International Journal of Training and Development最新文献

{"title":"Quality of Employment of High School Graduates: Focusing on the Effect of Student Vocational Education and Training Experience","authors":"Seong Ji Jeong","doi":"10.1111/ijtd.70024","DOIUrl":"https://doi.org/10.1111/ijtd.70024","url":null,"abstract":"<p>This study aims to identify latent employment quality patterns among vocational high school graduates and examine how these patterns are influenced by their upper-secondary vocational education and training (VET) experiences. Grounded in the International Labour Organisation's concept of decent work, this study considers employment quality within diverse indicators: job relevance to education, decent hours, social protection, employment status, adequate earnings, work–life balance, and social dialogue and workplace relations. Using nationally representative data from 1463 Korean vocational high school graduate workers, latent class analysis is employed to classify individuals into distinct employment quality patterns based on multiple dimensions of decent work. The analysis reveals three latent groups: stable (26.7%), partially stable (54.8%), and precarious (18.5%). Results from multinomial logistic regression indicate that students' active participation in vocational coursework, acquisition of industry certifications, and work experience are significantly associated with these latent patterns. Moreover, these relationships vary across different occupational programmes, including STEM, business and services, and others tracks. This study underscores the importance of incorporating diverse indicators of employment quality rather than relying on a single metric. It also suggests that VET strategies should be tailored to the unique characteristics of each occupational programme to improve employment outcomes for vocational high school graduates.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"304-319"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696423","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}

{"title":"Exporting Employability: Evidence From Transnational Education Alumni","authors":"Jessica Schueller,&nbsp;Filiz Keser Aschenberger","doi":"10.1111/ijtd.70022","DOIUrl":"https://doi.org/10.1111/ijtd.70022","url":null,"abstract":"<p>Transnational education institutions promoting foreign curricula often claim to enhance international employability for local students, yet many assertions lack substantial evidence. This qualitative study investigates the study-to-work transitions of alumni from a binational university in Turkey, focusing on their motivations for selecting this university and their immediate labour market outcomes. The study introduces the concept of “exporting employability” through transnational education. The findings indicate that the extent to which transnational higher education institutions can “export” employability has limitations and largely depends on language skill development. Notably, nearly all graduates choose to work in their country of origin. By applying transnational social fields theory, this study illustrates how transnational education can offer a globally relevant yet locally applicable education, ultimately providing concrete evidence of transnational education's role in enhancing alumni employability and contributing to their labour market outcomes.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"295-303"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695779","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}

{"title":"Correction to “Teachers' Information and Communication Technology Reflexivity: A Collaborative Approach for Bringing Together Theory, Policy and Practice”","authors":"","doi":"10.1111/ijtd.70035","DOIUrl":"https://doi.org/10.1111/ijtd.70035","url":null,"abstract":"<p>Novoa-Echaurren, Á., and M. Domingo. 2025. “Teachers’ Information and Communication Technology Reflexivity: A Collaborative Approach for Bringing Together Theory, Policy and Practice.” <i>International Journal of Training and Development</i> 30, no. 2: 229–241. https://doi.org/10.1111/ijtd.70018.</p><p>In the article, the affiliations were mistakenly assigned to both authors. The correct author affiliations are provided below.</p><p>Ángela Novoa-Echaurren¹ | Myrrh Domingo²</p><p>¹School of Education, Universidad de los Andes, Santiago, Chile | ²Culture, Communication &amp; Media, UCL Institue of Education, London, UK</p><p>We apologize for this error.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695879","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}

