This innovation guide contains training and working components on the following subjects 1. Introduction: Innovations in the working place
Professor Klaus Busch for the project idea; Martin Hagemann (Link MV e. V.)and Dr. Gerd
Uwe Derksen together with Catalina Negoita and Monica Vladoiu (University Petroleum -Gas of Ploiesti) for components 9. 2, 9. 3;
Samara Elpida (University of Western Macedonia) for components 2. 1, 2. 2, 3. 1, 3. 2
Simona Eftimie (University Petroleum-Gas of Ploiesti) for component 4. 1; Mag Johannes Gastrager and Dr. Josef Scheff (Scheff Gmbh) for components 10.1 and 11
Gabriela Moise (University Petroleum-Gas of Ploiesti) for component 4. 2; Catalina Negoita and Monica Vladoiu (University Petroleum
-Gas of Ploiesti) for component 10.4; Catalin Popescu and Ionut Lambrescu (University Petroleum-Gas of Ploiesti) for component 4. 7;
Markus Wolf (e-Novate Consultancy Ltd) for components 5. 1 †5. 3 and 8. 1 †8. 2;
University of Thessaly Yiannis L. Bakouros â ylb@hol. gr â www. uth. gr Heletel Ltd
Petroleum-Gas University Ploiesti Prof. Vlad Ulmanu â vulmanu@upg-ploiesti. ro â www. upg-ploiesti. ro
Therefore, we also address students or continuing professional development trainees who might use it as â€oea pocket guide†for economic and innovation related subjects.
learning and working tool For other, more complex tools, expert assistance or further learning will be necessary.
This can be done best in useful learning scenarios by way of workbased, project based, project
integrated learning or similar After reading the content you will be in a better position to make a sound decision on the
usefulness of a certain innovation tool for your purposes and your working environment This way, we hope to encourage the user of this guide to reflect on the question â€oewhat else
Identifying training needs for Innovation in SMES...215 10.3. Creating a company culture for continuous innovation...
Foreign language competence...253 12.3. Intercultural Competencies and the Innovation Process...264 "Innosupport: Supporting Innovation in SMES
"Innovation"is a term that is popular with governments but also businesses, education and research communities. It is meant to encapsulate in one way or another the recognition that
and 3) Policy workshops to carry out peer reviews of policy schemes. The Innobarometer is an opinion poll conducted among enterprises to gather their appreciation of innova
ï stimulating stronger university-based links so that our science and engineering excellence is turned into successful and innovative products and services;
-novation and knowledge via talented graduates from Universities to business, involving businesses and academics or researchers that work together on commercially and strategically important devel
lifelong learning and seeking to address two challenges â€oefirst, there is a need to prepare European citizens better for entering the labour market, thereby re
Innovation management courses or programmes are delivered through universities or private institu -tions in the UK.
A list of UK University websites can be accessed via the Higher education Funding Council for England http://www. hefce. ac. uk/.In South East England for example the Cranfield School
of Management offers individual courses related to innovation and also post graduate programmes "Innosupport: Supporting Innovation in SMES
which supports businesses in accessing University exper -tise through academic staff and graduates with the aim to facilitate innovation
South East Development Agency: This website http://www. seeda. co. uk/supports high growth busi
business manager, an academic researcher, an educator or a policy maker, success depends on be -ing well informed about the complex,
A mid-sized school district (11,000 students) had used the bond process to aggressively acquire and deploy technology.
and Medium Enterprises, Warwick Business school, University of Warwick, United kingdom 1997 ï Brown, David, Innovation Management Tools:
ï Accreditations, qualifications, certifications ï Processes, systems, IT, communications ï Cultural, attitudinal, behavioural ï Management cover, succession
ï Accreditations, etc ï Processes and systems, etc ï Management cover, succession Opportunities ï Market developments
A SWOT analysis is not a business school fad. It is a proven technique used throughout the business commu
Emeritus Dimitrios Psoinos, Post Graduate studies Program in"Manage -ment of Production Systems",Faculty of Industrial Management, Department of Mechanical
Engineering, Engineering school, Aristotle University of Thessaloniki, Notes from Lectures ï 1998, Strategic Management and Business Policy-Entering the 21st century Global Society
Thomas L. Wheelen & J. David Hunger, Addison Wesley ï Akao, Yoji, Quality Function Deployment QFD:
General address of the University of Arizona with a useful file about SWOT analysis ï http://www. bpa. arizona. edu/dmeader/MIS341/341files/341.
Quick MBA is an address for strategic management in general and therefore it contains the tool of
regional and urban development, educational systems, and other social services. System analysis is performed using a system analysis diagram
of a student†s workshop that takes place in a university The first step was the assembly of a team that knew everything about the process of the workshop
They noticed that the rosters for the students were sent invariably very late, so there wasn†t enough time to prepare the materials needed to be given to the students who attended
the workshop. Moreover, they observed that they could change the process flow, by removing A v
Education deals with communicating these famous ideas Both deal with perfecting these ideas, by updating them
Gordon), brainstorming (Osborn), group of specialist training (Roco), or of students†training (A. Onof -rei and M. Gà rboveanu)( 6, pp. 183-190.
