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A new approach to small business Newsmall

approach to
business
training: community based training
education
697
Janice Redmond and Elizabeth A. Walker
Small and Medium Enterprise Research Centre, School of Management,
Edith Cowan University, Perth, Australia

Abstract
Purpose – The purpose of this paper is to show that most small business owner-managers are
technically competent in their area of business activity however they do not always have equal
managerial competence. For example, deficiency in human resource management competence may
lead to difficulties in attracting, retaining or leading staff. These factors are critical to businesses that
aspire to any kind of growth. Part of the problem relates to a lack of participation by small business
owner-mangers in formal management skills development due to the perceived time and financial
costs required. Therefore a new approach to training and learning is needed, one which overcomes the
barriers and takes education to the small business community.
Design/methodology/approach – A community based education (CBE) approach is examined to
determine whether this design is effective in addressing the reported barriers to training faced by
small business owner-managers.
Findings – Evaluation of the CBE approach has shown that when small business owner-managers
participate in a dedicated management skills program, important gains are made that contribute to
their personal and business development. These benefits can have lasting effects both on the business
and the community in which it operates.
Originality/value – Small business is an important sector for both economic and social outcomes.
Without sufficient management competencies small businesses are more likely to fail. Therefore, the
development of an approach to management training that can both engage small business
owner-managers and achieve positive benefits for the individual, and the business is of enormous
value. This research provides evidence of an approach that has achieved these goals.
Keywords Small enterprises, Human resource management, Training, Recruitment, Retention,
Learning methods
Paper type Research paper

Introduction
Small business is a vital sector within the social and economic fabric of today’s society,
increasingly contributing to economic stability and employment on a local, national
and international basis (ABS, 2004; Cassell et al., 2002; Culkin and Smith, 2000; Halley
and Guilhorn, 1996; Nolan, 2002; Peacock, 2004; Rowden, 2002; Storey, 2004). As this
business sector is clearly globally important, it is critical to understand why the
current training and learning approaches offered to small business do not appear to be
succeeding and why it seems to be so hard to engage with this sector of the business
community.
There is significant evidence that small business owner-managers are competent in Education þ Training
Vol. 50 No. 8/9, 2008
their field yet lack managerial skills (Bacon et al., 1996; Walker and Webster, 2006). pp. 697-712
Management competency is perceived as vital for business survival and growth q Emerald Group Publishing Limited
0040-0912
(Hornsby and Kuratko, 1990) yet small business owner-managers are reluctant to DOI 10.1108/00400910810917073
ET attend formal training (Barry and Milner, 2003; Billett, 2001; Darch and Lucas, 2002;
50,8/9 Matlay, 2000; Storey, 1994, 2004). Current skill shortages and low unemployment in
Australia have created even greater competition in the labour market both to attract
and keep good staff (CPA Australia, 2004; Shortage on skills not labour, 2007). In a
competitive climate it is critical for those business owners who lack certain
management competences, in particular human resource management competencies, to
698 acquire them. Therefore, the aim of this study was to address both the stated and
perceived barriers to training participation experienced by small business
owner-managers so that the benefits of human resource management training were
more accessible.
It was expected that if the barriers to attending training could be overcome, then
small business owner-managers would be more likely to participate in the training,
particularly if it was community based. It is argued here that this approach would
increase their competency in a key management tenet, that being human resource
management and more importantly, embed that knowledge into their business. As a
consequence of achieving these outcomes, both personal and business benefits would
be attained.
To test these assumptions a community based education (CBE) approach was
utilised. This approach involved the learning being based in the participant’s
community, focusing on the learning needs of the participant and not tied to
institutional requirements. This approach enabled the participant to focus on the
learning and not be overwhelmed by the provider, with the focus on transfer of power
to the user and it is their appraisal which is given priority (Brookfield, 2005). By
identifying an approach which can both attract small business owner-managers to
training and increase their levels of competency, it is possible to make an important
contribution to a vital sector within the Australian community, that being small
business.

