well as their Taiwanese colleagues. A questionnaire was developed for the study. A total of 26 items were identified as knowledge and skills needed for US business expatriates in Taiwan. The items all fall within six categories: knowledge of the nation, relationship building, interpersonal communication, business protocol, legal issues, and living in Taiwan. Data collected from 78 US respondents and 78 Taiwanese respondents were analyzed using matched pairs t‐tests. Between‐group differences for the overall 26 items and each category were examined. Results indicate that there was a significant difference between the US and Taiwanese respondents in the perceived importance of the overall items. Although there has been an abundance of literature on intercultural training, rarely has research been done on Taiwan cultural‐specific training. A study in this area can help human resource practitioners in developing expatriate training programs. Research results can contribute to the knowledge base of expatriate training and development, as well as the development of theories in this area.Intercultural training for US business expatriates in Taiwan
Tien‐Chen Chien, Gary N. McLean
Journal of European Industrial Training, Vol. 35, No. 9, pp.858-873

This study aims to explore the intercultural training needs for US business expatriates on assignment in Taiwan. The study assesses Taiwan culture‐specific training needs of US expatriates from the perspectives of both US expatriates and their Taiwanese colleagues and compares the perceived importance of these intercultural training needs between these two groups.

This study used the survey method to assess the opinions of US business expatriates as well as their Taiwanese colleagues. A questionnaire was developed for the study. A total of 26 items were identified as knowledge and skills needed for US business expatriates in Taiwan. The items all fall within six categories: knowledge of the nation, relationship building, interpersonal communication, business protocol, legal issues, and living in Taiwan.

Data collected from 78 US respondents and 78 Taiwanese respondents were analyzed using matched pairs t‐tests. Between‐group differences for the overall 26 items and each category were examined. Results indicate that there was a significant difference between the US and Taiwanese respondents in the perceived importance of the overall items.

Although there has been an abundance of literature on intercultural training, rarely has research been done on Taiwan cultural‐specific training. A study in this area can help human resource practitioners in developing expatriate training programs. Research results can contribute to the knowledge base of expatriate training and development, as well as the development of theories in this area.

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Intercultural training for US business expatriates in Taiwan10.1108/03090591111185556Journal of European Industrial Training2011-11-01© 2011 Tien‐Chen ChienGary N. McLeanJournal of European Industrial Training3592011-11-0110.1108/03090591111185556https://www.emerald.com/insight/content/doi/10.1108/03090591111185556/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2011
Role modelling in manager development: learning that which cannot be taughthttps://www.emerald.com/insight/content/doi/10.1108/03090591111185565/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis is an empirical article which aims to examine the extent and nature of management role modelling and the learning achieved from role modelling. The article argues that the spread of taught management development and formal mentoring programmes has resulted in the neglect of practice‐knowledge and facets of managerial character formation, the learning of which are largely attributable to informal role modelling. Empirical research was conducted with middle manager respondents who compiled portfolios of images representing the process of their “becoming” managers. Respondents then participated in in‐depth interviews to explore their portfolios. Respondents typically learned from observing several positive role models and at least one negative role model. Positive role models were selected on the basis of charisma but also competence and contextual compatibility. The key lessons respondents learned from role models involved values, attitudes and ethical stances. The research study was limited to a particular group of middle managers, MBA student‐managers and recent graduates and ways of extending the research are suggested. Implications for HRD research include the significance of social learning in managers' lives and of social learning theory in explicating the processes of manager development. Managers require training in recognising the contribution of role models to their practice, in selecting role models and in deriving learning from role models. Management role modelling has been little researched to date. Through in‐depth qualitative research and analysis, the article addresses this gap.Role modelling in manager development: learning that which cannot be taught
Russell Warhurst
Journal of European Industrial Training, Vol. 35, No. 9, pp.874-891

This is an empirical article which aims to examine the extent and nature of management role modelling and the learning achieved from role modelling. The article argues that the spread of taught management development and formal mentoring programmes has resulted in the neglect of practice‐knowledge and facets of managerial character formation, the learning of which are largely attributable to informal role modelling.

Empirical research was conducted with middle manager respondents who compiled portfolios of images representing the process of their “becoming” managers. Respondents then participated in in‐depth interviews to explore their portfolios.

Respondents typically learned from observing several positive role models and at least one negative role model. Positive role models were selected on the basis of charisma but also competence and contextual compatibility. The key lessons respondents learned from role models involved values, attitudes and ethical stances.

The research study was limited to a particular group of middle managers, MBA student‐managers and recent graduates and ways of extending the research are suggested. Implications for HRD research include the significance of social learning in managers' lives and of social learning theory in explicating the processes of manager development.

Managers require training in recognising the contribution of role models to their practice, in selecting role models and in deriving learning from role models.

Management role modelling has been little researched to date. Through in‐depth qualitative research and analysis, the article addresses this gap.