ï personal/individual learning and the capacity to apply these things to produce greater personal
ï transfer of the personal learning to group learning and then reaching the organisational goals
Individual/Learning Partner Reinforcement & Coaching Learning is done in pairs with the purpose of offering support
and understanding and, in the end, the participants have identified obvious behaviour changes Phase VI: Change measurement The results obtained have been analysed by specialists;
openness towards learning and change; at business level (6 months after growth in sales and closing new deals;
ï Psycho pedagogy for the tenure and II degree exams, Iaâ i, Spiru Haret Publishing house
summer university in England B3 Project meetings in English B Vlad C1 Evening classes with 2 hours off to pre
university in GB C3 Conversation circle once a month after work C Annelie D1 2 hours per week
with a teacher in the company D2 Higher remunera -tion for a certified quali -fication
In training for analogical reasoning, the question of how transfer from historical sources can be made
Qualitative Reasoning Group, Northwestern University "Innosupport: Supporting Innovation in SMES "-4. 4. Analogical Reasoning page 64 of 271
Kompakt-Training Innovation. Ludwigshafen: Friedrich Kiehl Verlag Gmbh, 2000 German Busch, Klaus Henning: Handbuch: Innovationen erfolgreich realisieren.
ï When a firm decides to implement personnel training policies but the training needs, which re
Faster learning; cutting the personal and organisational learning curve in everything new that you do
internal training, staffing with new personnel, know-how acquisition, new knowledge generation, etc Possible knowledge gaps could be recognised by past reported problems and by talking with the firm
and Mitchell Management training worked closely with Golden West Foods. I t and MMT researched site management methods and transport services to identify best practice,
work instructions were accompanied by Training Mod -ules and Assessments, used by the trainers to train staff
and validate the training. These provided "Innosupport: Supporting Innovation in SMES "-4. 6. Knowledge management page 75 of 271
Create common ground through education, dis -cussion, publications, teaming, job rotation Lack of time and meeting places, narrow
for learning, hire for openness to ideas Belief that knowledge is prerogative of par -ticular groups, not invented here syndrome
manage what they knowâ, Harvard Business school Press, Boston Massachusetts, 1998 2. Ikujiro Nonaka & Hirotaka Takeuchi, Â The Knowledge Creating Companyâ, Oxford Univer
This web site represents the attempt of George washington University to share their knowl -edge in the KM area.
The University offers a Master's and Doctoral program, as well as a KM Graduate Certificate program ï http://www. knowledgemedia. org
Morphological Synthesis (http://www. cc. gatech. edu/faculty/ashwin/papers/git-cc-94-01. pdf
-lished channels, celebration of successes and learning from failures Checks and balances Finally, checks and balances need to be in place.
ï they have to be supported by people with academic degrees ï they have to be accompanied by campaigns of dissemination and increased visibility
ï Utterback, J.,Mastering the Dynamics of Industrial Innovation, Harvard Business school Press, Boston, 1994 ï von Hippel, E.,The sources of Innovation, Oxford university Press, 1988
http://www. cc. gatech. edu/faculty/ashwin/papers/git-cc-94-01. pdf ï Innovation routines
methodologies from each other, by observing how other companies operate, thus learning valuable lessons What Benchmarking is the continuous process of measuring subjects against competitors or market leaders
business management training to small local businesses. The training takes the form of classroom -based lectures and tutorials
CMLS€ s general manager decided to broaden their area of expertise and offer a new business analy
1. Solid up-front homework †to define the product and justify the project 2. Voice of the customer †a slavelike dedication to the market
training it was obvious that this would be hard to achieve with such a high-energy team,
It does however place more emphasis on training, and the core process development team should not
Depending on organisation size and complexity, the launch should consist of education and practi -cal hands-on training for users and gatekeepers (senior management), accurate and concise process
documentation, a process brochure for those who need to be aware of but not use the new process
This is a direct result of better pre-development homework better cross-functional teamwork and tighter project specifications. â€
should be asked to use the product without training or prompting, to assess the intuitiveness of con
He has a Masters degree in Engineering and joined the company in 2000. Miroslaw says, every month we add about ten new models to our product
University of Cambridge, and the Department of Industrial Design Engineering at the Royal College of Art (RCA) in London.
The program aims to provide support to companies in developing and improving their product design capability as part of the new product
ï Design for Disassembly, Tracy Dowie-Bhamra, University of Manchester ï Environmental Management Tools for SMES-A Handbook, European, Environment Agency
ï http://www. wrap. org. uk/Waste & Recources Action Programme (training programme for recy
Education, University and Research as a highly qualified laboratory in the fields of information and electronic technologies, Eidon supports other
workshops at national and international level, co-operation with Universities and other research cen -tres, visits and market analysis, use of patent databases (seldom used) and the acquisition of reports
or in co-operation with Universities and other research centres and partners Since its foundation, in 1979, the company has used trademark protection to create a solid corporate
a recruitment and training plan should be provided Market and competition First of all, the market should be defined,
customers, end users, distributors, agents, university specialists, trade journalists, research and technology organizations etc ï Organizational buyer
ï http://c2kschoolbox. granada-learning. com/pdf/keystage3and4/marketing worksheet4. pdf A useful address about the marketing mix
Learning through instruction has utilised always some kind of media to illustrate and facilitate the learning content,
-logue and then digital the use of media in learning has become an increasingly important feature.
has allowed the potential facilitation of learning content to a range of learning styles and learner
-ing the learning environment within the workplace is a key element in the facilitation and management
9. 2. 1. What Is based Media Training (MBT?..192 9. 2. 2. Where media applies?..
