International Journal of Training and Development最新文献

{"title":"Strengthening Trainers' Transfer Knowledge: An Intervention Study","authors":"Alisha Koch, Susanne Wisshak","doi":"10.1111/ijtd.12349","DOIUrl":"https://doi.org/10.1111/ijtd.12349","url":null,"abstract":"<p>Although continuous vocational education and training (CVET) trainers are relevant stakeholders who can initiate and support transfer, they have received little attention in the context of transfer research, especially with respect to their transfer knowledge. In this study, we investigated the extent to which the transfer knowledge of CVET trainers can be increased through an intervention. Based on our conceptualization of transfer knowledge, which is a three-dimensional construct that includes knowledge about learner characteristics, training design and the work environment, we implemented a 5-week digital training programme (intervention) for CVET trainers. We employed a nonrandomized pretest‒posttest design to investigate <i>N</i> = 81 trainers and examined the effects of the training programme on trainers' transfer knowledge. While 47 trainers participated in the training programme (experimental group), 34 trainers were included in the control group and received no intervention. As hypothesized, we found a significant interaction effect on the development of trainers' transfer knowledge (<span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 \u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 \u0000 <mi>p</mi>\u0000 \u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow>\u0000 </mrow>\u0000 </semantics></math> = 0.386). Furthermore, we found significant interaction effects pertaining to all three dimensions of transfer knowledge: learner characteristics (<span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 \u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 \u0000 <mi>p</mi>\u0000 \u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow>\u0000 </mrow>\u0000 </semantics></math> = 0.196), training design (<span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 \u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 \u0000 <mi>p</mi>\u0000 \u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow>\u0000 </mrow>\u0000 </semantics></math> = 0.246) and the work environment (<span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 \u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 \u0000 <mi>p</mi>\u0000 \u0000 <mn>2</mn>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"255-265"},"PeriodicalIF":1.5,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897056","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":"Green Alignment, Green Vocational Education and Training, Green Skills and Related Subjects: A Literature Review on Actors, Contents and Regional Contexts","authors":"Annabell Albertz,&nbsp;Matthias Pilz","doi":"10.1111/ijtd.12359","DOIUrl":"https://doi.org/10.1111/ijtd.12359","url":null,"abstract":"<p>This study conducts an exploratory and integrative literature review to investigate the discourse on various concepts and terms related to the green alignment of vocational education and training (VET). The study focuses on the key actors setting the discourse, the content within it and the regional contexts in which the discourse occurs. A review of 85 international publications reveals that the discourse is predominantly shaped by the perspectives of policy and research, with international organisations playing a prominent role in the policy strand. While green skills are primarily associated with green jobs in the labour market, green VET encompasses the process of greening VET providers. This discourse appears to be especially prevalent in the Asia-Pacific region and in Africa. The results of the study provide policy and research actors with a nuanced understanding of the discourse, enabling policy actors to integrate scientific insights more effectively into their decision-making processes and foster a more constructive dialogue between policy and research.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"243-254"},"PeriodicalIF":1.5,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897075","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":"Exploring Perception Disparities in Agricultural Risk Management Process Training: An Analysis of Skill Transfer Perspectives Between Supervisors and Trainees","authors":"Pontious Mubiru Mukasa,&nbsp;Richard Miiro,&nbsp;Bernard Obaa,&nbsp;Henry Mutebi,&nbsp;James Kizza,&nbsp;Joseph Kiwanuka","doi":"10.1111/ijtd.12357","DOIUrl":"https://doi.org/10.1111/ijtd.12357","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the comprehensive examination of Agricultural Risk Management (ARM) process skill transfer dynamics between supervisors and trainees. The main points encompass understanding the details of the ARM process and identifying perceptual discrepancies in rating the level of transfer between trainees and supervisors. The investigation aims to contribute valuable insights into refining ARM process dissemination strategies for improved agricultural resilience. Employing a cross-sectional mixed-method approach, this research utilized independent <i>t</i>-tests for quantitative data analysis, facilitated by SPSS software. Furthermore, qualitative data underwent meticulous thematic content analysis conducted through Atlas.ti. The participant demographic