International Journal of Training and Development最新文献

{"title":"Turning Green Training Into Advocacy: A Stimulus-Organism-Behaviour-Consequence Framework to Workplace Sustainability","authors":"U. Bala Aiswarya,&nbsp;Kalaivani Manivel","doi":"10.1111/ijtd.70012","DOIUrl":"https://doi.org/10.1111/ijtd.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the role of green training in promoting employees' green advocacy among employees by drawing on the Stimulus-Organism-Behaviour-Consequence (SOBC) framework, the Theory of Planned Behaviour (TPB), and Self-Determination Theory (SDT). Within the SOBC lens, green training is conceptualized as a critical stimulus that influences employees' green psychological resources, namely green mindfulness and green self-efficacy. These psychological constructs serve as organisms, sequentially mediate the relationship between green training (stimulus) and private sphere pro-environmental behaviours (response), ultimately culminating in green advocacy (consequence). TPB provides the foundation for explaining how green mindfulness and green self-efficacy influence employees' pro-environmental behaviours, while SDT explains how green training fosters mindfulness and self-efficacy in sustaining such behaviours. Data were collected from 237 IT sector employees in India and analyzed using SmartPLS to test the hypothesized relationships. The findings highlight the essential role of green training in enhancing green mindfulness and self-efficacy, which function as a sequential mediator linking green training with private sphere pro-environmental behaviour and green advocacy of the employees. This empirical validation extends the applicability of the SOBC framework to workplace sustainability by meaningfully integrating the TPB and SDT, thereby addressing existing gaps in the literature and providing incremental theoretical insights into the associations between green psychological constructs and workplace behaviours. From a managerial perspective, the findings emphasize the importance of implementing targeted green training programs in IT firms to cultivate these psychological resources, thereby driving employee engagement in sustainable practices and advocacy for organizational environmental objectives.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"149-165"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148091401","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":"When Knowledge Is Power: Leveraging Green Innovation Through Employee Training","authors":"Louisa Mach","doi":"10.1111/ijtd.70011","DOIUrl":"https://doi.org/10.1111/ijtd.70011","url":null,"abstract":"&lt;p&gt;This paper aims to examine the relationship between investments in employee training and green innovation outcomes in German firms. The study investigates how these training expenditures influence the development and implementation of innovations that lead to environmental benefits, such as reduced energy consumption or emissions. Data from the Mannheim Innovation Panel 2021 is utilized to test the relationship. The study employs both ordinary least squares regression, which provides an estimate of the average effect of the independent variable, and quantile regression, which offers a nuanced understanding by exploring effects across different levels of green innovation within the distribution. This approach allows for detailed insights into how training investments influence firms at various points along the distribution of green innovation outcomes. The findings show that training expenditures are consistently and positively correlated with green innovation, particularly for firms situated in the midrange of the green innovation distribution (quantiles 0.4–0.7). This suggests that investments in workforce training are especially beneficial for firms that are engaged in, or beginning to expand, their green innovation activities. Such training can help embed environmental competences into broader organizational practices. Research and development efforts also display a consistently positive and significant association with green innovation across the distribution, underscoring their critical role in driving innovation. Public funding is beneficial at midquantiles (0.4–0.5) of green innovation, where it appears to support the development of a crucial knowledge base, but the influence diminishes for firms at higher quantiles of the green innovation distribution. Smaller firms (those with less than 250 employees) face more challenges in achieving high quantiles of the green innovation distribution, likely due to resource constraints and a narrower knowledge base compared with larger firms. In addition, firms with higher climate change awareness are more likely to adopt green innovations, particularly at higher quantiles (0.7–0.9) of the distribution. Finally, industry affiliation gains importance at higher green innovation quantiles, pointing to sectoral dynamics at advanced innovation stages. The findings emphasize the importance of German firms investing in structured employee training programs to drive green innovation. For practice, this indicates that training aligned with environmental objectives can provide a tangible level for advancing green innovation in firms. This study contributes to the existing research by uncovering how investments in employee training influence green innovation at different levels of the distribution. By employing quantile regression, the analysis highlights heterogeneous effects that remain hidden on average-based approaches, offering new insight into when and for which firms training investments matter most. Si","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"131-148"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148091400","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":"Cooperative Training as a Mediator Between Training Materials and Graduates' Employability in the Ethiopian Vocational Education","authors":"Fita Ayalew Dehnie,&nbsp;Befekadu Zeleke Kidane,&nbsp;Mesfin Molla Demissie","doi":"10.1111/ijtd.70014","DOIUrl":"https://doi.org/10.1111/ijtd.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>With contextualization of human capital theories, and investment in human capital, this study examined the mediator role of cooperative training in the relationship between training materials and graduates' employability in vocational education with the use of a mixed-method research design. With questionnaire and interview instruments, 148 trainer-participants and 15 Key Informants participated from four Polytechnic Colleges in Addis Ababa. Data was analyzed using descriptive and inferential statistics and thematic analysis. The results showed that the training environment in the Polytechnic Colleges was not equipped with the necessary training materials. Both training materials and cooperative training have a positive relationship with graduates' employability. Moreover, the findings indicated that significant positive effect of cooperative training on the direct influence of training materials on graduates' employability. The findings have significant implications for vocational providers, policy makers, and employers' insights into maximizing return on investment in vocational education.