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Role modelling in manager development: learning that which cannot be taught10.1108/03090591111185565Journal of European Industrial Training2011-11-01© 2011 Russell WarhurstJournal of European Industrial Training3592011-11-0110.1108/03090591111185565https://www.emerald.com/insight/content/doi/10.1108/03090591111185565/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2011
Using English as the common corporate language in a German multinationalhttps://www.emerald.com/insight/content/doi/10.1108/03090591111185574/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine a German multinational that uses English as the common corporate language (CCL) for internal communications with its international subsidiaries/agencies. It examines use of English within the workplace, and problems/opportunities it presents to those who use it. The questionnaire was piloted with a German employee on placement in the UK. The e‐mail questionnaire was then used to collect data from a random sample of 10 per cent (142) of respondents in non‐English‐speaking countries, using the company database. CCL is supported by employees and English is used widely: a total of 90 per cent of respondents need to speak English for their job, and wish to continue English training – a virtuous circle of instrumental motivation. Varying levels of fluency create problems in meetings, and dissuade some from contributing. Whilst most wish to continue their English training, few currently take lessons. In meetings, use handouts, and remind those with greater fluency to speak more slowly, and not use colloquialisms/idioms. Language audit is needed, to allow a more targeted training programme, based on levels of competence. Conversation classes with native English speakers: for higher levels of competence, focus on slang expressions, idioms and colloquialisms. Job rotation in English‐speaking countries – on return, employees help with language classes and cultural briefings. Selective recruitment across the company's global network. The study examines many aspects of CCL use, and as such, should provide a useful indicator of areas that other researchers might like to examine in greater detail in future.Using English as the common corporate language in a German multinational
Jonathan S. Swift, James Wallace
Journal of European Industrial Training, Vol. 35, No. 9, pp.892-913

This study aims to examine a German multinational that uses English as the common corporate language (CCL) for internal communications with its international subsidiaries/agencies. It examines use of English within the workplace, and problems/opportunities it presents to those who use it.

The questionnaire was piloted with a German employee on placement in the UK. The e‐mail questionnaire was then used to collect data from a random sample of 10 per cent (142) of respondents in non‐English‐speaking countries, using the company database.

CCL is supported by employees and English is used widely: a total of 90 per cent of respondents need to speak English for their job, and wish to continue English training – a virtuous circle of instrumental motivation. Varying levels of fluency create problems in meetings, and dissuade some from contributing. Whilst most wish to continue their English training, few currently take lessons.

In meetings, use handouts, and remind those with greater fluency to speak more slowly, and not use colloquialisms/idioms. Language audit is needed, to allow a more targeted training programme, based on levels of competence. Conversation classes with native English speakers: for higher levels of competence, focus on slang expressions, idioms and colloquialisms. Job rotation in English‐speaking countries – on return, employees help with language classes and cultural briefings. Selective recruitment across the company's global network.

The study examines many aspects of CCL use, and as such, should provide a useful indicator of areas that other researchers might like to examine in greater detail in future.

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Using English as the common corporate language in a German multinational10.1108/03090591111185574Journal of European Industrial Training2011-11-01© 2011 Jonathan S. SwiftJames WallaceJournal of European Industrial Training3592011-11-0110.1108/03090591111185574https://www.emerald.com/insight/content/doi/10.1108/03090591111185574/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2011
Learning culture, line manager and HR professional practicehttps://www.emerald.com/insight/content/doi/10.1108/03090591111185583/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner. Three‐year longitudinal, matched‐pair study involving five participants and their line managers. Two of the five participants experienced greater career growth and professional development, due to various factors; the roles of line management and learning culture. Limitations are the nature of the research and small numbers in the study. This paper considers only two of the five categories that emerged and does not include the quantitative data findings. Greater attention needs to be given to informal learning processes and knowledge‐sharing activities in organisations. Due to a number of constraints, the longitudinal method used in this research is rare. There are significant benefits to gathering data over a period of time to capture different perspectives of practice and provide deeper understanding.Learning culture, line manager and HR professional practice
Patricia Harrison
Journal of European Industrial Training, Vol. 35, No. 9, pp.914-928

This paper aims to focus on the role of line management and learning culture in the development of professional practice for the human resource (HR) practitioner.

Three‐year longitudinal, matched‐pair study involving five participants and their line managers.

Two of the five participants experienced greater career growth and professional development, due to various factors; the roles of line management and learning culture.

Limitations are the nature of the research and small numbers in the study. This paper considers only two of the five categories that emerged and does not include the quantitative data findings.

Greater attention needs to be given to informal learning processes and knowledge‐sharing activities in organisations.

Due to a number of constraints, the longitudinal method used in this research is rare. There are significant benefits to gathering data over a period of time to capture different perspectives of practice and provide deeper understanding.

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Learning culture, line manager and HR professional practice10.1108/03090591111185583Journal of European Industrial Training2011-11-01© 2011 Patricia HarrisonJournal of European Industrial Training3592011-11-0110.1108/03090591111185583https://www.emerald.com/insight/content/doi/10.1108/03090591111185583/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2011
Career Managementhttps://www.emerald.com/insight/content/doi/10.1108/03090591111186069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestCareer ManagementCareer Management
Journal of European Industrial Training, Vol. 35, No. 9, pp.928-931]]>
Career Management10.1108/03090591111186069Journal of European Industrial Training2011-11-01© 2011 Journal of European Industrial Training3592011-11-0110.1108/03090591111186069https://www.emerald.com/insight/content/doi/10.1108/03090591111186069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2011
The Chaos Theory of Careers: A New Perspective on Working in the Twenty‐first Centuryhttps://www.emerald.com/insight/content/doi/10.1108/03090591111186078/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe Chaos Theory of Careers: A New Perspective on Working in the Twenty‐first CenturyThe Chaos Theory of Careers: A New Perspective on Working in the Twenty‐first Century
Journal of European Industrial Training, Vol. 35, No. 9, pp.931-934]]>
The Chaos Theory of Careers: A New Perspective on Working in the Twenty‐first Century10.1108/03090591111186078Journal of European Industrial Training2011-11-01© 2011 Journal of European Industrial Training3592011-11-0110.1108/03090591111186078https://www.emerald.com/insight/content/doi/10.1108/03090591111186078/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2011