International Journal of Training and Development最新文献

{"title":"The influence of trainees' characteristics on the transfer of entrepreneurship training: Evidence from microfinance institutions in Tanzania","authors":"Joyce J. Minja PhD, Candidate,&nbsp;Omari K. Mbura PhD,&nbsp;Goodluck Charles PhD","doi":"10.1111/ijtd.12266","DOIUrl":"10.1111/ijtd.12266","url":null,"abstract":"<p>While entrepreneurship training is essential for the growth and sustainability of enterprises, the literature identifies several challenges which contribute to insufficient transfer (application) of trained materials to enterprises. Yet, the extant literature on training transfer is inconclusive, with minimal focus on trainee personal characteristics and scarce visualization of transfer as a dimensional concept. The study addressed this gap by examining the influence of selected trainee demographics on dimensions of near, far and creative transfer of entrepreneurship training. Based on a survey of 418 trainees in Tanzanian community-based microfinance institutions, findings reveal that, each dimension of training transfer tested was influenced by a different set of demographic determinants. It was evident that elders were less enthusiastic about near and far application of entrepreneurship training. Males perceived slightly more training transfer in far and creative domains while those with higher education levels were more likely to apply training in all transfer dimensions. Those with exposure to entrepreneurship were more convinced of the value of applying the trained skills to near and creative domains. Consequently, the study advances Andragogy by showing the contextual nature of applicability of its principles, as well as the dependence of training transfer on contextual factors surrounding trainees.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"448-471"},"PeriodicalIF":1.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46105613","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":"Effectiveness of a competence-based planting support training programme for development agents in Ethiopia","authors":"Chalachew Tarekegne,&nbsp;Renate Wesselink,&nbsp;Harm J. A. Biemans,&nbsp;Martin Mulder","doi":"10.1111/ijtd.12265","DOIUrl":"https://doi.org/10.1111/ijtd.12265","url":null,"abstract":"<p>Competence-based education and training (CBE/T) has been implemented in Ethiopia to develop the competences of (future) professionals and to improve their performance. However, empirical evidence that demonstrates the effectiveness of CBE/T is scarce. Positioning the study within the theory of strategic alignment and comprehensive competence-based training, we used the authentic core job task ‘On-Site Helping of Farmers during the Planting of Maize’, of Development Agents as problem context and conducted an experimental-longitudinal research study including multirater performance assessment. The study compared competence development of the Development Agents who received training that could be characterized as ‘High-CBT’ (<i>N</i> = 33) and ‘Low-CBT’ (<i>N</i> = 32). ‘High-CBT’ means that in these training programmes, principles of competence-based training were used more completely than in the ‘Low-CBT’ programmes. Experts rated the competence levels of the Development Agents and Development Agents rated their own competence levels. Both groups did that before and after the training. Individual Development Agent performance was also rated by Trained Assessors. Longitudinally, Development Agent performance data was collected during one production year at three points in time. Development Agent's competence development in the ‘High-CBT’ training condition was higher than in the ‘Low-CBT’ condition. Observations made on each Development Agent's performance by Trained Assessors both in the Farmer Training Centres and in the authentic job situations, generally confirmed better performance of the ‘High-CBT’ group compared with the ‘Low-CBT’ group. The finding contributes to the state of research on the relationship between competence development and performance improvement, which is theoretically postulated although less empirically tested.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"381-406"},"PeriodicalIF":1.8,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137971708","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":"Employability competences of workers in health care and finance. The role of self-directed learning orientation and job characteristics","authors":"Niels van der Baan,&nbsp;Isabel Raemdonck,&nbsp;Ellen Bastiaens,&nbsp;Simon Beausaert","doi":"10.1111/ijtd.12264","DOIUrl":"10.1111/ijtd.12264","url":null,"abstract":"<p>Employability, defined as a set of competences that allow an individual to create and maintain a job, is pivotal for both organizations and employees. Organizations with an employable workforce remain competitive and individuals who are employable experience better career development. The present study investigates self-directed learning orientation (SDLO), job control, and job demand as predictors for three employability competences: occupational expertise, personal flexibility, and anticipation and optimization. Data were collected from a sample from two different sectors (health care and finance) in the Netherlands. A path model was built to investigate the relationships between the dependent and independent variables. Results indicate that SDLO and job demands relate positively to all three employability competences. These results suggest that employees with a self-directed learning orientation and employees working in a demanding job are more employable. In addition, we found that the positive relationship between SDLO and employability competences was moderated by job control. To create an employable workforce, supervisors and managers can promote employees’ orientation toward self-directed learning and pay considerable attention to job design in terms of job demands and job control.