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"179-191"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148082393","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":"Conceptions of the Leading of Learning in Supervisory Work: A Qualitative Study Based on a Finnish Technology Organization and a Central Hospital","authors":"Sara Keronen,&nbsp;Soila Lemmetty,&nbsp;Kaija Collin","doi":"10.1111/ijtd.70009","DOIUrl":"https://doi.org/10.1111/ijtd.70009","url":null,"abstract":"<p>The meaning of learning in knowledge-intensive work for competence development and motivation is significant. Supervisors play a major role as facilitators of learning, making individual- and team-level learning possible in organizations. Supervisors need to implement organizational-level strategies in practice and enhance employees’ learning processes in daily problem-solving situations. To facilitate learning, supervisors act as coaches in helping employees develop themselves. However, supervisors have difficulties recognizing this role, and they might not have enough knowledge and competence on how to support adults’ learning processes based on self-determination. We explore how supervisors in technology organization and central hospital in Finland conceptualize their role as leaders of learning in their own work contexts. The findings of the phenomenographic analysis were derived from supervisors’ diaries (<i>N</i> = 29) and interviews (<i>N</i> = 17). The findings consist of four logically constructed categories of descriptions in which supervisors depicted leading as a practice that focuses on recognizing and strengthening individual motivations and organizational goals, supporting personnel in learning situations, facilitating collective learning situations and acting as a role model. Leading learning is tied to everyday work situations, emphasizing supervisors’ presence and participation among personnel in daily work. The findings can be utilized towards creating a pedagogically suitable environment for learning and development in organizations. Thus, understanding the actions that facilitate learning is essential for developing supervisors’ training and education to meet employees’ learning needs. Additionally, we offer suggestions for future research.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"105-117"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148088104","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":"Adjustment of the Teacher Self-Efficacy Scale in Vocational Education: Exploring Its Links to Academic Performance","authors":"Arturo García-de-Olalla,&nbsp;Maria Tugores-Ques,&nbsp;Carme Pinya-Medina,&nbsp;Francesca Salvà-Mut","doi":"10.1111/ijtd.70010","DOIUrl":"https://doi.org/10.1111/ijtd.70010","url":null,"abstract":"<p>Teacher self-efficacy refers to teachers' beliefs in their capacity to influence student learning and engagement. A strong sense of self-efficacy has been identified as a key factor associated with instructional practices and the quality of teacher–student relationships. The present study focuses specifically on vocational education and training (VET) pathways, and aims to examine the impact of teachers' sense of self-efficacy on the academic performance of VET students. In addition, this study evaluates the suitability of the Teachers' Sense of Efficacy Scale (TSES) for use with VET teachers. Data from a survey of 285 vocational education and training teachers were analyzed. The findings indicate a redefined questionnaire structure, revealing a new item distribution. Moreover, the results show that teachers' sense of self-efficacy significantly predicts students' academic performance. However, when considering the newly identified factors, certain dimensions exhibit contrasting influences on students' academic performance. Thus, Efficacy in Promoting Engagement and Adaptation positively influences students' academic performance, while Efficacy in Questioning and Explaining is associated with a negative impact. This study sheds light on the relation between teacher self-efficacy, individual and contextual factors, and student academic performance in vocational education.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"118-130"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148088706","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":"Employer Training Interventions in Supported Employment Workplaces and Their Impact on Hiring Attitudes","authors":"Miri Ben-Amram,&nbsp;Orly Shapira-Lishchinsky","doi":"10.1111/ijtd.70015","DOIUrl":"https://doi.org/10.1111/ijtd.70015","url":null,"abstract":"<p>This study aims to investigate the effectiveness of training interventions in public, institutional or private organizations for promoting positive attitudes among employers towards hiring individuals with intellectual developmental disabilities (IDD) in supported employment settings. The study included 60 employers, divided into three groups: video case studies, analysis case studies and a treatment group. Over the course of a year, participants attended nine structured training interventions. Pre-, post- and 6-month post-training questionnaires were administered to measure psychological empowerment, self-efficacy and attitudes towards hiring individuals with disabilities. Employers exposed to video case studies exhibited more positive attitudes than those engaged in case study analyses. The study found a positive correlation between training intervention strategies (video and analysis case studies) and their effectiveness. The positive psychological effects persisted 6 months after the intervention. This study suggests training that provides a supportive environment for employers hiring individuals with IDD to address ethical dilemmas, leading to improvement in their psychological indicators over time. Authentic simulation videos showcasing real-life managerial experiences proved effective in fostering positive psychological dimensions. The study facilitates a more inclusive and diverse workforce.