International Journal of Training and Development最新文献

The emergence of training programmes for the garment industry: Analysing the cases of Bangladesh, Cambodia and Sri Lanka from a historical‐institutionalist perspective 服装业培训计划的出现：从历史制度主义角度分析孟加拉国、柬埔寨和斯里兰卡的案例

IF 1.8

International Journal of Training and Development Pub Date : 2024-08-16 DOI: 10.1111/ijtd.12340

Markus Maurer, Sheikh Shahana Shimu, Naron Veung

引用次数: 0

Measuring the effectiveness of L&D: Time to move on from Kirkpatrick and Phillips? 衡量学习与发展的有效性：是时候摆脱 Kirkpatrick 和 Phillips 了？

IF 1.8

International Journal of Training and Development Pub Date : 2024-08-14 DOI: 10.1111/ijtd.12342

Cyril Kirwan

引用次数: 0

Will you stay or will you go?: The role of incidental learning within a liminal space in shaping student nurses' perceptions of nursing 你是去还是留？边缘空间中的偶然学习在塑造护士学生护理观念中的作用

IF 1.8

International Journal of Training and Development Pub Date : 2024-07-20 DOI: 10.1111/ijtd.12338

Louise Nagle, Juliet Mc Mahon, Mary Fitzpatrick

{"title":"Will you stay or will you go?: The role of incidental learning within a liminal space in shaping student nurses' perceptions of nursing","authors":"Louise Nagle, Juliet Mc Mahon, Mary Fitzpatrick","doi":"10.1111/ijtd.12338","DOIUrl":"https://doi.org/10.1111/ijtd.12338","url":null,"abstract":"Currently, in Ireland, there is a high rate of attrition among newly qualified student nurses. This paper specifically seeks to provide insights into this issue through an exploration of the experiences and perceptions of clinical placement from a sample of student nurses and preceptors in Ireland through the conceptual lenses of both incidental learning and liminality. We conclude that the power of incidental learning on students transversing a liminal space should not be underestimated and that in our study the surrounding context of support (particularly from preceptors) was critical. Incidental learning around aspects of organization culture and hierarchy that caused dissonance for students emerged as a consistent outcome. So too did time and resource pressure on preceptors due to staffing shortages which, in turn, impacted negatively on workplace learning opportunities beyond routine incidental learning and support available to students to constructively make sense of their experiences. We argue that results from this study can inform not just nurse education but may also give pause for thought to those responsible for professions which have substantial work placement aspects as part of their qualifying route such as apprenticeships.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746142","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}

引用次数: 0

The role of participation in training in the relationship between informal learning and its antecedents 参与培训在非正式学习及其前因之间关系中的作用

IF 1.8

International Journal of Training and Development Pub Date : 2024-07-20 DOI: 10.1111/ijtd.12339

Flávia Lucena Barbosa, Jairo Eduardo Borges‐Andrade

{"title":"The role of participation in training in the relationship between informal learning and its antecedents","authors":"Flávia Lucena Barbosa, Jairo Eduardo Borges‐Andrade","doi":"10.1111/ijtd.12339","DOIUrl":"https://doi.org/10.1111/ijtd.12339","url":null,"abstract":"We investigated the relationships between Participation in Training, Informal Learning Behaviours (ILBs), and their dispositional (Readiness to Learn) and situational (Workplace Interaction and Autonomy) antecedents. Aiming to produce findings with greater reproducibility and generality, we used secondary data from 34 countries participating in the first cycle of the Programme for the International Assessment of Adult Competencies, but we also compared these countries. We randomly selected a sample of 504 respondents from each country who were divided equally into training and non‐training participant groups. Then, we aggregated the sample of all countries (n = 17,136). The group that participated in training achieved higher mean ILBs with lower variance. In the aggregated sample, Participation in Training moderated only the relationships between ILBs and their situational antecedents. Workplace Interaction and Autonomy were more strongly associated with ILBs among non‐training participants. Moderation findings differed among countries. Aspects of job design should be considered—in addition to the skills developed in training—to improve the use of learning opportunities at the workplace. This implication is based on diverse education levels, occupations, age groups, and countries, better supporting global policies. Autochthonous features that may moderate the prediction of ILBs deserve further investigation. Specific training and other dispositional and job design predictors should be longitudinally investigated in the future.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742567","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}

