European Journal of Training and Development最新文献

{"title":"A meta-analysis of the effects of lifelong vocational education in South Korea","authors":"Jhong Yun Joy Kim, EunBee Kim, Doo Hun Lim","doi":"10.1108/ejtd-02-2023-0026","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0026","url":null,"abstract":"Purpose This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures. Design/methodology/approach To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables. Findings First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners. Research limitations/implications Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds. Practical implications This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted. Social implications In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals. Originality/value This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training and development in the Visegrad countries during Covid-19","authors":"Eduardo Tomé, Katarzyna Tracz-Krupa, Dorota Molek-Winiarska","doi":"10.1108/ejtd-06-2022-0065","DOIUrl":"https://doi.org/10.1108/ejtd-06-2022-0065","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to define the impact of training and development (T&D) in the Visegrad countries (V4) as impacted by the Covid-19 pandemic, namely, Hungary, Poland, Slovakia and the Czech Republic. These countries have some political, cultural, social and economic similarities and share some common ground in the human resource development (HRD) sectors.\u0000\u0000\u0000Design/methodology/approach\u0000The authors used the HRD theory and the human capital theory to analyse the context, operations and impact of T&D in the V4 countries due to the Covid-19 pandemic. The research was conducted in 400 companies, 100 from each of the four countries using the computer assisted web interviewing technique. The questionnaire was in a six-point Likert scale format and addressed 12 topics related to T&D: policy, expectations, procedures of diagnosis, preparation, implementation, monitoring, trainees, trainers, investment and expenditures, evaluation, results and controlling.\u0000\u0000\u0000Findings\u0000The authors concluded that in the Visegrad countries, Covid-19 raised expectations on T&D. This was followed by increased levels of action in diagnosis, preparation, monitoring and implementation, following pre-existing and adjusted policies. Evaluation and control were complicated. Investment and results and the human side of the T&D (trainees and trainers) were the ones for which there were more uncertainties and perplexities.\u0000\u0000\u0000Research limitations/implications\u0000The study has the limitation of using only a small sample in four countries. For further research, the authors suggest a larger study extended to all the European Union countries, an in-depth analysis of the current data and the kurtosis on Policy of T&D.\u0000\u0000\u0000Practical implications\u0000The results of the research can be used to improve T&D programs after the Covid-19 pandemic. They could also provide information to external trainers to improve and adjust their services according to the opinions of the respondents of the study. The research findings can also serve institutions responsible for policy provision of HRD at a national level by providing possibilities to apply for funding either within national or regional funds like the National Training Fund in Poland or within European Union money at a national level.\u0000\u0000\u0000Originality/value\u0000The study is original because even if the T&D in V4 countries during the Covid-19 pandemic had already been studied separately (e.g. Mikołajczyk, 2021; Vrabcová, Urbancová 2021; Vinichenko et al., 2021), no empirical, cross-national research analysing specifically the T&D in those countries has been carried out so far. The authors use an innovative methodology, addressing 12 topics and the people involved together with the stages in which a T&D policy is divided. That makes it innovative and very relevant.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"50 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81382019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How might responsible management education (RME) be used to develop responsible leadership skills among students in business schools? Evidence from non-Western business schools","authors":"Mohamed Mousa, Levy del Aguila, Hala A. Abdelgaffar","doi":"10.1108/ejtd-02-2023-0018","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0018","url":null,"abstract":"\u0000Purpose\u0000This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.\u0000\u0000\u0000Findings\u0000The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.\u0000\u0000\u0000Originality/value\u0000This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"23 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85392769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance-oriented HR and career development of women managers: the mediation of self-leadership and the moderated mediation of supervisor’s gender equality","authors":"Jaehong Joo, H. Kim, Saegyoung Song, Y. Ro, Ji Hoon Song","doi":"10.1108/ejtd-11-2022-0131","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0131","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to emphasize the important role of performance-oriented human resource (HR) practices and gender equality perceptions in supervisors and chief executive officers (CEOs) for career development among women in management.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a quantitative methodology to examine relationships among variables. The authors conducted a survey to investigate factors influencing the career development of women managers in professional settings, with a sample of 1,502 female managers in South Korea.\u0000\u0000\u0000Findings\u0000The relationship between performance-oriented HR practices and career development for women managers was supported. In addition, self-leadership significantly mediated the relationship between performance-oriented HR practices and career development. Finally, double moderator effects of gender equality perceptions of CEOs and supervisors on the relationship between performance-oriented HR practices and self-leadership were significant.\u0000\u0000\u0000Originality/value\u0000This study emphasizes that career development for women in South Korea depends on gender equality awareness and institutional reorganization for best practices at top management levels. Specifically, this study identified the essential role of performance-based HR practices to support self-leadership and career development in women managers. Furthermore, this study recognized gender equality perceptions of CEOs and supervisors as a critical factor in the successful career development of women managers.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"57 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86999169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Career competencies: an integrated review of the literature","authors":"Hyeon-ah Jo, M. Park, Ji Hoon Song","doi":"10.1108/ejtd-04-2023-0052","DOIUrl":"https://doi.org/10.1108/ejtd-04-2023-0052","url":null,"abstract":"\u0000Purpose\u0000A boundaryless career perspective suggests that career competencies are essential for employees who wish to advance their careers in high uncertainty. This study aims to propose an integrated conceptual model for career competencies to provide insights for employees and organizations by identifying what and how one can prepare and provide support for career development in an uncertain and complex work environment.\u0000\u0000\u0000Design/methodology/approach\u0000The integrated literature reviewed was adapted to provide a conceptual model for career competencies. All 77 studies were reviewed, guided by the intelligent career theory (ICT) and social cognitive career theory (SCCT).