characteristics, showcasing a balanced gender distribution among trainees and supervisors, highlighted the cohort's diverse educational backgrounds and qualifications. Trainees exhibited varying educational levels, while supervisors mainly possess advanced degrees, signalling their potential sway in mentoring dynamics. The study uncovered notable gaps within the ARM process framework, notably the absence of comprehensive risk assessment, diversified strategies, formal monitoring mechanisms, and the incorporation of behavioural and financial elements. Emphasizing collaboration and proactive approaches toward addressing long-term risks, particularly climate change adaptation, emerged as pivotal components. Significantly, the study revealed marked differences in perceptions between supervisors and trainees regarding ARM skill transfer, accentuating the necessity for tailor-made training initiatives. The implications drawn from this study underline the critical necessity for customized training modules that consider the distinct needs and perceptions of supervisors and trainees. Furthermore, fostering enhanced collaboration and advocating for a comprehensive approach to mitigating long-term agricultural risks, notably the impacts of climate change, emerge as imperative strategies. These implications carry profound significance in refining risk management practices, bolstering agricultural resilience and ensuring sustainable agricultural practices.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"231-242"},"PeriodicalIF":1.5,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897142","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":"Factors Related to Negative Transfer of Training in Safety-Critical Professions: An Interview Study","authors":"Helena J. M. Pennings,&nbsp;Annemarie Landman,&nbsp;Eric Groen","doi":"10.1111/ijtd.12358","DOIUrl":"https://doi.org/10.1111/ijtd.12358","url":null,"abstract":"<p>Literature on transfer of training largely deals with positive transfer. Only few studies exist on negative transfer, and these were often performed in (laboratory) environments with low ecological validity. This study's objective is to identify factors that contribute to negative transfer in safety-critical professions. The primary focus of the study is on aviation, but investigated principles also apply to other domains with high-performing professionals. Semi-structured interviews were performed with training experts from commercial and military aviation (<i>n</i> = 8), as well as the medical (<i>n</i> = 1) and maritime (<i>n</i> = 1) domain. The experts were asked to list examples of negative transfer that they have observed or experienced themselves. Follow-up questions addressed training approaches and solutions regarding these examples. Answers were categorized using a transfer framework. The experts' most salient concerns involved: Time pressure, which leads to rushed training; Instructors with insufficient understanding of the limitations of the (simulator) training; and the way in which trainees should be placed into hazardous situations in a realistic manner. The experts provided several factors and recalls of experiences which may lead to negative transfer. These results may be relevant for instructors and can provide input for further experimental research regarding negative transfer.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"222-230"},"PeriodicalIF":1.5,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897001","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":"Microlearning for Green Skills Development in Ghana: A Pathway to Sustainability and Just Transitions","authors":"Yaw Owusu-Agyeman","doi":"10.1111/ijtd.12356","DOIUrl":"https://doi.org/10.1111/ijtd.12356","url":null,"abstract":"<div>\u0000 \u0000 <p>There have been calls for society to embrace lower-carbon production and consumption practices to address the growing environmental concerns, which include pollution, biodiversity loss, and environmental deterioration. This call is also linked to the achievement of the United Nations sustainable development goals (SDGs) and the need for countries to create a society that seeks to preserve the health and well-being of current and future generations. However, a global transition to a low-carbon economy that is inclusive, equitable, and socially responsible can be achieved through the contributions of individuals who are equipped with green skills to support the SDGs. Using a qualitative research approach and qualitative content analysis (QCA), the current study examined how microlearning could serve as a strong instructional approach and tool to promote the development of green skills among individuals and the green skills ecosystem. The findings show that microlearning, which is characterised by technology-mediated processes, multi-facilitation approaches, and bite-sized pieces of information, could be effectively and adequately used to support the development of green skills across businesses and substantially reduce pollution, biodiversity loss, and environmental deterioration. The study concludes by arguing that by leveraging the important features of microlearning, such as the brevity of learning experiences, clarity of content, easy accessibility to learning resources, and the ability of trainees to combine their work schedules with the training programme, many individuals will be equipped with green skills to contribute to the achievement of the SDGs.