9. 2. 3. Why Media Based Training?..192 9. 2. 4. How Media Based Training is applied?..
194 9. 2. 5. Where can we find online-training?..194 9. 2. 6. Preliminary conclusion...
196 9. 2. 7. Resources...196 "Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation
9. 2. 1. What Is based Media Training (MBT The term media includes the whole range of modern communications vectors:
Media-based training basically utilises some of these media to enhance the learning process, address different learning styles
and to broaden the range of learning resources and often making them more accessible, especially those that are based digitally via online learning
The use of media only enhances learning when the media matches the learning content. Media for the
sake of media will not achieve the desired learning effect. There must be a clear link between the
learning method employed and the media Electronic media can be distinguished between analogue and digitally based media.
Analogue media is by now means dated if appropriate in the learning context. It can be cheap and easy to utilise.
Digi -tal media however can be more versatile, flexible in its application, especially when using the internet
as a resource. Most of the following refers to digital media 9. 2. 2. Where media applies
Boring instruction is not an effective one. Minds wander, attention wanes, learners muddle through maybe.
When learners are through, they want to escape as quickly as possible. Little is retained Needed behaviours have not been established.
Rich associations do not exist for learners to remem -ber key points. Learning trough media will provide choices in how to learn.
Media-based Training MBT) is concerned with teaching and learning through the media It is worthy to notice that there is a clear need of emotional intensity of media simulated
experience for learning to last. Good MBT solutions are more than purely cognitive exercises †they evoke emotions.
These solutions can train thousands of people all over the world si -multaneously, if needed, but learner can use them also on request.
Moreover, given the so -cially constructed nature of knowledge and the fact that meaning is created in relation with
others, creation of meaning and efficient learning are inevitably a social process. MBT cre -ates the conditions for deep learning through reflective dialogue with others.
MBT can be applied in all types of firms. In the new online evolving collaborative learning and work
-ing environment creative thinking may emerge 9. 2. 3. Why Media Based Training Each approach to learning has advantages and disadvantages.
This is no different when using MBT. The illustrations below are aimed to list some of these
Personalized collaborative efficient instruction Trigger innovation "Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation
page 193 of 271 Advantages Although MBT has many advantages and demonstrates great potential versatility, the technology as
-pect can at times become the focal point rather than the learning as illustrated below Disadvantages requires
9. 2. 4. How Media Based Training is applied A lesson is a collection of activities
Learners progress through a lesson along paths determined by the designer or choices by the learner.
In many ways, a lesson is a miniature course requiring its own objectives, introductions, assessments and
knowledge that requires rich interaction with the computer or other learners ï Learner-customized tutorials:
is used to let learners customize training to their individual needs; especially suits learners with widely varying needs, interests and levels of knowledge
ï Knowledge-paced tutorials: is used to let impatient learners skip over topics on which they are
already knowledgeable ï Exploratory-tutorials: is used to teach learners to learn on their own by developing their skills
of navigating complex electronic information sources ï Generated-lessons: is used to customize learning for those who have very specific needs and
not much time or patience to complete topics they have learned already Metaphors and their support for innovation
A metaphor is a consistent design that models the structure and the appearance of the MBT solution
on something familiar to learners. A metaphor can be extended an analogy, theme, motif, ongoing scenario or overall question.
ï makes the learning environment more predictable ï contains objects and actions corresponding to real-world
9. 2. 5. Where can we find online-training http://training. ugs. com/index. shtml
UGS Education Services offers a blend of training solutions for all lifecycle management products including instructor led training classes
and self-paced product training that enables each user to learn at their own pace
Domains: Design, geometric modeling, 3d presentations Media Based Training Solu -tions Efficient deep learning "Innosupport:
Supporting Innovation in SMES "-9. 2. Use of Media to support innovation page 195 of 271
http://www2. trainingvillage. gr/download/Cinfo/Cinfo398/C38k6en. html A learning centre is operating at the Melfi factory (near Potenza) of Fiat Auto.
It is an innovative struc -ture created to promote self learning among employees of the car manufacturer.
The first of its kind in Italy, it has thirty-five multimedia computers, two telematic workstations and a room for videoconfer
This is a new model of training linked to the needs of the integrated factory. It equips people with the
learning centre will be open, outside working hours, to everyone working inside the factory premises Shifts will be organized according to demand.
The Virtual learning Arcade (VLA) is an exciting new section on Biz/ed that provides interactive online
models and simulations for economics and business teachers, lecturers and students. The simulations also have support materials that have been written to enhance their educational value.