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"427-447"},"PeriodicalIF":1.8,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44979035","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 the role of self-awareness in coach development: A grounded theory study","authors":"Julia Carden,&nbsp;Jonathan Passmore,&nbsp;Rebecca J. Jones","doi":"10.1111/ijtd.12261","DOIUrl":"10.1111/ijtd.12261","url":null,"abstract":"<p>Workplace coaching is a rapidly growing industry, and while there has been some research carried out to explore the effectiveness of coaching and to evaluate coaching outcomes, there has been very little research to underpin coach development and how coaches best develop coaching competence for workplace coaching. Self-awareness is perceived by many, including the professional coaching bodies, to be a core-competency for practising coaches. However, there is a lack of research evidence to underpin this perception and therefore this study, using an inductive grounded theory approach, explores the linkages between self-awareness and coach development. It finishes by presenting a conceptual framework to identify the linkages between self-awareness and coach development. The paper aims to make a theoretical contribution to the literature supporting workplace coaching and in particular coach development, by developing theoretical principles to underpin those providing coach development. The findings indicate that self-awareness is an important competency for coaches to develop as it provides the backbone to developing deep and meaningful connections both for the coach in terms of self-acceptance and confidence, and for the client in terms of the depth of the relationship, thereby creating an environment in which challenging work can be carried out.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 2","pages":"343-363"},"PeriodicalIF":1.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42408071","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":"Academic staff within vocational education responding to learners needs","authors":"Tracey Carlyon,&nbsp;Margaret Naufahu","doi":"10.1111/ijtd.12262","DOIUrl":"https://doi.org/10.1111/ijtd.12262","url":null,"abstract":"<p>The establishment of Te Pūkenga—New Zealand Institute of Skills and Technology, in 2019 was a result of the Review of Vocational Education (ROVE) undertaken in Aotearoa New Zealand. ROVE was committed to hearing the voices of all stakeholders to ensure excellence for all New Zealanders in vocational education. Against the backdrop of this review, research was undertaken by an Institute of Technology Polytechnic to learn more about how academic staff perceive they respond to their learners needs. In particular, the research focussed on the relationships academic staff have with their students; current feedback practices; and how authentic and engaging opportunities for learning occurs. Findings, as reported on in this article, showed academic staff are acutely aware of the central role they play in meeting their students’ needs and have a strong commitment towards student success. Nonetheless, data also highlighted some clear tensions and constraints for academic staff, including lack of time, high workloads, insufficient support, and inadequate resources. The authors suggest in addition to accessing professional learning opportunities, that overcoming some of these challenges may require fundamental, high level changes within vocational education institutions.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 2","pages":"364-379"},"PeriodicalIF":1.8,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137689131","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":"Enrolment in workplace multimodal training programmes: The weight of trainee reactions to previous training experiences","authors":"Rachel Chauvin,&nbsp;Nora Yennek,&nbsp;Pauline Laurent,&nbsp;Sonia Lôrant,&nbsp;Fabien Fenouillet","doi":"10.1111/ijtd.12260","DOIUrl":"https://doi.org/10.1111/ijtd.12260","url":null,"abstract":"<p>This study investigated the extent to which trainees’ perceptions about previous training experiences determine their decision to re-enrol in future multimodal training programmes. A post-training reaction instrument adapted to multiple training modalities was developed. The results showed that trainees’ perceptions of the training design and utility for professional activities had an impact on their intention to attend training, which in turn affected the decision to re-enrol in English as a foreign language training programme measured four months later. Trainees less satisfied with their training experience also considered it less useful to reach their goals and were less likely to re-enrol in future programmes on the same topic. Nevertheless, the level of pre-training motivation to learn and task self-efficacy should be monitored, as they can strongly affect perceived training usefulness. Practical and research implications are proposed in the discussion.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 2","pages":"315-342"},"PeriodicalIF":1.8,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137689132","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":"Student motivation and satisfaction: Why choose an international academic franchise programme rather than a home one?","authors":"Nasir Aminu,&nbsp;Kevin Pon,&nbsp;Caroline Ritchie,&nbsp;Stanislav Ivanov","doi":"10.1111/ijtd.12263","DOIUrl":"10.1111/ijtd.12263","url":null,"abstract":"<p>As globalisation increases, Higher Education Institutions are challenged to produce more young graduates to meet the corporate world's demand for highly qualified, mobile international managers. Business and management programmes are required to have international components to attract the best students. To date, the majority of research has focused on the management and quality of such programmes with few studies undertaken from the students’ perspective. This article examines students’ motivations to study on an internationally franchised academic programme, prior expectations and whether these were met. Students of international franchised management programmes at both undergraduate and postgraduate level studying in five different countries were asked what motivated them to choose this form of study over other possibilities open to them, their prior expectations and how satisfied they were with their actual experiences. The results confirmed some previous findings, i.e. the significance of enhanced employability potential. However, they also identified new themes, showing how the students’ funders influenced the choice of study and how that influence was affected by gender. The results also queried students’ true motivation for these programmes and the international academic franchisees’ potential to meet those expectations fully.