Background
Management competence and training in small business
The development of a successful small business has been clearly linked to the
management and capacity of the firm’s human resources (Nolan, 2002; Rowden, 2002).
Yet, the literature has continually shown that there is an overall deficiency of
managerial competency in small businesses (Bacon et al., 1996; Jones, 2004; Pettigrew
et al., 1990; Lin et al., 2007; McGregor and Tweed, 2001; Walker and Webster, 2006).
Further, the practice of good human resource management is seen as a key challenge
for small business to develop and improve upon if they are to expand and grow
(Hornsby and Kuratko, 1990).
More recently it has been shown that small business owner-managers do recognise
the need for human resource skills (Barrett and Mayson, 2007; CPA Australia, 2004;
Kotey and Slade, 2005; Nolan, 2002; Reid and Adams, 2001). They also rank human
resource management as the second most important management skill to small
business owners behind general organisation management (Hornsby and Kuratko,
1990). However, they are reluctant to participate in training to attain these skills
(Billett, 2001; Gibb, 1997; Webster et al., 2005a). This is particularly the case if the skills
development relies upon formal training delivery, which is traditionally delivered by
providers such as technical colleges or tertiary and further education institutions.
Small business owner-managers often view participation in education and training as New approach to
an immediate loss to the business in time, actual cost of the training and the small business
subsequent loss of production. This view can conceal from small business
owner-managers the benefits that training can provide both in the short and longer training
term. In general small businesses see training and learning as a cost not an investment
(Billett, 2001; Walker and Webster, 2006).
Although researchers have suggested that there needs to be a change in cognizance 699
among small business owner-managers that will encourage them to participate in
training and development (Nolan, 2002; Mazzarol, 2003; Webster et al., 2005b), current
evidence suggests that this opportunity will not be realized until changes are made.
Therefore, it is critical to both review current approaches to educating this sector and
to identify an approach which will increase their participation in training, thus
providing them with knowledge and skills which will support their growth and
development.

Evaluating current approaches to small business learning

When evaluating the current learning practices for small business owner-manager
training, the work of Friere (1993) and Brookfield (2005) who used a critical approach to
analyse the critical theory of Jurgen Habermas is useful, as is reviewing community
based education. Both Friere (1993) and Brookfield (2005) have stated that current
approaches are based on the needs of the institution and not the individual.
The characteristics of a critical approach are based on questioning assumptions of
received knowledge and practice (Reynolds, 1997). A critical approach requires the
questioning of power relations. These power relations reside in the traditional
approaches to education where practices have been derived to fit within institutional
and financial constraints. Further, practices such as expert knowledge can often
intimidate the learner who does not have any prior formal education. This would be the
case with a number of small business owner-managers who have medium to low levels
of formal education, for example people with trade backgrounds.
A community based approach to learning is focused on the needs of the learner, not
on evaluating learners. Consequently, the role of diagnosing learning needs
(Brookfield, 2005; Knowles et al., 2005) must come from the small business
community. Thus, it is recognized that the need to learn has to be identified by the
learner because the attendance is voluntary (rather than compulsory) and is therefore
dependent only on the learner’s need for the program.
The collective nature of community based learning ensures that the majority of
individuals have similar needs and backgrounds and are more likely to participate.
Thus a critical approach highlights the need to create a community of non-exploitative
relationships (Giroux cited in Reynolds, 1997). The conceptual approach here is that
small business owner-managers want to learn within their own community, and with
other small business owner-managers who have similar experiences and levels of prior
education. This thinking has driven the development of the CBE approach to a training
program.
The design of learning activities in the CBE approach also takes into consideration
the needs of the adult learner and seeks to develop a collaborative and non-threatening
context in which the learning can take place (Knowles et al., 2005). Personal freedom is
an important part of developing a communicative structure in a community. According
ET to Friere (1993) teachers and subjects attain knowledge by the re-creation of knowledge
50,8/9 through common reflection and action. A community based approach to learning
creates a context of learning within the community in which the learning is conducted
in a non-threatening and familiar environment and provides opportunity for both
reflection and action.
Based on traditional content, a community based approach is designed to educate
700 the learner in a particular skill set. However, the critical element of the CBE approach is
that it is taken to the local community and is not carried out in a traditional setting.
According to Reynolds (1997) a learning community is a participative model that
enables the students and tutors to design and manage the learning process.
A community based approach does not evaluate learners. This approach is not
linked to formal outcomes and therefore avoids the constraints associated with the
normal power process vested in formal institutions and instructors that may inhibit
true dialogue (Burgoyne and Jackson, 1997). The learner’s experience of both context
and process is important. The process includes the trainer’s approach as a facilitator
and does not involve a reward-punishment regime (Knowles et al., 2005; Brookfield,
2005). The adult learners in a community based approach are able to participate in the
knowledge that they are free to leave the course at any time as participation is not tied
to fees or success in terms of the pass/fail regime used in the traditional approaches to
management education. Figure 1 depicts the identified need for a different approach to
learning for small business than that which is currently available.