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"209-221"},"PeriodicalIF":1.5,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897081","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":"Young People as Actors in Their Occupational Careers: Effective Strategies to Increase the Chances of Entering an Attractive VET Programme After Leaving a General Education School in Germany","authors":"Claudia Schuchart,&nbsp;Benjamin Schimke","doi":"10.1111/ijtd.12353","DOIUrl":"https://doi.org/10.1111/ijtd.12353","url":null,"abstract":"<p>This article focuses on the question of what strategies general education graduates can use to improve their chances of entering an attractive vocational education and training (VET) programme in Germany. We look, in particular, at grades in the school-leaving certificate and the additional acquisition of a higher qualification at a vocational school. By using a vignette study, we focus on the selection by companies that offer training. Our results show that excellent grades in the school-leaving certificate of graduates with only an intermediate school-leaving qualification or an entrance qualification for a university of applied sciences improve their chances of entering a VET programme in comparison to more highly qualified competitors with very poor grades. One far more effective way is to upgrade their qualification at a vocational school in combination with professional knowledge relevant to the field of the desired VET programme. In particular, this protects graduates with an intermediate school-leaving qualification from a devaluation of their qualification when applying for a VET programme with a high proportion of applicants who have a university entrance qualification. However, there is a negative effect on their chances if they upgrade their qualification in a vocational field that is not relevant to the desired VET programme. This indicates the importance of career counselling at schools.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"176-195"},"PeriodicalIF":1.5,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896836","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":"Fostering Competence and Performance Development in the Nursing Profession in Ghana","authors":"Samuel Howard Quartey","doi":"10.1111/ijtd.12355","DOIUrl":"https://doi.org/10.1111/ijtd.12355","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored the competence and performance development experiences of nurses working in public hospitals in Ghana. The study employed an exploratory qualitative research design. Participants were 25 public sector nurses who were purposively selected from two major hospitals in Ghana. Data were gathered using semi-structured interviews. The data were analyzed using an inductive thematic analytic framework. The findings indicated that nurses develop their competence by training continuously, joining fora, furthering education, and doing research. In addition, the findings revealed that nurses also develop their performance through scientific problem-solving, professionalism, ethics and protocols, nursing interventions, and patient–staff relationships. The findings further showed that favourable staff–manager relationships, staff motivation and satisfaction, and hospital equipment described the nature of a supportive hospital work environment. This study opens an attractive research window on the competence and performance development of public sector nurses in Ghana.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"196-208"},"PeriodicalIF":1.5,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896837","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":"Influence of Trainees' Transfer Beliefs, Intentions, and Commitment on Transfer Readiness: Variable and Person-Oriented Analyses","authors":"Aitana González-Ortiz de Zárate,&nbsp;Helena Roig-Ester,&nbsp;Paulina E. Robalino Guerra,&nbsp;Anja Garone,&nbsp;Carla Quesada-Pallarès","doi":"10.1111/ijtd.12352","DOIUrl":"https://doi.org/10.1111/ijtd.12352","url":null,"abstract":"<div>\u0000 \u0000 <p>Transfer beliefs are understudied in the training transfer field, whereas structural equation modelling (SEM) has been a widely used technique to study transfer models. New methodologies are needed to study training transfer and network analysis (NA) has emerged as a new approach that provides a visual representation of a given network. We explored the relation of transfer beliefs, intentions, commitment, and implementation intentions, and transfer using variable (SEM) and person-oriented approaches (NA) according to groups of trainees based on their transfer readiness. The longitudinal design measured T1 before the training and T2 after the training (268 participants). T1 measured trainees' beliefs about transfer, commitment to transfer, and intention to transfer; T2 measured self-reported transfer and implementation intention actions. The results of the NA confirmed the structure of the exploratory factor analysis. The NA model offered the visual representation of the network complimentary to the results obtained via SEM. Differentiating NA and SEM multigroup by cluster showed differences in models and architectures between clusters. We discussed the relations between beliefs and transfer, and also the implications of the combined use of the SEM and NA as novel approaches to study transfer.