{"title":"Facilitating Unlearning: The Paradoxical Roles of Developmental Job Experience and Psychological Safety in Early-Career Employees","authors":"Satoshi Tanaka,&nbsp;Megumi Ikeda","doi":"10.1111/ijtd.70021","DOIUrl":"https://doi.org/10.1111/ijtd.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>Building on transformative learning theory, this study develops and tests a moderated mediation model to explain how developmental job experience fosters unlearning among early-career employees, while also illuminating the paradoxical role of psychological safety. Using two-wave survey data from 1382 young Japanese employees, hierarchical regression and moderated mediation analyses revealed that developmental job experiences directly and indirectly promote unlearning through the mediating effect of critical reflection. Paradoxically, while higher psychological safety encourages employees to undertake challenging tasks, which strengthens the positive influence of developmental job experience, it also weakens the link between developmental job experience and critical reflection by reducing the tension necessary for in-depth self-examination. These findings advance the literature on unlearning by elucidating the complex interplay between individual developmental experiences and the dynamics of organizational culture. From a practical perspective, human resource development professionals should strategically balance psychological safety and constructive tension to optimize adaptive learning and agility among younger employees.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"258-269"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695979","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":"Further Education and Training in ICT: Inequalities Among European Workers Before and After the COVID-19 Outbreak","authors":"Martin Lakomý,&nbsp;Jakub Šácha,&nbsp;Patrik Stopka","doi":"10.1111/ijtd.70020","DOIUrl":"https://doi.org/10.1111/ijtd.70020","url":null,"abstract":"<div>\u0000 \u0000 <p>Further education and training (FET) should form a foundation for increasingly dynamic and digital European economies. Policies aim to support ongoing workforce development and retain as many individuals as possible in the labour market. However, limited existing evidence supports the Matthew effect in this area—FET tends to be more accessible for workers with higher qualifications in better jobs. This study uses data from the EU Labour Force Survey and examines the relationship between individual and job characteristics with FET, as well as its shift during the COVID-19 outbreak. The findings confirm that FET is more common among younger and middle-aged workers, those in higher-level positions, workers in larger companies, and those not working under a supervisor. Some of these patterns changed with the onset of the pandemic, notably the link between FET in ICT and higher education becoming stronger. This study identifies several robust factors that influence participation in FET, serving as a foundation for policies that aim to provide accessible, targeted FET opportunities for groups at risk of exclusion in a digitalised labour market.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"245-257"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695875","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":"Intercultural Competence Development Through Tourism: A Study of Czech Visitors to France","authors":"Renata Cuhlova,&nbsp;Jiri Nesiba,&nbsp;Prateek Kalia","doi":"10.1111/ijtd.70023","DOIUrl":"https://doi.org/10.1111/ijtd.70023","url":null,"abstract":"<p>This study examines international travel as a context for informal intercultural learning and the development of intercultural competence, aligning with the broader goals of training and development. Using the Cross-Cultural Adaptability Inventory (CCAI), this research assesses changes in four dimensions—Emotional Resilience, Flexibility/Openness, Perceptual Acuity, and Personal Autonomy—among Czech tourists before and after a 2-week guided cultural experience in France. A longitudinal design involving 120 participants and Wilcoxon signed-rank tests revealed statistically significant improvement in the Flexibility/Openness dimension. These findings suggest that structured travel experiences may foster greater openness and receptivity to cultural differences, representing a partial yet meaningful enhancement of intercultural competence. The study contributes to the growing body of literature on experiential learning in tourism and offers nuanced implications for intercultural training, particularly regarding how short-term international experiences can serve as informal opportunities for developing selected facets of intercultural competence.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"270-279"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696295","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}