Aim of the research

The aim of the research was to test a CBE approach to determine whether it could
engage small business owner-managers in training and improve their competency in a

Figure 1.
Current and alternative
approaches to small
business learning
specific management skill, that being human resource management. Thus, two New approach to
research propositions were formulated: small business
P1. Barriers to small business participation in training can be addressed through training
a CBE approach.
P2. That a CBE approach to delivering a management skills development
program will provide the participants with relevant new skills and 701
competences in that management issue (human resource management).

Method
To test the effectiveness of this approach, Kirkpatrick’s (1998) model of evaluation was
used to gather data from participating small business owner-managers. Assessments
were made at four stages of the training program.

Design
The key principles of a CBE approach influenced the human resource program design
as illustrated in Table I. The workshops were held fortnightly, in situ (this being in a
community venue) and were developed from the extensive knowledge and experience
of the research team in small business, human resource management and training.

Sample
The small business owner-managers were recruited to the program through local small
business development organisations and press advertisement. The advertisements

Community based education approach Human resource management program

Seeks to support the needs of the
community
Is voluntary and attended on the basis Voluntary participation and need driven by the individual.
of need
Addresses the needs of the participant
Has a semi-structured design
Conducted by experienced and
knowledgeable facilitators
Allows participants to work collectively Variety of opportunities to create dialogue and share in a
and have reflection opportunities
Non-institutional characteristics
Places power in the hands of the
participant
Need identified and community. Owner-manager costs only
sponsored by associated with absence while attending
Training close to their business and in purpose built
facilities. Flexible delivery time options
Focused on adult learning to deliver small business relevant
content in a democratic style. This approach provided the
individual with control over their learning
Enables the facilitator to work with the participants
The learning was facilitated by a person with knowledge of
small business and human resource management
supportive common climate
Not based on qualifications or evaluations of the learner.
Table I.
Therefore, co-operative learning is possible as competition
Design of a human
for grades is not necessary
resource management
Non-threatening, familiar environment where participants program based on the key
feel comfortable to come and go as it is known that there principles of the CBE
is(reward or punishment regime in place approach
ET outlined the purpose of the training, broad content and key criteria for participation. A
50,8/9 maximum of 15 owner-managers was set for each workshop series so that continuous
interaction was possible thus enhancing learning opportunities. To avoid bias in
sample selection to evaluate the program, the first group of 15 was chosen to
participate in both the research and the series of four workshops. Research participants
met the following criteria for inclusion:
702 .
they owned or managed a registered small business;
.
they were prepared to participate in the workshops; and
.
they were willing to participate in the evaluation process.