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"213-228"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148100037","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":"Forging Technical Career Skills in Virtual Reality: How Immersion Shapes Learning and Engagement","authors":"Benjamin D. Blachly,&nbsp;Bradley D. Pitcher,&nbsp;Jerod C. White,&nbsp;Tara S. Behrend","doi":"10.1111/ijtd.70017","DOIUrl":"https://doi.org/10.1111/ijtd.70017","url":null,"abstract":"<p>Virtual reality (VR) is rapidly gaining popularity in vocational education and training (VET). We conducted a between-subjects experiment to explore how VR modality (headset vs. desktop VR) influences trainee reactions and performance for a simulated welding task. Participants completed six welding trials, receiving feedback on three key performance metrics after each trial. Results indicate that participants performed better in the desktop VR condition. However, participants in the headset VR condition reported higher levels of future interest in welding and found the training to be less boring. Presence and engagement did not significantly mediate the relationship between VR modality and performance, as VR modality did not significantly predict presence. In post hoc analyses, we found that affect, interest and motivation positively mediated the relationship between presence and performance. Our results suggest that less immersive media may promote VET skill development more effectively, possibly due to a greater sense of fidelity. More immersive media may be better for developing engagement and interest for people who are not already committed to or interested in developing a skill, which may also counteract performance differences over time.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"192-201"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148094095","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":"Teachers' Information and Communication Technology Reflexivity: A Collaborative Approach for Bringing Together Theory, Policy and Practice in Information and Communication Technology Integration","authors":"Ángela Novoa-Echaurren,&nbsp;Myrrh Domingo","doi":"10.1111/ijtd.70018","DOIUrl":"https://doi.org/10.1111/ijtd.70018","url":null,"abstract":"<div>\u0000 \u0000 <p>This article introduces the ICT reflexive practice (ICT-RP) approach as a situated, evidence-based contribution to continuing professional development (CPD) and the pedagogical integration of information and communication technologies (ICT) in education. Grounded in a qualitative case study of a school that utilizes structured reflexive cycles, this approach traces three interrelated dimensions—professional, collaborative and institutional—that influence teachers' reflexivity about the pedagogical use of ICT, allowing them to bring together theory, policy and practice. A thematic analysis of classroom observations, interviews and departmental reflexive meetings reveals how individual pedagogical reflexion, colleague-to-colleague dialogue and institutional feedback interact to inform and evolve ICT practices. The ICT-IRP can be integrated with established frameworks and models such as the Teaching for Understanding, offering a dynamic and recursive method and highlighting the social, contextual and organizational factors embedded within the school ecosystem. Integrating reflexion at individual and systemic levels facilitates a more critical, flexible and sustained use of ICT as a form of CPD, fostering innovation while aligning with overarching school policies and goals.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 2","pages":"229-241"},"PeriodicalIF":1.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148086973","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 Role of General Competences on Employability and Socio-Cultural Adaptation Among Graduate Students Working Abroad","authors":"Nerea Hernaiz-Agreda,&nbsp;Carmen Carmona,&nbsp;Fernando Marhuenda Fluixá","doi":"10.1111/ijtd.70008","DOIUrl":"https://doi.org/10.1111/ijtd.70008","url":null,"abstract":"<p>Including general competence training in university degrees can enhance graduate students' employability. However, little research has examined how general competences fostered in university curricula can positively contribute to increased employability among graduates moving to other countries. This study therefore aims to suggest an empirically-based theoretical model of competences and employability in a foreign cultural and language context. A structural equation model was used to analyse a questionnaire completed by 336 Spanish education graduates working in the UK, Germany, Poland and Spain. The results show that graduates' employability is perceived to be higher abroad than in their home country, and that general competences are transferred and used equally well by graduate students abroad. Furthermore, a high perception of employability helps reduce the difficulties of socio-cultural adaptation. The tested structural equation model suggests that general competences increase employability and reduce the difficulties of socio-cultural adaptation among graduates working abroad.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 1","pages":"68-81"},"PeriodicalIF":1.5,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140186","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 Proposed Framework for Effective Implementation of Quality Management Within Training","authors":"Renier (RC) Els,&nbsp;Helen (HW) Meyer","doi":"10.1111/ijtd.70007","DOIUrl":"https://doi.org/10.1111/ijtd.70007","url":null,"abstract":"<p>Quality management (QM), a holistic approach incorporating managerial processes, is necessary for effective organisational processes, including training. This study investigates leaders' perceptions, attitudes, and commitment to quality training management within corps training units (CTUs) in the South African Army. A qualitative multiple case study approach was used, including a document review and focus group interviews with 49 officers in six South African Army CTUs. The document review identifies shortcomings in the way national human resource development strategies are conceptualised, especially regarding the integration of technological advances and global views. To ensure the effectiveness of training and organisational alignment, the document review also emphasises the need to incorporate total quality management (TQM) into the Department of Defence (DoD) training strategies. According to focus group interviews, organisational culture, leadership commitment and support, prioritisation of QM, and self-development all have an impact on leaders' attitudes regarding QM in training. These attitudes affect leaders' commitment to QM in training. Hence, the study proposes a framework to address organisational and individual factors that adversely affect leaders' attitudes and commitment. By changing leaders' attitudes, this study suggests potential improvements in commitment to QM within training, benefiting organisations beyond the military.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"30 1","pages":"51-67"},"PeriodicalIF":1.5,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140112","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}