引用次数: 0

Bolstering the transfer of expatriate training: A conceptual model integrating the roles of accountability and identity 加强外派人员培训的转移：融合责任感和认同感作用的概念模型

IF 1.5

International Journal of Training and Development Pub Date : 2024-07-14 DOI: 10.1111/ijtd.12337

Rebecca Grossman, Lisa A. Burke-Smalley, Kareem Panton

{"title":"Bolstering the transfer of expatriate training: A conceptual model integrating the roles of accountability and identity","authors":"Rebecca Grossman, Lisa A. Burke-Smalley, Kareem Panton","doi":"10.1111/ijtd.12337","DOIUrl":"https://doi.org/10.1111/ijtd.12337","url":null,"abstract":"Although organizations increasingly rely on and invest heavily in expatriate assignments, a large proportion of these assignments fail. Given a notable gap in the expatriate literature, we advance a conceptual model focused on improving transfer of expatriate training to the host country work role as a means of addressing these challenges. We integrate relevant theory on expatriate cross‐cultural training, expatriate identity, and accountability for transfer to propose a conceptual model that delineates specific mechanisms through which the transfer of expatriate training, and ultimately expatriate adjustment, can be facilitated. Our model and specific research propositions are premised on the role of identity due to its centrality in developing a sense of accountability for transferring training, and its relevance to the success of expatriate assignments. The propositions and practical recommendations, unlike existing transfer strategies that are sometimes atheoretical or implemented haphazardly, are anchored in a common lens of accountability and identity. By doing so, we uniquely provide systematic and strategic insight about efforts to improve expatriate training, thus facilitating expatriation. A conceptual model and testable research propositions provide numerous pathways for advancing future research focused on the success of expatriate assignments through training. Practical guidance and recommendations, as yoked to a shared theoretical foundation, are presented to help organizations and managers bolster the transfer of expatriate training.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650392","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}

引用次数: 0

A revised model of cognitive apprenticeship: A qualitative study 认知学徒制的修订模式：定性研究

IF 1.8

International Journal of Training and Development Pub Date : 2024-06-22 DOI: 10.1111/ijtd.12336

Makoto Matsuo

引用次数: 0

A vocational education and training subject teacher for fostering students' entrepreneurial skills—The development of a conceptual model 培养学生创业技能的职业教育与培训学科教师--概念模型的开发

IF 1.8

International Journal of Training and Development Pub Date : 2024-06-12 DOI: 10.1111/ijtd.12335

Piia Kolho

{"title":"A vocational education and training subject teacher for fostering students' entrepreneurial skills—The development of a conceptual model","authors":"Piia Kolho","doi":"10.1111/ijtd.12335","DOIUrl":"https://doi.org/10.1111/ijtd.12335","url":null,"abstract":"In the future, a significant portion of the workforce is expected to engage in self‐employment or pursue part‐time entrepreneurial endeavours, especially in vocational education and training (VET) fields where entrepreneurship serves as a predominant avenue of employment. The primary goal of this article is to investigate the interconnectedness of a teacher's autonomy, agency, and guiding behaviour and to understand their relevance to the teacher's pedagogical decisions and ability to effectively guide students toward entrepreneurship. To achieve this objective, semistructured interviews were conducted with eight VET subject teachers, employing predetermined concept definitions derived from prior research. Analysis of the interviews revealed a connection between these concepts, highlighting their influence on the pedagogical decisions made by VET teachers. However, minor variations were observed across diverse fields of VET. The study underscores the significance of autonomy, decision‐making capabilities and teacher agency in fostering students' entrepreneurial skills. It emphasises that autonomy alone is insufficient, and various factors either facilitate or hinder the promotion of entrepreneurship. This article contributes to entrepreneurship education research in two ways. First, it provides new information about the VET subject teacher as a promoter of students' entrepreneurial skills. Second, by presenting a theoretical model that helps to understand the factors influencing teachers' actions. The model, being novel, can be utilised to understand how VET teachers utilise autonomy and express agency in their work. Additionally, the research results are considered from an international perspective. The discourse revolves around the conceptual model, by exploring the reasons behind it, and considering subject teachers' professional identity as entrepreneurship teachers.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351598","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}