Business studies, Economics, Accounting etc http://www. engines4ed. org/hyperbook/nodes/NODE-130-pg. html Dustin sets up situations that the student will encounter in real life
and allows the student to demon -strate his competence. If the student succeeds at one task,
he can skip ahead to the next lesson. If he has trouble, he can return to the beginning of the instruction.
Because the student is simulated in a situation identical to the one in which he will have to function,
he does not have to learn things that will be of no use to him.
Dustin allows students to learn language in realistic situations. But it will probably not enhance a student's performance on achievement tests.
A Dustin student cannot be graded in the conventional sense, but what we can see is
if a student successfully completed various tasks Domains: Foreign language http://www. engines4ed. org/hyperbook/nodes/NODE-302-pg. html
Modern training regimens often divorce instruction from practice, concentrating on either one or the other.
Guss (Guided Social Simulation) brings them together. Guss applications are based on flexi -ble social simulations.
On top of this base, Guss adds four different types of teachers. Each teacher monitors the student's ongoing activity in the simulation and offers a particular type of intervention
Domains: Selling to Simulated Customers "Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation
page 196 of 271 http://www. engines4ed. org/hyperbook/nodes/NODE-291-pg. html Sickle cell has proven to be a popular exhibit at the Museum of Science and Industry in Chicago
Learning begins with a goal, even in a science museum. Rather than teach a set of decontextualised
and implies collaboration in learning and self professional development. These solutions take into account approaching the learners as whole
persons, not only as intellects, the change with respect to knowledge in terms of approach, concep -tion, attitudes and behaviour,
and the achievement of transformation skills, self evaluation and crea -tion of learning communities. The use of the right metaphors in combination with the appropriate les
-son structures can provide for a rich and effective learning environment that can be stimulating the generation of innovative ideas
Media-based training will continue to grow and advance. Soon most product sold will have MBT avail
-able †from the manufacturer or enterprising freelance training, MBT may even become the predomi
-nant way of delivering training. Along the way, MBT will transform from emerging technology to sub
-merging technology. In a decade or two at most MBT could become such a normal customary way of
Related topics are based web learning, computer-based learning and elearning 9. 2. 7. Resources Bibliography
Allesi, S m.,Trollip, S. R.,Multimedia for Learning. Methods and Development. Allyn and Ba -con, 2001
I.,Facilitating Reflective Learning in Higher education. SRHE and O -pen University Press Imprint, 1998 ï Buckingham, D.,Media Education:
Literacy, Learning and Contemporary Culture, Polity Press 2003 ï Cartwright, S. R.,Cartwright G. P.,Designing and Producing Media-Based Training, Butter
-worth-Heinemann, 1999 ï Horton, W. K.,Designing Web-Based Training. How to teach anyone anything anywhere any
-time.,, John Wiley & Sons, Inc.,2000 ï Kurtus, R.,Study Some Examples of elearning, CBT or WBT, 2000
ï http://www. school-for-champions. com/elearning/study. htm "Innosupport: Supporting Innovation in SMES
"-9. 2. Use of Media to support innovation page 197 of 271 Loughran, J. J.,Developing reflective practice.
Learning about Teaching and Learning through Modelling. Falmer Press, 1996 ï Schank, R.,Designing world-class e-learning.
How IBM, GE, Harvard Business school and Columbia University are Succeeding at E-learning. Mcgraw-hill, 2002 Schunk, D. H.,Zimmerman B. J.,Self-regulated learning †from teaching to self-reflective prac
-tice, Guilford Press, 1998 Thorne, K.,Blended learning †how to integrate online & traditional learning, Kogan Page Ltd
2003 Links ï http://carbon. cudenver. edu/mryder/itc data/idmodels. html ï http://www. thelearningweb. net
ï http://www. innlrn. com /ï http://www. engines4ed. org/hyperbook/misc/rcs. html ï http://www. city. londonmet. ac. uk/deliberations/collab. learning/panitz2. html
ï http://www. solt. info "Innosupport: Supporting Innovation in SMES "-9. 3. Competencies of internet presentation and research
page 198 of 271 9. 3. Competencies of internet presentation and research Introduction All the innovation in the world will not help a SME
if the company cannot establish a positive link be -tween the innovation and the market.
7. Library-searchable internal holdings, mostly for university libraries (2%)e g www. lib. clemson. edu
Systematic training management training concept...209 10.1.3.1. Checklist: Typical questions related to further training concepts...211 10.1.4.
