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Exploitation of External Financial Resources for Corporate Training Purposes in the Czech Republic

100%
Caha Z.
Littera Scripta
|
2017
|
vol. 1
10-21
EN
This paper focuses on an analysis of the financial resources that companies in the Czech Republic deploy for corporate training purposes. The sample set consisted of 607 companies. The companies were divided into four categories according to their size: micro companies (1-9 employees); small companies (10-49 employees); medium-sized companies (50-249 employees); and large companies (250 or more employees). The hypothesis was put forward that the rate of utilization of external financial resources is related to company size, whereby the larger the company, the greater the extent to which they utilize external financial resources for corporate training purposes. The hypothesis was tested for each category of company size separately.
2
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Use of information and communication technologies as a factor in the effectiveness of corporate training in American companies

75%
Lytovchenko I.
International Journal of Pedagogy, Innovation and New Technologies
|
2019
|
vol. 6(2)
72-77
EN
The effectiveness of American corporate education in the knowledge economy is ensured by the diversification, variability and flexibility of forms, methods and learning technologies, the choice of which largely depends on the purpose, objectives and content of learning, individual characteristics of the learners, material base and financial support of the learning process. Our analysis shows that these methods and technologies are highly interactive, innovative and practice focused, which ensures a high quality of training and its compliance with the needs of today’s global market. Both traditional and electronic learning methods are widely used, though a tendency has been observed over the last ten years to the decrease in the percentage ratio of traditional classroom training hours and the increase in the percentage ratio of technology-based learning hours. The use of technology-based learning methods is rapidly promoted in view of the increasing mobility of employees whose learning needs cannot be met in the traditional classroom only and this process is accelerating in the context of further globalization of the economy. Internet and intranet technologies in American companies create conditions for distance learning of employees. Flexibility and accessibility of e-learning technologies also provide for extensive use of new methods of non-formal learning: mobile learning, social networks, e-coaching, corporate blogs, corporate online libraries (wikis) etc.
3

МОДЕЛЬ КОРПОРАТИВНОГО НАВЧАННЯ ЯК ІННОВАЦІЙНА ТЕХНОЛОГІЯ ПІСЛЯДИПЛОМНОЇ ОСВІТИ ПЕДАГОГІВ

51%
Панченко С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 8(72)
170-180
EN
The purpose of the article is to study the main components of teachers’ corporate education model as an innovative technology of their postgraduate education by which the favorable image of education institutions, united corporate goals, values, strategic communications are formulated and the corporate culture level of the institution is raised. The following general scientific methods were used at the theoretical level to reveal and justify the essential aspects of a particular research subject: analysis, synthesis, induction, deduction, comparison, formalization, abstraction, modeling. The main legislative approaches to postgraduate pedagogical education are considered in the article, the prospects for the teachers’ non-formal and informal education development in the industry reform conditions are outlined. The main stages of the foreign experience of the formation and consistent development of the corporate staff training system are given. The efficiency of corporate training systems in other industries, arguments in favor of the author’ assumption about the prospects for their implementation in education institutions are formulated. Theoretical approaches to exploring the issue of training and developing education institutions teachers on corporate technology were revealed. An attempt to popularize strategic management of personnel in educational institutions through “intra-firm” and corporate training of teachers was made. It implements the every teacher’ right to continuous education, taking into account the strategic priorities and development goals of the education institution. The main components of the corporate training model for teachers of education institutions were determined. As a conclusion, corporate training can take a worthy place among the innovative models of the teachers' postgraduate education, because it is aimed at integrating the objectives of the corporate strategy of the education institution development and the strategy of the pedagogical workers’ development (training, formation of readiness for change in the reformation situation). Further development and study are needed by the normative base, pedagogical conditions of activation and dissemination of “intra-firm” education and corporate training of teachers in the practice of strategic management of the educational institutions staff, formation of psychological readiness of teaching staff to this innovative technology of postgraduate education.
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