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"407-426"},"PeriodicalIF":1.8,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880599","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":"Capacity Strengthening: Development and Evaluation of the Training Course “Research Methods for Mental Health in War and Conflict”","authors":"Nancy Tamimi,&nbsp;Hanna Kienzler,&nbsp;Weeam Hammoudeh,&nbsp;Rita Giacaman","doi":"10.1111/ijtd.12259","DOIUrl":"10.1111/ijtd.12259","url":null,"abstract":"<p>To address the gap in locally driven mental health capacity strengthening initiatives in the occupied Palestinian territory (oPt), researchers from Birzeit University (BZU) and King's College London (KCL) developed a unique short course focusing on the intersection between methods, mental health, and conflict. The course was delivered in the West Bank at BZU, aiming to strengthen mental health research capacity among local researchers, health professionals and administrators. Twenty-eight participants from the West Bank and East Jerusalem completed the course. Participants accepted on the course from the Gaza Strip did not receive permission by the Israeli authorities to travel to the West Bank and were thus unable to attend. A pre-training assessment was completed before the start of the course and identified a gap in participants’ key qualitative and quantitative research skills. The post-evaluation showed that all participants agreed that their qualitative research skills improved, and the majority agreed that their quantitative research skills improved. Several participants considered the quantitative part too intensive, requiring more training time. The majority of participants were highly satisfied with the course. Our initiative offers a model for strengthening the local research capacity required to tackle the burden of mental illness in conflict-affected areas. This annual course can be scaled up to other conflict settings.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 2","pages":"285-314"},"PeriodicalIF":1.8,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43856125","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":"Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector","authors":"Josine van den Elsen,&nbsp;Brenda Vermeeren,&nbsp;Bram Steijn","doi":"10.1111/ijtd.12258","DOIUrl":"10.1111/ijtd.12258","url":null,"abstract":"<p>This article examines the relationship between the valence of formal learning (perceived usefulness of the outcomes of formal learning for daily work and ambitions) and the employability-related competences of public sector employees. Furthermore, the moderating roles of social informal learning and transformational leadership (TFL) are investigated. We conducted hierarchical linear regression analyses, using secondary cross-sectional data from Dutch public service employees (<i>n</i> = 8858). The results show that the valence of formal learning increases employees’ employability competences. Additionally, TFL strengthens this relationship for two of the employability competences. However, TFL also negatively moderated the relation between valence and one of the employability competences. Social informal learning was found not to have a moderating effect but to directly contribute to the development of employability competences. The results question the predominant focus in research on participating in formal learning to increase employability competences and adds new insights by introducing the valence of formal learning to the employability literature. Some implications for future research are given related to the limitations of this article, such as the use of cross-sectional data. The findings show the relevance of formal learning with high valence for boosting employability. Therefore, employers should encourage formal learning and employees should carefully consider its expected valence. Furthermore, the results show that employers should enhance transformational leadership styles and stimulate employees to learn informally. This study provides further evidence for the relationship between formal learning and employability competences by considering the valence of formal learning rather than focusing on whether or not someone has participated in formal learning. Furthermore, it extends previous employability research by considering the moderating roles of social informal learning and of TFL.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 2","pages":"266-284"},"PeriodicalIF":1.8,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49222380","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":"A combined resources-strength intervention: Empirical evidence from two streams of the positive psychology approach","authors":"Andrea Ceschi,&nbsp;Riccardo Sartori,&nbsp;Francesco Tommasi,&nbsp;Stefano Noventa,&nbsp;Sofia Morandini,&nbsp;Vivian Zagarese","doi":"10.1111/ijtd.12257","DOIUrl":"https://doi.org/10.1111/ijtd.12257","url":null,"abstract":"<p>In the framework of positive psychology approach, the present study reports the effect of a mixed human resources (HR) intervention program. We developed an intervention by the integration of the classic resource-based intervention with the specific strength training program named FAMILY. Then, we examined the extent to which such a combined intervention enhanced commitment, work engagement, job performance, and decreasing exhaustion of the participants. <i>N</i> = 69 sales consultants operating in an Italian pharmaceutical company participated in our study. To monitor the interventions used, participants had to complete a diary with self-report measures on the dimensions considered for four weeks. Data were analyzed by using growth models to study the variability of the dimensions considered overtime. Afterward, we used multilevel model analyses to test the associations between them. Our results showed that our combined training intervention increased in-role and extra-role performance, emotional commitment, and decreased the reported exhaustion level of the employees. Moreover, relationships among such dimensions have been explored in relation to antecedents that affect them (i.e., negative and positive emotions experienced, and job demands, and resources).</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 2","pages":"245-265"},"PeriodicalIF":1.8,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137492400","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}