引用次数: 0

Advancing the dual learning system in Kazakhstan: Perspectives of agri‐business sector employers 推进哈萨克斯坦的双轨制学习：农业企业雇主的观点

IF 1.8

International Journal of Training and Development Pub Date : 2024-06-02 DOI: 10.1111/ijtd.12334

Ainur Bulasheva, Y. Gadanakis, Sanzidur Rahman

{"title":"Advancing the dual learning system in Kazakhstan: Perspectives of agri‐business sector employers","authors":"Ainur Bulasheva, Y. Gadanakis, Sanzidur Rahman","doi":"10.1111/ijtd.12334","DOIUrl":"https://doi.org/10.1111/ijtd.12334","url":null,"abstract":"The dual learning system gained prominence as part of the education system in Kazakhstan, involving training students in close collaboration with businesses to equip them with the skills and expertise needed for a modern workforce. This study contributes to existing literature examining the adoption and implementation of German‐originated training practices in developing countries using an empirical evaluation of the performance of the dual learning system and traditional education in the Kazakhstani agri‐food business sector based on perceptions of businesses, their attitudes and motivation for participation. A qualitative methodology based on the Expectancy Theory of Motivation was utilized by implementing Focus Group Discussions with employers of 19 businesses of different sizes. Results showed that while certain businesses implementing dual learning excel in attracting skilled professionals, most employers highlight hesitance among younger individuals to pursue careers in the agri‐food sector. Small businesses mainly encounter difficulties in effectively communicating the benefits of working in the sector, coping with high costs, and grappling with uncertainties surrounding the retention of graduates. Managerial and policy recommendations from the study include incentivizing businesses for data sharing on the implementation of dual learning, facilitating graduate retention support and standardizing training conditions.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273786","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}

引用次数: 0

Varieties of work‐based higher education: France, Germany and the United States compared 以工作为基础的高等教育的多样性：法国、德国和美国的比较

IF 1.8

International Journal of Training and Development Pub Date : 2024-05-20 DOI: 10.1111/ijtd.12329

Lukas Graf, Anna P. Lohse, Nadine Bernhard

引用次数: 0

The impact of gamification on training, work engagement, and job satisfaction in banking 游戏化对银行业培训、工作参与度和工作满意度的影响

IF 1.5

International Journal of Training and Development Pub Date : 2024-05-13 DOI: 10.1111/ijtd.12324

Marcelo Magioli Sereno, Huat Bin (Andy) Ang

{"title":"The impact of gamification on training, work engagement, and job satisfaction in banking","authors":"Marcelo Magioli Sereno, Huat Bin (Andy) Ang","doi":"10.1111/ijtd.12324","DOIUrl":"10.1111/ijtd.12324","url":null,"abstract":"<p>This study contributes to the comparative analysis of outcomes between gamified and traditional training systems in the banking sector. On-the-job training is a vital aspect of the process of enhancing work performance within organizations. Thus, by employing a case-based asymmetric configural approach rooted in nonlinear and contrarian case analysis, this research investigates the impact of gamified training on human resource development. A global empirical survey of 388 banking employees revealed that a combination of complexity theory and configural analysis provides valuable insights into the outcomes of both gamified and conventional training methods. In the face of increasing competition, banks are compelled to enhance their professionalism by boosting employee motivation. It becomes apparent that there is no straightforward, necessary and sufficient path available to guarantee high levels of engagement and job satisfaction. Notably, some of these results challenge the expectations of self-determination theory (SDT), which posits the satisfaction of three basic psychological needs during training. These findings contribute to an enriched understanding of the nuanced application of complexity theory in the context of SDT research, particularly regarding the training and development of gamified systems for banking organizations and other service-oriented sectors that can benefit from such innovative training approaches.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0