Data collection and evaluation

A multi-method approach or triangulation ensures that the research is able to secure an
in-depth understanding of the issue in question. Therefore, both qualitative and
quantitative methodologies were employed to collect the data outlined in Kirkpatrick’s
(1998) evaluation model.
Qualitative research is a field of inquiry that carries out research in natural settings
in order to make sense of and/or interpret the phenomena. Qualitative research also
inherently involves multiple methods (Denzin and Lincoln, 2000). This approach
allows for the use of both interviewing and observing. Quantitative research according
to Cavana et al., 2001, p.186) is based on the notion, “that ‘reality’ is out there waiting to
be discovered. . . Quantitative research values objective observation, precise
measurements, statistical analysis and verifiable truths.”
Program evaluation is an important element for those seeking knowledge of the
outcomes of training. It should however be acknowledged that outcomes are difficult to
quantify and as Kirkpatrick (1998, p.66) has pointed out, that the evaluation results
provide “evidence but not proof that the positive results come from the training”.
Notwithstanding the inherent difficulties of evaluation, there is a need for some process
of assessing whether outcomes, in this case a different training approach, are achieved
and whether they have any value to all parties.
While there has been some criticism of Kirkpatrick’s (1998) and other
outcome-oriented models (Taylor et al., 1998; Dyer, 1994 cited in Smith, 1998),
Kirkpatrick’s model remains the most used and influential in the field (Alliger et al.,
1997; Goldwasser, 2001; Mole, 1996; Santos and Stuart, 2003). This support guided the
selection of this model for the evaluation of the CBE approach.
Kirkpatrick (1998, p. 26) advocated that the first level in his model should always be
included in any evaluation but the other three levels were available to trainers “as staff,
time, and money are available“. For the purposes of this research a complete level 1 and
2 evaluation was conducted and partial level 3 and 4.
The evaluation was completed by the owner-managers as the CBE approach does
not involve external assessment and the judgement of the owner-managers in this
research study was central to the outcome. Moreover, while it could be argued that
both internal and external assessment be employed, external assessment is considered
a deterrent to small business participation and was therefore seen to be
counterproductive to the research intention.
The owner-managers were asked to make an evaluation of their skill and knowledge
pre, during and after the training program. Collecting data at several intervals enabled
comparisons to be made, increased validity and acknowledged prior competencies. In New approach to
addition, the timing of the evaluations allowed the benefits or otherwise of the training
to become apparent over time.
small business
Self-assessment of their human resource management competency were made by training
the owner-managers using a five-point Likert Scale with ratings between 1 (No
knowledge/skill/strongly disagree) to 5 (excellent knowledge/skill/strongly agree).
This provided the statistical data and then interviews were conducted to collect 703
in-depth responses about the program.
The pre-program data was collected by email on one occasion. The in-program data
evaluation sheets were sent fortnightly by email on completion of each workshop (i.e.
on four occasions). This method had the advantages of being easy to complete and
private (i.e. away from any pressure perceived from within the training environment).
The email process also allowed the owner-managers time to reflect on the training
before completing the assessment.
At two month post-program, a face-to-face interview was conducted with each
business owner-manager to discuss whether the program had an influence on them and
their subsequent business practices. The interviews lasted between 30 and 45 minutes
and covered the following key topics:
.
the learning environment;
.
practical implementation with their business;
.
reflection; and
.
changed management practices.

At six months, a telephone interview was conducted with the same business
owner-managers to discuss whether the program had continued to influence them and
their business practices. The interviews lasted between 10 and 20 minutes and covered
the same key topics that were covered at two months. In addition, quantitative data
which enabled the comparison of the owner-managers pre and post level of knowledge,
skill and confidence in human resource management was collected.
Data analysis
All the collected quantitative data was analysed using SPSS V.13 to gather descriptive
statistics. In addition, due to the small number of owner-managers involved in the
research the qualitative data was manually analysed using the procedures outlined by
Patton (2002).

Results and discussion

The collected data at each stage of the program is presented to demonstrate the process
used to evaluate the CBE approach and show the outcomes achieved by the
participants.

Pre-program evaluation
Four issues, two for each research proposition, were evaluated prior to program
delivery.
Evaluation 1. Did the program attract small business owner-managers to
participate? Full enrolment was achieved for the program and the participants
continued to attend for the duration of the program.
ET Evaluation 2. Were the owner-manager’s reasons for participation in the program
50,8/9 related to the program design and the assumed reduced barriers to participation?
Comments from the participants offered key elements of the design as reasons for their
initial and continuing participation including:
.
the training met their needs;
.
the training was at a convenient location;
704 .
a variety of small business sectors were in attendance;
.
the course content;
.
the instructor’s style and knowledge of small business; and
.
they felt able to engage in the discussions.

Evaluations 1 and 2 indicate that proposition one held true as barriers to small
business participation in training were addressed through the CBE approach.
Pre-program delivery results of evaluations 3 and 4 are given here and then later
compared with the post-program evaluations to assess the second research
proposition.
Pre-program Evaluation 3. The level of human resource skill and knowledge within
the group. Table II provides the baseline data at pre-training which shows that as a
group the participants had higher knowledge and skill in retaining good staff than in
other human resource management areas and were least knowledgeable in the area of
employment law.
Pre-program Evaluation 4. The level of confidence in dealing with human resource
matters. Figure 2 shows that the individual participant’s level of confidence prior to
attending the program varied from not confident (1) to very confident (5) with a group
mean of 3.1.