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"159-175"},"PeriodicalIF":1.5,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897140","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 Quantitative Analysis of the Underrepresentation of Women on Green Occupational Programmes Groups Within VET in Spain: A New Leaking Pipeline Phenomenon","authors":"Mónica Moso-Diez,&nbsp;Antonio Mondaca-Soto,&nbsp;Juan P. Gamboa,&nbsp;Itziar García-Blázquez","doi":"10.1111/ijtd.12350","DOIUrl":"https://doi.org/10.1111/ijtd.12350","url":null,"abstract":"<div>\u0000 \u0000 <p>The “leaky pipeline” metaphor describes the greater likelihood of women and girls leaving Science, Technology, Engineering and Mathematics (STEM) fields at every point, relative to men and boys. Gender disparities occur both in recruitment—that is, who chooses to enter a STEM pathway—as well as retention—that is, who chooses to persist in a STEM major or occupation. In addition, women who persist in STEM careers are less likely than men to reach top levels of leadership in those careers. The “leaky pipeline” metaphor describes the greater likelihood of women and girls to leave STEM fields at every point, relative to men and boys. Gender disparities occur both in recruitment—that is, who chooses to enter a STEM pathway—as well as retention—that is, who chooses to persist in a STEM major or occupation. In addition, women who persist in STEM careers are less likely than men to reach top levels of leadership in those careers. The aim of this paper is to analyse the representation of women in green occupational groups, studying both their attraction to “green vocational education and training programmes” and their completion as well as their transition to the labour market. It is important to note that green vocational programmes are closely related to STEM vocational education and training (VET) programmes. In this sense, it is relevant to analyse whether the gender “leaking pipeline” phenomenon exists in green training programmes and occupational groups in the same way it does in STEM occupations. The quantitative breakdown by occupational group highlights a clear gender gap in female participation in GREEN VET programmes. Moreover, when women from green occupational groups enter the labour market, their employment conditions are systematically worse than those of men. It is worth noting the scarcity of studies on this issue, particularly quantitative ones, which indicates the limited scientific attention paid to analysing the gender gap in green vocational programmes and occupational groups.</p></div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"149-158"},"PeriodicalIF":1.5,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897234","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":"Responsiveness at the Local Level: Building VET Systems to Advance Communities","authors":"Stephen Billett","doi":"10.1111/ijtd.12351","DOIUrl":"https://doi.org/10.1111/ijtd.12351","url":null,"abstract":"<p>To advance the social and economic goals of the communities that vocational education and training (VET) serves requires more than being responsive to governmental and industry needs. While necessary to a degree, being responsive to such needs is not a sufficient goal to which VET systems should be directed, enacted and judged. They also need to: (i) be responsive to the communities served by those systems and (ii) play a role in bringing about change in those communities through supporting innovations, extending existing economic activities and building capacities at the local level. Given the scope of these roles, VET, perhaps more than any other educational sector, requires effective localised social, administrative and educational infrastructures to achieve such outcomes. Social infrastructure includes partnerships that support work placements, work experiences, employment opportunities and articulate local enterprises' requirements. Administrative infrastructure includes the intentional organisation and enactment of vocational educational provisions and their certification. Educational infrastructure includes the provision and alignment of expertise and resources to achieve these outcomes, including those of teachers and the ability to extend their efforts beyond the educational institution. These forms of local infrastructure are proposed as being essential for achieving five contemporary purposes of VET: (i) engaging young people with VET; (ii) assisting them in identifying occupations to which they are suited; (iii) preparing them for occupations; (iv) continuing education across working life to meet changing needs and goals and (v) aligning workplace innovations with workers' learning. In advancing that proposal, this paper draws on the reviews of literature and findings from a three-decade-long programme of research in VET provisions in countries with both developed and developing economies, to make a case for VET going beyond responsiveness to meet local communities' needs, advance their capacities and extend their social and economic potentials.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"140-148"},"PeriodicalIF":1.5,"publicationDate":"2025-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897032","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}