The great importance of training, further training, learning, human resource development etc. should not be neglected â€
The component 10.1 treats the topics â€oeguidelines for creating a training conceptâ€oe and â€oesystematic training managementâ€oe
For information on the other topics see the sub-components 10.2,10. 3 und 10.4 Links to further topics such as human resources management, human resources development etc
Systematic training ma -nagement HR measures to support innovation Guideline for the design of a training
concept Identification of training need Innovation fostering enterprise culture Modern teaching and learning methods "Innosupport:
Supporting Innovation in SMES "-10.1.0. Introduction page 209 of 271 10.1.1. What: what constitutes the requirements for the qualification of
the employees Changing market conditions such as ï Increasing internationalisation and globalisation of the markets, high competition pressure
ï Faster decline of the knowledge and the need for lifelong learning ï High demands on the specific subject skills but also on the methodical and social competence
Systemising the training work is a basic necessity in order to comply with these requirements 10.1.2. Why:
Systematic training management training concept With the help of the so called training cycle the following is possible
ï questions of training can be thought through systematically ï the framework for necessary preconditions can be fostered set
and, making training ef -fective ï training processes can be looked at from different angles in order to detect strong, as
well as weak points of training "Innosupport: Supporting Innovation in SMES "-10.1.0. Introduction page 210 of 271
A training needs assessment (analysing the current work situation) usually is the starting point of any demand-oriented training management.
By applying needs assessment, one turns away from supply-oriented training, at the same time making it possible to turn towards staff member orientation
as well as allowing problem-solving-oriented training. By applying a training needs assessment, prob -lems and requirements of the work situation are collected,
making goal-oriented training measures possible On the basis of needs assessment, training objectives are to be defined (preferably together.
In advance set training objectives show what should be achieved through appropriate training measures When formulating training objectives,
the following should be considered ï the observable changed behaviour of the training participant ï the object (training matter
ï the conditions under which participants have to present results (e g. allowed resources ï the evaluation criteria, showing
if and to what extent the participant has reached the training goals "Innosupport: Supporting Innovation in SMES "-10.1.0.
Introduction page 211 of 271 Based on the training objectives, the necessary programmes, contents and instruments are
planned and developed. An essential goal of training planning and of the development of appropriate
measures is to create training activities in such a way that the learning party can go through learning
processes that lead to learning results which, in turn, correspond with the training objectives When planning and developing training measures, the following parts are to be included
ï planning of structure (structure of programme, sequence of contents, classification, textual co -herence, schedule
ï planning of content and methods (didactics, forms of learning ï target group planning ï evaluation planning (â€oehow will we know that we reached our objectives and
what will show us that we did? â€oe Within the concrete learning situation the participant is confronted actually with the teaching staff
as well as with the contents and activities. This step leads to learning processes and finally to the
results aimed at When implementing training measures, the following aspects should be paid special attention ï increased application of on-the-job training and project-work
ï intensification of internal know-how transfer ï use of new methods of teaching and learning,
as well as the use of new learning tech -nologies A central position within the training process holds the transfer and the implementation of the
acquired knowledge into the work situation, the applicability of training results to the work place
represents a main factor of successful training The described training cycle represents a process, causing evaluation measures along all
components of the training cycle 10.1.3.1. Checklist: Typical questions related to further training concepts In the following table the main questions which should at least be answered to some extent when
drawing up a concept of further training are listed ï How does the company define further training (definitions for training, further training, human
resources development, etc ï What objectives does the company pursue with further training ï are written these objectives down
ï Is there a connection between further training objectives and company objectives ï What role does the management play within the field of further training
ï How does the management support further training measures ï Who is responsible for training issues
ï How are further training needs assessed ï Is there an institutionalised system of need assessment
ï Who is responsible for the assessment ï How is checked it whether there actually is a further training need or not
ï Is staff†s point of view accounted for "Innosupport: Supporting Innovation in SMES "-10.1.0. Introduction page 212 of 271
ï How does the company get from the assessed training-needs to the further training offer
ï Who is responsible for the programme planning ï Are costs of further training calculated ï Is there a budget for further training measures
ï What range of further training measures (internal and external projects, on the job-training coaching, quality circle, self-study material, trainee-pools and programmes, seminars, work
-shops, etc. is offered ï Who carries out the further training measures ï Which role do internal part-time trainers play
ï Which role do external providers play for the internal further training ï Who selects external providers and
which selection criteria are applied ï What attempts are made to support the transfer of learning results onto the job
ï What attempts are made to determine the results of further training measures ï How is done it?
Who evaluates? Which instruments are applied ï Which target groups are there for further training ï Who is trained further
and who is not ï Does further training take place during spare time or working hours ï Who makes sure that the further training concept is enhanced and revised
10.1.4. Examples By means of some examples from real life (SMES only) we wish to show which measures enterprises
use in practice to make a professional job of their training and the human resources development Example:
prior and posterior debates, In-house training courses The CEO of Eloxal Heuberger (an anodising institution with 22 employees) has an interview with the
staff member before this person is sent to an external further training course. Here the expectations of the enterprise and the employee from this training measure are made clear before the event
After attending the seminar a follow-up interview takes place where the participants jointly find out how
useful the seminar was for obtaining the goals planned, and which skills acquired can be applied di
-rectly, and which supporting measures the employees would need to apply them. In addition, a sum
-marising report is written after each seminar and a short oral report is given in front of other employ
-ees. All training material is deposited in the company-owned library where it is readily accessible by all
staff members. Furthermore, the CEO gives two-hour â€oein-house training sessions†weekly on current topics.