In-program evaluation
Evaluation sheets gathered feedback and monitored the impact of the training as it was
delivered. Response rates varied fortnightly, dependant on pressure of other business

Human resource area Mean rating pre-programa

Current knowledge
Retaining good staff 3.7
Selecting good staff 3.2
Attracting good staff 2.4
Employment law 2.3
Current competencies
Retaining good staff 3.4
Selecting good staff 3.3
Developing policies and procedures 3.0
Attracting good staff 2.9
Table II. Managing poor performance 2.8
Participants pre-program
self-assessment ratings Notes: aFive-point Likert scale used from 1 (No knowledge/skill) to 5 (Excellent knowledge/skill)
 New approach to
small business
training

705

Figure 2.
Owner-manager’s level of
confidence – pre-program

activity, from 67-100 per cent. The mean results are included in Table III and show that
in-program reactions were consistently high with most assessments at 4.1 or higher.

Post-program evaluation
Two month post-program evaluation. The face-to-face interviews covered four areas
(i.e. the learning environment; practical implementation; reflection and changed
management practices) and these formed the basis for evaluating the qualitative data.
An overview of the participants views, including where appropriate verbatim
comments, are provided.

Evaluation question Mean ratinga

My level of knowledge of employment law and what it means for my small business
has improved 4.4
Discussions on the topic are relevant to my needs 4.3
I feel more confident in handling human resource matters since the program began 4.2
The handouts will be useful in my business 4.2
My level of knowledge of how to attract great people has improved 4.1
My level of knowledge of how to retain great people has improved 4.1
My level of knowledge of how to select great people has improved 4.1
My level of knowledge of how to motivate staff to grow as individuals and help to
grow my business has improved 4.1
The usefulness of your learning to your business 4.1
A lot of the material covered can be applied to my work 4.0
I now have more knowledge on the important contribution good employees can make
to my business 4.0
The skills I have gained have improved the effective management of my business 3.9 Table III.
Participants in-program
Notes: aFive-point Likert scale used from 1 (Strongly disagree) to 5 (Strongly agree) evaluations
ET The learning environment
50,8/9 An important issue in the CBE approach is that adult learning requires consideration
of the physical and holistic environment. This environment relates to the facilities,
group dynamics, program delivery and content. In addition to evaluating the learning
environment provided in this program, the participants were asked to compare this
program with other training they had experienced.
706 The facilities and the location where the workshops were held were described as
being very comfortable, at a convenient location relative to their business and well set
up for training. These external issues are important given the known reluctance of
small business owners to participate in training and highlight the importance of
making them feel comfortable. In addition, group dynamics were explored to identify
other factors that may have facilitated learning that had not been apparent from the
evaluation sheets. Comments were positive from all of the participants, for example:
There was quite a variety of businesses so I felt unique. Very good interaction and friendly.
People wanted to learn and network. I felt comfortable to join in (P6).
Overall, four factors had the most positive influence on their learning:
(1) having owner-managers from a variety of businesses attending;
(2) the course content;
(3) the instructor’s style and knowledge of small business; and
(4) the opportunity to engage in the discussions.

The program content and the delivery method were well received by the participants
who found it was practical, interesting and applicable to small business. In addition,
they liked having their questions answered with a specific response, and a facilitator
whose style suited their needs. The only negative comments about the content were
related to time where a few participants felt that the course could have been longer.
Because of the positive group dynamics the participants felt that other learning
occurred which was not necessarily related to the program content. This perception is
demonstrated in the following comments:
Having other small business people there was great there was a synergy of understanding
and learning that was incidental to the work going on. Got interaction because of that and
things I never dreamt of started coming up and that was really interesting (P3).
When comparing this program with other learning experiences the participants
indicated that this program had greater capacity to meet their needs due to its practical
and small business focus. An illustrative comment follows:
Most of my previous training had been sitting in class and getting given information. This
was more beneficial, to be able to communicate and talk to others from small businesses. I’ve
also done some home based learning but I missed the one-on-one element and found it
difficult to have to assimilate on my own. The important sections for small business were
singled out and we were not given an information overload like at other courses (P12).

