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The purpose of this paper is to explore the views of Greek Life-Long Learning Centers (LLLCs) trainers, who worked as educational managers and took on informal mentoring roles in the context of counseling guidance and their trainees (who are adults’ trainers), on the effectiveness of mentoring in the post-Greek Debt Crisis era.

The authors performed a quantitative analysis using the SPSS software package’s simple random sampling. The bibliographic review, the identification and specialization of the research objectives, as well as the study of the participants’ unique characteristics, were used in the construction of a research tool.

The majority of participants confirmed the importance of mentoring as a human resource strategy. Regarding its effectiveness in the field of the Greek LLLCs, there were several discrepancies in the perceptions of trainers and trainees, as well as specific malfunctions in its implementation.

The research omitted certain qualitative features and was conducted in a relatively limited geographical context.

Given the lack of similar studies in the field of the Greek LLLCs, this study illustrates the reality of the mentoring function in the training field of adult trainers, after the onset of the Greek economic crisis, while also highlighting realistic ways to improve the effectiveness of these organizations and conduct future, larger-scale research.

The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and, in particular, the significance of the conditions of the in-house experiential learning effective implementation in the new macroeconomic circumstances.

An overall theoretical approach is attempted through the bibliographic review and the analysis of selected scientific forums’ data.

The results of the literature review yielded 24 important factors-prerequisites that influence the implementation of in-house experiential adult education. The importance of the in-house experiential learning and the role of adult educators are emphasized in the direction of the essential skills acquisition that shall provide employees and enterprises with intellectual and practical assistance, so that they may adjust to the new macroeconomic environment.

This effort has provided a number of useful proposals to each recipient involved in adult education and training in order to reinforce the support of the business world as much as possible, especially during the time period of recession, and to reduce unemployment.

Starting from the fact that the macroeconomic recession itself constitutes an inevitable experience of an entire social, economic and educational system, the present study attempts a realistic approach of the significance of in-house experiential education and training in the direction of successful adjustment of enterprises, employees, adult educators and the State itself against the challenges of our times.

Intense competition, rapid technological changes and modern aspects of management force any enterprise to put emphasis on their personnel and invest in their training and education. In terms of in‐house education and training, experiential learning is chosen to be analyzed in this particular paper. The paper aims to present experiential methods developed by trainers during the process of carrying out in‐house training programs with the aim of motivating trainees to learn through participative experiences and simultaneously adopt for their part another way of thought, action or behavior. It also seeks to examine the reasons why experiential learning is important and the conditions under which this kind of knowledge can be effective.

The paper presents a general review of a range of experiential learning methods.

The paper results in a useful checklist for developers and trainers to assess the level of experiential learning they are currently offering.

The paper provides definitions of the three types of experiential learning and identifies the key reasons for including these types of developmental activities in any trainers portfolio of approaches.

To date, relatively little evidence has been published as to what represents an effective and efficient way to improve quality of care and safety in hospitals. In addition, the initiatives that do exist are rarely designed or developed with regard to the individual and organisational factors that determine the success or failure of such initiatives. One of the challenges in linking organisational culture to quality of care is to identify the focal point at which a deficient hospital culture and inadequate organisational resources are most evident. The accumulated evidence suggests that such a point is physician burnout. This paper sets out to examine this issue.

The paper reviews the existing literature on organisational culture, burnout and quality of care in the healthcare sector. A new conceptual approach as to how organisational culture and quality of care can be more effectively linked through the physician experience of burnout is proposed.

Recommendations are provided with regard to how future research can approach quality of care from a bottom‐up organisational change perspective. In addition, the need to widen the debate beyond US and North European experiences is discussed.

The present paper represents an attempt to link organisational culture, job burnout and quality of care in a more meaningful way. A conceptual model has been provided as a way to frame and evaluate future research.

The purpose of this paper is to highlight the benefits of implementing the Project method, by applying the technique in adult vocational training environments.

While the central idea of this method stems from Greek antiquity, the method itself began to evolve within American pragmatism based on the principles of cognitive and Gestalt psychology. In the present paper, the assessment process of the Project method was undertaken with the multi‐methodical approach and use of combined levels of triangulation to determine whether it can be applied to a group of adults, training in the subject of marketing communications.

Since the projected conditions from the bibliography are observed through the implementation of the Project technique it appears that adult trainees activate learning skills and competencies of emotional intelligence. Thus, the creation of knowledge operates as a “spiral” process starting from the individual level and expanding to the business and social environment with significant benefits for participants.

This application proposes fertile speculation about alternative, practical instruction, in the future environments of the broader vocational education, as well as their effective connection with society and the economy in general.

This paper provides empirical results from the application of Project technique in vocational training for adults. It highlights the benefits of this method in teaching standards, personal and social development, human resource development and, consequently, in the development of the business, economic and wider environment.