Flipcharts are used for visualisation, the presentations are photographed then and are avail -able for reference purposes whenever required
Example â€oeedp: Tips and Tricksâ€oe If required, the company Winkelbauer (engineering enterprise with 46 employees) organises events
ï Training and Qualification-Handbook for Consultants Karl-Franzens-Universitã¤t Graz, Institut fã r Organisations-und Personalmanagement †GRAZ
training development tools "Innosupport: Supporting Innovation in SMES "-10.2. Identifying training needs for Innovation in SMES
page 215 of 271 10.2. Identifying training needs for Innovation in SMES Introduction Innovation in a business is very much dependent on the appropriate skills of its staff.
It is therefore important to establish what skills are available, what the gaps are and how assessing the training
needs can develop required skills This section builds on the outcomes of another Leonardo project called Learn & Work that specifically
addressed the issue of analysing training needs in business. The starting point being a review of how
What is a Training Needs Analysis Training Needs Analysis (TNA) should help you to collect
and interpret data to enable the identification of both staff and organisational performance improvement. Key in an TNA is to gain comprehensive
data on training needs, which amounts to answering the fundamental questions of: who, what, when
Why undertake a Training Needs Analysis?..216 10.2.3. How? -Training Needs Analysis as a Project...
217 10.2.4. Resources...222 "Innosupport: Supporting Innovation in SMES "-10.2. Identifying training needs for Innovation in SMES
page 216 of 271 10.2.1. Where in business are undertaken TNAS TNAS are conducted potentially in all areas of business that rely on the skills of its workforce,
-nology, the company commissioned Rockwell Automation to carry out a detailed Training Needs Analysis Field service manager is responsible for the maintenance of Tetra pak Processing systems after they
-missioned Rockwell Automation to carry out a Training Needs Analysis (TNA. This is designed to identify skills gaps
and enable training to be targeted precisely where it is needed to meet a com -pany's operational requirements
where further training is required. Some companies waste a lot of money on training that is not re -quired or is at
either too high or low a level for the engineer concerned-a TNA avoids this ""I will add my own views
-able us to target my training budget on the needs of the business "10.2.2. Why undertake a Training Needs Analysis
A TNA can provide ï a framework of training needs ï acknowledgement and better understanding of training needs
ï a backup policy if things get difficult ï direction for utilizing limited resources "Innosupport:
Supporting Innovation in SMES "-10.2. Identifying training needs for Innovation in SMES page 217 of 271
A company†s staff are its most important asset for the skills, knowledge and experience they bring to
However, in the longer term a better understanding of the business in terms of a learning organi
and needs not only to identify potential training requirements but also to inform the utilisation of innovation techniques described in this guide
-Training Needs Analysis as a Project The reader should note that an extensive TNA should be planned well,
Identifying training needs for Innovation in SMES page 218 of 271 So a good TNA ask appropriate questions around
Training should be oriented to solve existing problems or to take advantage of new business opportu -nities.
Identifying training needs for Innovation in SMES page 219 of 271 of salaries SUPPLIER â
because the employees of the different areas are the ones that will be involved in the training later on
Identifying training needs for Innovation in SMES page 220 of 271 Use the following table to identify the problems and critical opportunities and its implications in your
Identifying training needs for Innovation in SMES page 221 of 271 After filling this map,
Structuring your company †s Training Needs D. Structuring your company †s Training Needs
You†ve just finished the structuring of your company†s problems and opportunities. Please write in the
or developing training sessions on-the-job or other This table is an example that can be filled with information related to your company that we have been
Training Needs Symptom Cause Proces s Functional Area Desired Output Employee Proposed Solution Solution De
Training in product quality control in the produc -tion line 1 hour training for 1 week for
in production line managers and shift qual -ity manager High rate of re -turned products
1 day training for packaging and delivery employees about this new system Bad cash-flow
Identifying training needs for Innovation in SMES page 222 of 271 customers after prod -uct deliv
training for purchasers Negotiation and purchasing training for purchasers Working ses -sion with the Financial Di
-rector in order to establish standard con -tract and pay -ment terms with suppliers 10.2.4. Resources
ï Business Link provides some useful information on Training Needs Analysis and through lo -cal contacts further advice and guidance can be provided
ï Learn & Work is a Leonardo project that specifically addressed the issue of analysing training
Identifying training needs for Innovation in SMES page 223 of 271 ï Sector Skills Development Agency (SSDA) is responsible for supporting employers in the
ï training reference. co. uk provides an overview of some of training providers that offer a TNA
ï trainingneedsanalysis. co. uk is company specialising in training needs analysis. The link to the article on TNA provides a broad overview
ï Trainingzone is one of the UK's most popular site for corporate training professionals with
-sultants, which gives members unlimited access to an ever growing number of training mod -ules, exercises, toolkits and icebreakers
with training seen as a continuing requirement for everyone 10.3.4. Resources Bibliography ï Stephen M. Shapiro, Creating a Company Culture that fosters Innovation
growing complexity of research and innovation, the importance of knowledge and learning etc form the innovation process.