Practical implementation
The participants’ reaction to the program was positive with some expressing
excitement about the level of learning they felt they had achieved and others
confirming that they now knew they were “on the right track”. The comment outlined New approach to
below is typical and shows that the participants achieved more than they originally small business
expected:
training
I initially went as I wanted to employ someone and thought it would help. Now I am aware
that there was some information I had no idea about like selecting an employee for their
personality which you can’t teach, whereas skills you can. I don’t feel so daunted by
employing staff now. I think that everybody should do it; it has made me a more confident 707
boss (P4).
As the following comment shows over the two months since the training, participants
had made considerable progress in implementing what they had learnt:
The advertising part was good and was a priority for us. I came back and visited how we do
ours and we have reworded them and made them stand out a bit more. After thinking about
what would attract us to coming to work for this company we used keywords that needed to be
in the ad. Now the reaction has been very positive. I’ve also implemented job descriptions and
interview processes straight away. The course also strengthened my understanding of
providing training to employees and what each generation wants out of a job. Already I’m
re-using the manual for job ads and job descriptions. Other aspects will come in over time (P10).
By this time the participants also acknowledged that there was more to learn about
effective staff management and that the course had had a positive effect on their
motivation to learn:
The course gave me motivation to do more things. Usually being in small business and in
isolation you get in a rut and handle things as they happen. It made me realise the importance
of re-visiting and remembering things and the tools that you have got to use. So, I use the
manual as a resource and I will continue to use it in the future. I am also going to study
externally to improve my skills and knowledge so that I remain up to date. That’s how I’ve
decided to challenge myself and take the next step (P9).

Reflection
The process of personal reflection met with their need to be able to assimilate
information in their own time and in their own way and to “repackage” the learning for
their business. This illustrative comment provides evidence of this:
The course gives you the reminder to reflect and makes you look at your business. The
information learnt in the course is still in the forefront of my mind because it has many
elements of what I want to achieve now. The manual is still open because I’m thinking about
the course. It’s got heaps of different stuff in it (P1).
To the majority of participants obtaining feedback from the facilitator was also of
benefit both during and after the course.

Changed management practices

Significant changes in their management style encompassing both their own personal
practices as well as their management of staff were evident. These workplace changes
led to a better work environment for all concerned as outlined in the following quote:
Definitely my management style has changed. The way I handle the other staff member now
has made a big difference (P11).
ET Importantly, the effects of participating in the program were also viewed not only as
50,8/9 having an effect on business survival but also on growth:
I think the business will survive and grow because I feel a lot more confident now about
employing people and managing them. The course will help create competitive advantage in
the future as we employ people. I now see the variety of work I can offer to an employee as an
asset. The customers have commented about improvements in the staff, so everyone is happy.
708 The course has made me more business focussed. It reminded me that I hadn’t spoken to
clients as much as I used to. Mind jogs help viability (P2).

Six month post-program evaluation

In the six month follow-up, using the same questions and scales from the two
previous data time-points (see Table I), similar self-assessments responses were
collected from the participants to provide a comparative evaluation of their
progress. The mean results of the level of knowledge and skill of the participants at
both pre and post the training are shown in Table IV. All scores are higher post
training with the exception of knowledge of retaining good staff (where there was a
slight decline).
Implementation of the acquired knowledge continued to be demonstrated by the
participants at six months. At this stage, half of the participants had employed new
staff, one had moved into premises rather than working from home, another had
moved the business into a purpose built area outside the home and a third person was
planning a move into a larger premise. All mentioned that they had retained the good
staff that they had working for them and most had found new ways to reward staff for
their efforts. In addition, all had developed and used one or more of the following:
.
a mission statement;
.
job advertisements;
.
job descriptions;
. interview guides; or
.
selection criteria.