{"title":"Understanding the Transition to Management Process of Generation Z: Insights From a Phenomenological Study","authors":"Eldar R. Khozin,&nbsp;Maria S. Plakhotnik","doi":"10.1111/ijtd.70019","DOIUrl":"https://doi.org/10.1111/ijtd.70019","url":null,"abstract":"<div>\u0000 \u0000 <p>First-time managers have received limited attention in academic research, with only a few studies appearing over the years in human resource development and related fields. Today, generation Z has entered the workforce, and many of them are being promoted to management. Therefore, our study explored the transition to the management process for generation Z employees. We interviewed 12 representatives of this cohort and analyzed the data using Interpretative Phenomenological Analysis. The findings suggest that the transition for first-time managers from generation Z has five facets that can be divided into two groups: dispositional and situational. Additionally, the study offers important insights into the transformation of professional identity during this transition, highlighting the significant roles of values and proactive behaviours. We conclude with a discussion of the theoretical and practical implications of our findings, as well as suggestions for future research.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"280-294"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696322","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":"Human Capital 4.0: Readiness of Initial Vocational Education Programmes in Italy and Germany","authors":"Luca Antonazzo,&nbsp;Susanne Peters","doi":"10.1111/ijtd.70025","DOIUrl":"https://doi.org/10.1111/ijtd.70025","url":null,"abstract":"<p>The rapid pace of technological innovation and the advent of Industry 4.0 have profoundly transformed labour markets and the nature of work. This paper examines the preparedness of Initial Vocational Education and Training (IVET) programmes in Germany and Italy to meet the demands of Human Capital 4.0. Utilising a comparative analysis of three IVET programmes, this study investigates the skills and competencies these programmes aim to develop and evaluates their alignment with the requirements of a technologically advanced economy. In Germany, the dual system's practical orientation, strong industry feedback mechanisms, and continuous curriculum updates position it as a model of high readiness. The integration of practical training and close collaboration with employers ensures that students acquire relevant skills, making the German IVET system highly responsive to labour market needs. In contrast, Italy's predominantly school-based IVET system emphasises theoretical knowledge with limited practical exposure. The centralised, state-driven feedback mechanism in Italy leads to slower adaptation to industry changes, affecting the system's readiness to equip students with the necessary skills for Industry 4.0. Findings reveal that Germany's IVET programme is nominally better aligned with Human Capital 4.0, as it embraces soft skills, cognitive skills, digital competencies, and emotional intelligence. Italy's IVET programmes, while strong in theoretical knowledge, need to enhance their practical training components, incorporate industry feedback more effectively and integrate emotional intelligence to improve readiness. This paper contributes to the ongoing discourse on vocational education reform by highlighting the critical role of practical training and industry collaboration in preparing students for the challenges and opportunities of Industry 4.0. It underscores the importance of revising traditional education systems to meet the dynamic needs of the modern economy and suggests areas for improvement in both German and Italian IVET systems.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 3","pages":"320-333"},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696428","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}

{"title":"Beyond Leadership Skills: The Conditional Impact of Self-Directed Protean Career Orientation on Leader Identity Formation","authors":"Shohei Hayashi,&nbsp;Kohei Saito","doi":"10.1111/ijtd.70013","DOIUrl":"https://doi.org/10.1111/ijtd.70013","url":null,"abstract":"<p>This study investigates how leadership skills contribute to leader identity formation through prosocial impact at work and how this process is shaped by self-directed protean career orientation (PCO). Drawing on the identity-development spiral model, we conceptualize consideration and initiating structure as core leadership skills and examine their effects on leader identity via prosocial impact. Using two-wave survey data from 432 full-time employees with subordinates in Japan, structural equation modelling revealed three main findings. First, prosocial impact fully mediated the relationship between consideration and leader identity, whereas the indirect effect of initiating structure was not significant. Second, PCO positively predicted both consideration and initiating structure. Third, PCO moderated the effects of leadership skills in distinct ways: consideration strengthened prosocial impact and leader identity among high-PCO individuals, whereas initiating structure showed no significant benefit and even a weakening tendency for those with high PCO. These findings refine the identity-development spiral model, showing that leadership skill acquisition does not uniformly reinforce leader identity. They also highlight that PCO can play both a facilitative and inhibiting role in leadership development and underscore the importance of tailoring leadership training to employees' career orientations.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"166-178"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148076712","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}

{"title":"Dynamic Training Transfer in Leadership Development – How Subjective Evaluations, Motivation to Transfer and Social Support Drive Changes in Leader's Early Transfer Behaviours","authors":"Charlotte Sophie Diekmann,&nbsp;Alexander Pundt","doi":"10.1111/ijtd.70016","DOIUrl":"https://doi.org/10.1111/ijtd.70016","url":null,"abstract":"<div>\u0000 \u0000 <p>This study follows a dynamic conceptualization of training transfer focusing on leadership development. Based on the Dynamic Transfer Model, we investigate temporal changes in transfer behaviour while considering the influence of leaders' appraisal of previous transfer experiences. We include motivation to transfer and perceived support as mediators and investigate their impact on training transfer within a dynamic framework. A total of <i>N</i> = 65 leaders (280 occasions overall), who attended various leadership trainings, were surveyed on transfer behaviour, satisfaction with transfer attempts, transfer motivation, and support received from colleagues and supervisors once a week over a period of five consecutive weeks. Multilevel analysis revealed that satisfaction with transfer experiences gained in 1 week significantly predicted transfer behaviour in the following week, after controlling for transfer behaviour in the former week. While transfer motivation was found to partially mediate this relationship, perceived support did not yield a significant indirect effect. Overall, these findings highlight the importance of motivational factors in predicting future transfer behaviour and contribute to the existing literature by incorporating affective dimensions.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"202-212"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148095545","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}