ï †and by suitable learning among at least three partners ï †help to bring about innovation
such as F&d institutions, universities, political players etc In contrast to the promoting factors described above,
Universities Polytechnics Research institutes Media, fairs, conferences Consulting, engineering offices Technology centres Clients Suppliers Competitors
and carried by enterprises, universities and research institutions other than universities as well as by central regional players
ï An open platform with long-term orientation ï The strategy driver in the field of innovation policy
ï Karl-Franzens-Universitã¤t Graz (University of Graz ï Technische Universitã¤t Graz (Technical University of Graz
ï Medizinische Universitã¤t Graz (Medical University of Graz ï Montanuniversitã¤t Leoben (Mining University of Graz
ï FH Joanneum Gmbh (Polytechnic ï Campus 02 Fachhochschule †Studiengã¤nge der Wirtschaft (Courses for Economy in Campus
02 Polytechnic "Innosupport: Supporting Innovation in SMES "-11. Innovation networks page 244 of 271 Necessary requirements for a successful implementation
ï Efficient research institutions of international format inside and outside universities ï Sufficient potential of highly qualified employees
ï Intermeshing of all relevant players from policy, education and research institutions, trade and industry, funding institutions and strategy bodies
This book outlines by means of the idea of a learning region a pro-active discussion of the
For the first time the idea of a learning region is comprehensively pre -sented. Because of the look from a business management point of view, it gives impulses for
Here are links onto Austrian networks in which the Technical University of Vienna or the
Foreign language competence page 253 of 271 12.2. Foreign language competence Introduction The manager of big company wakes up in the middle of the night.
In her dream she had presented her new, exciting product on a huge market square. A big crowd of people had been standing around her
and survive without foreign language knowledge. Nowadays, in a globalised economy, foreign language and intercultural competencies have become decisive factors
Products, services and information are moving fast between continents and if we want to be more than
and therefore we need adequate communication tools, firstly, foreign language skills 12.2.1. What does it mean to be competent in another language?..
Why and where does foreign language competence matter in innovation processes?..254 12.2.3. Seeking and comparing innovative solutions abroad...
How to acquire foreign language competence for the company?..257 12.2.5. Case studies...258 12.2.6. Self-Assessment foreign language competencies and needs...
259 12.2.7. Resources...262 "Innosupport: Supporting Innovation in SMES "-12.2. Foreign language competence page 254 of 271
12.2.1. What does it mean to be competent in another language To be competent in another language obviously also depends on what the purpose or use of the lan
presentation for a huge audience require different levels of foreign language competence But be careful! Foreign language skills should never be regarded separately from other social compe
-tencies. It might happen that it is not the German businessman who gets the order after a perfect
-lish to learn foreign languages †Foreign language competence is also a political instrument. Surely, during negotiation the native
speaker from the UK has advantages as the nonnative speaker might sometimes be occupied more with finding the right words than with the subject of negotiation
importance of foreign language competence in innovation. So let†s read on to the next chapter â€
Why and where does foreign language competence matter in in -novation processes An international company had developed a new type of car
Foreign language competence page 255 of 271 â€oenovaâ€=new=â€oeno vã¡â€oe=it doesn†t work
when addressed in their mother tongue Other reports present figures which show the importance of foreign languages for business.
For ex -ample, in Limburg (Belgium) 35%of the companies interviewed admitted that they had missed busi
-ness opportunities due to lack of foreign language competencies, while for the regions studied in the UK, Spain, Germany and Denmark the figures were respectively 31%,18%,15%and 14%.
Foreign language competence page 256 of 271 Foreign language competence is needed at all steps of innovation 12.2.3. Seeking and comparing innovative solutions abroad
This sector seems to be of special relevance therefore we are going to look at it in a bit more detail.
Foreign language competence page 257 of 271 Highly educated people from abroad are living in your country, often as immigrants, waiting for a
How to acquire foreign language competence for the company ï Principally there are two possibilities 1. Employing people who are professional experts
and speak foreign languages e g. because they come from or were trained abroad. A big advantage is that those people,
Young learners are able to use the potential of their brain power, although they can
and reflection as older learners can. Above all, older people are very often more motivated than younger learners
The main motive for (language learning is the usefulness. An advantage of foreign language skills is that these skills are also useful in private life †for meeting interesting people,
getting to know much more during a holiday abroad etc. Besides motivation, primarily the usefulness for private and profes
-sional life, there should be as many possibilities for application and training as possible. It doesn†t
There are a lot of courses offered by private and public training providers. The number of students for intensive learning is best between 10 and 12.
Ask what the adopted learning concept Is there are still learning concepts based on reading, translating and answering
questions! Pair and group working and the use of audiovisual media should be standard, an
Generally, however, a qualified national teacher is sufficient for this purpose and you can (and should) also use audio sources (discs, TV-spots, internet and other programmes to
Very often, beginners learn better with teachers of their own nationality. Native speakers are needed for conversation at a later stage of learning
"Innosupport: Supporting Innovation in SMES "-12.2. Foreign language competence page 258 of 271 ï Isn†t computer-based training a good alternative to courses
I regard the learning with new types of media a useful learning instrument for exercises and
testing but communication is a complex social activity: voice, face, body language, changes to the tone of speaking, listening
the teacher speaks most of the time during the lesson ï We are thinking of organising an in-house language course.