Human resource area Mean rating pre programa Mean rating post programa

Current knowledge
Attracting good staff 2.4 4.2
Selecting good staff 3.2 3.9
Retaining good staff 3.7 3.4
Employment law 2.3 3.2
Current competencies
Selecting good staff 3.3 4.2
Developing policies and procedures 3.0 4.2
Retaining good staff 3.4 3.8
Table IV. Attracting good staff 2.9 3.8
Participants pre and post Managing poor performance 2.8 3.4
self-assessed human
resources ratings Notes: aFive-point Likert scale used from 1 (No knowledge/skill) to 5 (Excellent knowledge/skill)
Several of the businesses had also made changes to procedures and policies related to New approach to
staff, including performance appraisals. In addition, they had sought professional small business
advice regarding their employment contracts and changed these to protect the business
and staff and to ensure that they complied with current legislation. Importantly, some training
of the participants had started to think more strategically about their businesses, as
demonstrated by the following two comments:
We meet with staff once a fortnight to check everything is ok and we now have a process of 709
continuous training in place with the most recent being training to prepare staff for the end of
the financial year changes in legal and accountancy practices. One of the book-keepers is also
learning to be a MYOB specialist. These qualifications are important to both the staff and the
business (P9).
I’ve made changes to contracts for all sectors of the business and the business set up itself.
The impetus is to protect the business and for expanding over east into a franchise. I started
some in store promotions. Also I have stimulated ideas to look at a long term retirement
strategy and to use time effectively to look at alternatives that might be sustainable from
home (P3).
The potential of the acquired knowledge from the program continuing to have an
impact on their business was also discussed. The participants expected the program to
have an impact well into the future with several already in the process of developing
their business through new opportunities. Perhaps this comment from a participant
best reflects the overall response to the program:
I never thought of myself as a business person but now I’m thinking more this way as my
confidence grows. I look at myself in a different light. I used to think it was born or natural or
you went to Uni and learnt it. Now I’ve been around, its normal and I can do it. The more I
know I realise what I don’t know (P5).
Based on all of the evaluations, the second research proposition that a CBE approach to
deliver a management skills development program will provide the participants with
the relevant new skills and competences in human resource management would appear
to hold true. Moreover, the qualitative data has demonstrated that the training
approach offered individual and business benefits to the participants. In summary,
these were:
.
changes in their management style that had a positive impact on their staff and
the business;
.
implementation of policies and practices to guide their business;
.
consultation with professionals to protect their business from infringing
employment laws; and
.
specific components of the course content which would be valuable to the
business in the future.

The participants also indicated that a sustained and sustainable positive change of
management practices has occurred within their businesses.

Conclusion
The results reinforce the key assertions of a CBE approach which allows the training
needs to be identified within the community, provides audience-specific content and a
ET democratic learning environment. The increased competence and confidence achieved
50,8/9 by the small business owner-managers from participating in the human resource
management program support the work of Brookfield (2005) and Knowles et al.(2005)
who advocated that the role of diagnosing learning needs should come from the
community, not an institution. The success of this approach, also reflects Friere’s
(1993) view of democratic learning as facilitative, and challenges the use of traditional
710 methods of imparting knowledge to small business owner-managers by emphasising
the need for educators’ to address small business training based on the needs of the
learner.
By acknowledging the participant as an adult learner, the CBE approach allowed
the individual to be given both the opportunity to learn and control of their learning.
This is consistent with Brookfield’s (2005) view of power centred in the learner. In
addition, the small business owner-managers’ learnt in collaborative groups as
advocated by Brookfield (2005) and through common reflection, dialogue and action,
learning was stimulated and knowledge acquired that met the learner’s needs (Friere,
1993). Finally, by not evaluating the learner, constraints associated with power
processes vested in formal institutions and instructors were removed to allow true
dialogue as advocated by Burgoyne and Jackson (1997).
The results have reinforced the key assertions of this approach for educating
owner-managers of small business, particularly in regard to human resource
management. The need for educators’ to address small business training based on the
needs of the owner-manager, and not by traditional methods of imparting knowledge,
is advocated. The benefits gained including increased competence and confidence,
among the small business owner-managers are valuable assets for the individual, the
small business and the community. This approach if implemented elsewhere could also
encourage other small business owner-managers to engage in training, and benefit
from a CBE approach.

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About the authors

Janice Redmond is a Post Doctoral Research Fellow Edith Cowan University. She is actively
involved in research related to small business education and training in human resource
management, environmental management issues and home-based business growth. Janice
Redmond is the corresponding author and can be contacted at: j.redmond@ecu.edu.au
Elizabeth A. Walker is a Professor in the School of Management at Edith Cowan University
and Director of the Small and Medium Enterprise Research Centre (SMERC). Her research
interests include training, human resource management, home-based businesses, environmental
management issues and gender issues for small business. She is an active member of numerous
national and state committees.

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