\u0000\u0000\u0000Findings\u0000The mechanisms of career competency development were examined through the interrelationship between three types of knowing; knowing-why, knowing-whom and knowing-how. Career competencies can be considered a developmental process, therefore, they could develop through various interventions and accumulate over time. Especially the results indicate that learning is an essential component of career competencies, as it increases self-efficacy and promotes a desire to achieve positive career outcomes.\u0000\u0000\u0000Originality/value\u0000This study provided a conceptual model, explored the mechanisms of career competency development and considered how career competencies influence career outcomes. Furthermore, it identified the context of the construct of career competencies by integrating the SCCT and ICT. Finally, it showed the inadequacy of existing research on negative factors of career competency outcomes and recommended further research to broaden the general context of career competency studies.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"52 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74058268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Manifestations of leadership identity development among multicultural higher education students","authors":"Bhavani Ramamoorthi, Aini-Kristiina Jäppinen, Matti Taajamo","doi":"10.1108/ejtd-02-2023-0027","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0027","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.\u0000\u0000\u0000Design/methodology/approach\u0000This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.\u0000\u0000\u0000Findings\u0000The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.\u0000\u0000\u0000Research limitations/implications\u0000Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.\u0000\u0000\u0000Originality/value\u0000The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"327 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78327157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A conceptual framework for practicing inclusive dialogic organization development in times of uncertainty and complexity","authors":"Chang‐kyu Kwon, Kibum Kwon","doi":"10.1108/ejtd-11-2022-0120","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0120","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).\u0000\u0000\u0000Design/methodology/approach\u0000This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.\u0000\u0000\u0000Findings\u0000The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.\u0000\u0000\u0000Originality/value\u0000The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79088790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating training for organizational sustainability: the application of Sustainable Development Goals globally","authors":"Stephanie L. Bilderback","doi":"10.1108/ejtd-01-2023-0005","DOIUrl":"https://doi.org/10.1108/ejtd-01-2023-0005","url":null,"abstract":"\u0000Purpose\u0000This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.\u0000\u0000\u0000Design/methodology/approach\u0000The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.\u0000\u0000\u0000Findings\u0000The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.\u0000\u0000\u0000Originality/value\u0000This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"69 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90604446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The significance of general skills training for early career graduates: relationships with perceived organizational support, job satisfaction and turnover intention","authors":"A. Pinnington, F. Mir, Zehua Ai","doi":"10.1108/ejtd-01-2023-0002","DOIUrl":"https://doi.org/10.1108/ejtd-01-2023-0002","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to address the mixed predictions about the relationship between general skills training and turnover intention of early career graduates by examining the mediating mechanisms of perceived organizational support (POS) and job satisfaction (JS) through which this relationship might be enacted. This study adopts organizational support theory as the guiding theory and examines the concept of POS as critical for predicting and explaining relationships in the conceptual framework.\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative survey method was used on a sample of 147 Chinese early career graduate trainees. Analysis was conducted using partial least square-based structural equation modelling (PLS-SEM).\u0000\u0000\u0000Findings\u0000The main finding is that participation in general skills training (PGST) does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates. This study also found significant evidence for serial mediation by POS on PGST and its relationship with turnover intention. Importantly, JS only has an effect on turnover intention when in the presence of serial mediation by POS.\u0000\u0000\u0000Research limitations/implications\u0000Cross-sectional study of a small survey sample. Nonetheless, the findings have major implications for research theories on the relationship of general skills training with employee turnover.\u0000\u0000\u0000Social implications\u0000PGST does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates.\u0000\u0000\u0000Originality/value\u0000This research emphasizes the important role of POS in the relationship between early career graduate trainees’ PGST and their turnover intentions.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90551015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Essential competencies for organizational learning professionals according to job ads in the Israeli employment market","authors":"Meital Amzalag, Omri Shoval","doi":"10.1108/ejtd-03-2023-0035","DOIUrl":"https://doi.org/10.1108/ejtd-03-2023-0035","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine core professional competencies required by organizational learning (OL) field, using the main knowledge, skills and abilities (KSA) theoretical framework for job candidates in Israel.\u0000\u0000\u0000Design/methodology/approach\u0000An analysis was conducted on 100 job postings from two online platforms using content analysis techniques. The job offers were evaluated according to criteria established by prior research conducted in the USA.\u0000\u0000\u0000Findings\u0000The findings indicate that job announcements appear for three main professions in the field of learning in organizations in Israel: learning designer, learning developer and instructional designer. Most of the offers are for full-time jobs, without requiring a relevant academic degree or previous experience. In comparison to the US employment market, in Israel the demand for OL professionals necessitates communication abilities in English, macro development skills, knowing how to manage professional training and mastery of learning through innovative technology such as augmented reality/virtual reality. The findings also indicated which competencies are most recently required in the OL branch in Israel and the significant differences in KSA necessary for OL professionals in each of the three identified professions.\u0000\u0000\u0000Practical implications\u0000The study highlighted critical elements of the OL professional field and has implications for OL professionals seeking employment and human resources (HR) recruiters seeking them. Job seekers need to know the current job market requirements in the OL field, and HR recruiters need to know what is happening in the current job market. This can be done by following updated job offers in the OL field and responding quickly to changes. The findings also have implications for the educational/academic aspect of the OL teachers in various settings and inform them to refine the content of their syllabus and course content in accordance with the current requirements of the job market in the field of OL.\u0000\u0000\u0000Originality/value\u0000The study is based on the KSA theoretical framework and analysis of the OL US job market according to Wang et al.’s (2021) work. This study presents the Israel OL job market and discuss the authors’ critical view on Wang et al.’s work.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"25 11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88354230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}