This is different when the training takes place outside the company Generally, for concentration, exercises and self-studies it is better to have 90 minutes twice a week
You should discuss the training needs with the training provider in detail and ask for the methods and
the teacher to get to know the real needs. You pay for the training with time and money and if you
cannot see the relevance of the subjects to be worked through, you will have to ask for an explanation
I also suggest combining the language training with another subject, e g. intercultural training and presentation techniques, if appropriate.
assigned to provide in-house training The language skills required were quite specific. They had to enable the sales teams to conduct their
Foreign language competence page 259 of 271 By contacting potential clients in their native languages, a lot of business is generated now,
general foreign language competencies are required BASF (extract of a statement of Jochen Muskalla, Quality Management Services at the
There were 600 hours of training altogether, involving firstly general knowledge of the lan -guage and secondly specialized language.
Self-Assessment foreign language competencies and needs How competent am I and what do need I The following questionnaire helps you to assess existing language and presentation skills.
Foreign language competence page 260 of 271 The division into capabilities and needs is essential. For example, if you have marked 3 for your capa
-bilities for negotiation but you never have to deal with negotiations in a foreign language, there will be
no learning objective. Please bear this in mind when distinguishing between what you â€oewould like to
We have used also successfully similar tables for the preparation of learning arrangements. Please give the tutor the filled-in questionnaire
Foreign language competence page 261 of 271 Mail Fax, memos Business letters Business news Sales brochures Commercial & financial reports
Foreign language competence page 262 of 271 Presentation using transparencies Powerpoint presentation Design of documentation for the customer
There are various training programmes and possibilities within the Leonardo Da vinci and Sokrates Framework It†s impossible to list all of them
online English learning platform ï http://www. ego4u. de Learning English online: free exercises, explanation, preparation for tests, games and informa
-tion about English language and culture ï http://www. tu-chemnitz. de/phil/Internetgrammar /"Innosupport: Supporting Innovation in SMES
Foreign language competence page 263 of 271 ï Self learning tool for English grammar, run by the Technical University of Chemnitz.
You have to register but the use is free of charge. It is done very professionally and open for learners
from all countries ï http://www. faz. com/IN/INTEMPLATES/efaz/default. asp â€oefrankfurter Allgemeine Zeitung†offers online The english †FAZ Weeklyâ€oe.
/This website contains many useful links for learning offers. Run by German Volkshochschule more appropriate for German users
but the links will be helpful also for learners from other countries ï http://www. esl-lab. com/index. htm
The BBC (British Broadcasting Corporation) offers very attractive and a large scale of learning subjects and exercises to improve your English skills
projects, like for example those on Education, medical assistance or researchers exchange between universities or companies, frequently experience difficulties of implementation due to different cultural
visions and ways of understanding Understanding Intercultural Competency-What is it Your ability to work effectively with others who have a background that is culturally different to yours
undergone more formal intercultural training and are able to deal with in unfamiliar situations in a more
-tural working atmosphere, drawing up intercultural training plans or deciding who should support and help to prepare for oversea business trips
ï Request for qualified workers increases, higher education becomes a decisive factor in com -petition ï Technical based professional skills lose against qualifications to adapt activities permanently
provide in-house training The language skills required were quite specific. They had to enable the sales teams to conduct their
-cultural issues and use †action learning sets†for example 7. Hold intercultural †fun†days that include competitions that test your intercultural knowl
B. Self evaluation Competency Description Your comment †tolerance of ambigu -ity†an attitude of in situations which are not clear
way of finding out about and learning from the culture (e g. customs, practices and values) of
resource management education and health. It also lends for what it calls adjustment projects which are to support governments undertaking policy reforms, such as improved public sector
9. 2. 1. What Is based Media Training (MBT? 192 9. 2. 2. Where media applies
9. 2. 3. Why Media Based Training 9. 2. 4. How Media Based Training is applied
9. 2. 5. Where can we find online-training 9. 2. 6. Preliminary conclusion 9. 2. 7. Resources
9. 3. Competencies of internet presentation and research 9. 3. 1. Why to use and how to take advantage?
Systematic training management training concept 10.1.3.1. Checklist: Typical questions related to further training concepts 10.1.4. Examples 10.1.5.
Identifying training needs for Innovation in SMES 10.2.1. Where in business are undertaken TNAS 10.2.2. Why undertake a Training Needs Analysis
10.2.3. How? -Training Needs Analysis as a Project 10.2.4. Resources 10.3. Creating a company culture for continuous innovation
10.3.1. So how do you create a culture of continuous innovation 10.3.2. Examples of successful companies
Foreign language competence 12.2.1. What does it mean to be competent in another language 12.2.2. Why and where does foreign language competence matter in innovation processes
12.2.3. Seeking and comparing innovative solutions abroad 12.2.4. How to acquire foreign language competence for the company
12.2.5. Case studies 12.2.6. Self-Assessment foreign language competencies and needs 12.2.7. Resources 12.3. Intercultural Competencies and the Innovation Process
12.3.1. Why are Intercultural Competencies important 12.3.2. Where are applied intercultural competencies in business 12.3.3. How to plan for intercultural competencies
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