International Journal of Training and Development最新文献

{"title":"Green Skills in Logistics Vocational Education: A Comparative Study of Curriculum Integration in China and Germany","authors":"Chen Pujun","doi":"10.1111/ijtd.12348","DOIUrl":"https://doi.org/10.1111/ijtd.12348","url":null,"abstract":"<p>The logistics sector plays a pivotal role in driving economic growth while addressing environmental sustainability challenges. As the industry transitions towards greener practices, the integration of ‘green skills’ into logistics vocational education and training becomes crucial for equipping the workforce with the competencies needed for sustainable growth. This study explores the integration of green skills into logistics vocational curricula in China and Germany, aiming to gain the current state and challenges in greening the VET curricula for equipping logistics professionals to address the transition towards a green logistics. Using a qualitative curriculum analysis framework inspired by Sterling's model of educational responses to sustainability, this study examines national, regional and school-level curricula to identify the embedded green skills and their integration approaches in both national contexts. The findings reveal both similarities and differences in green skills integration across the two countries. Both contexts exhibit a stronger emphasis on general green skills over logistics-specific and cross-sectoral green skills, reflecting a shared priority for transferable competencies. However, the Chinese curricula demonstrate a fragmented, bottom-up approach with inconsistent alignment between national and school-level curricula. In contrast, the German curricula adopt a more structured, top-down integration strategy, yet inconsistencies at the school level hinder deeper systemic reform. This study concludes that although both countries exhibit evidence of green skills integration, the efforts predominantly remain at the stage of ‘cosmetic reform’. Greater efforts are needed to strengthen the role of VET in supporting the global green transition, with a particular emphasis on adopting systemic approaches from a transformative perspective to embed sustainability into logistics vocational education.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"124-139"},"PeriodicalIF":1.5,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897096","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 Students' Competencies in Sustainability in Vocational Agriculture Education in Burundi: Effects of a Participatory Integrated Planning (PIP) Module","authors":"Jean Claude Nyamweru,&nbsp;Willy Marcel Ndayitwayeko,&nbsp;Aad Kessler,&nbsp;Harm Biemans","doi":"10.1111/ijtd.12347","DOIUrl":"https://doi.org/10.1111/ijtd.12347","url":null,"abstract":"<p>Developing students' sustainable agriculture competencies requires the alignment of curriculum content to encompass the full complexity of the dynamics of agriculture. However, empirical evidence from sustainable agriculture research indicates that actions oriented towards fostering students' competencies are scarce. To advance understanding, this study monitored and evaluated the development of students' sustainability competencies for smallholder farming during the implementation of a Participatory Integrated Planning (PIP) module—A sustainability learning programme that elaborates on cross-cutting issues of long-term integrated planning, which is normally not taught. A total number of 104 students from two vocational agricultural schools (<i>N</i>₁ = 63; <i>N</i>₂ = 41) were involved in the PIP learning module that was implemented from April 2022 to June 2023. Survey data on the development of the students' competencies were collected at the beginning (April 2022), in-between (December 2022) and end (June 2023) of the implementation of the PIP module. A one-way repeated measures MANOVA test was used to evaluate the effect of the PIP module on the development of students' competencies. Findings revealed that the PIP module significantly contributed to fostering all intended competencies, including facilitator of change, leadership, innovation and creativity, planning, system thinking, stewardship, auto-determination and interdisciplinarity. Improvement of these competencies was much higher in the earlier stage of the learning process compared to the later stage, implying that sustainability learning requires going beyond ‘business-as-usual’ to retain the interest of students and competencies development. Findings also revealed that competencies development levels differ depending on schools' context, implying that sustainability learning programmes should be flexible and adaptive for learning to occur in a real-context environment. These findings have practical implications for policies related to designing and upscaling sustainability learning programmes in vocational agriculture schools.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"108-123"},"PeriodicalIF":1.5,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896874","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":"Impact of National Culture on the Transfer of Leadership Training","authors":"Abdulfattah Yaghi,&nbsp;Majed Yaghi,&nbsp;Ihsan Yaghi","doi":"10.1111/ijtd.12346","DOIUrl":"https://doi.org/10.1111/ijtd.12346","url":null,"abstract":"<p>Organisations invest heavily in leadership training with the hope that managers will become better leaders. However, the success of these investments depends on the extent to which managers apply the knowledge, skills, and abilities (KSA) they have acquired during their training to their job. Without this transfer, leadership training is ineffective. Despite extensive research on training transfer, there is a notable gap in understanding how national culture influences this process. This research aims to examine the impact of national culture on managers' ability to transfer leadership KSA in light of Hofstede's cultural theory. To achieve this, the focus group method was employed to gather qualitative data from 14 managers in Jordan; seven males and seven females. Thematic and narrative analyses confirmed the impact of national culture on training transfer. The six cultural dimensions have influenced the transfer of leadership training and, to a certain extent, shaped managers' organisational behaviour, regardless of gender. The findings provide a comprehensive understanding of how deeply ingrained cultural values and practices can either facilitate or impede the application of new knowledge and skills in the workplace. For instance, high power distance in Jordanian organisations hinders initiative-taking and training transfer, while collectivist values facilitate teamwork and knowledge sharing. High uncertainty avoidance poses challenges in handling new situations, and a focus on short-term goals reflects a lower long-term orientation. Additionally, the narratives illustrate varying experiences and outcomes of leadership training transfer, influenced by the interplay of characters, setting, and cultural context. These insights have significant implications for designing and implementing leadership training programmes in culturally diverse settings. Practical recommendations include fostering supportive leadership, implementing mentorship programmes, developing recognition and reward systems, and incorporating change management components. By integrating these findings, organisations can enhance the effectiveness of leadership training and achieve a better return on investment.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"95-107"},"PeriodicalIF":1.5,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897266","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":"Linking training with competitive strategy: the mediating role of human capital","authors":"Andres A. Osorio-Londoño,&nbsp;Julia C. Naranjo-Valencia,&nbsp;Gregorio Calderón-Hernandez","doi":"10.1111/ijtd.12343","DOIUrl":"https://doi.org/10.1111/ijtd.12343","url":null,"abstract":"<p>This study evaluates the mediating role of human capital in the relationship between training and competitive strategy implementation. It provides a novel contribution to strategic human resource management literature by exploring mechanisms linking training with competitive strategies. The Resource-Based View of the firm and Miles and Snow's opposite strategies are used herein to connect training, human capital, and competitive strategy. Hypotheses about human capital's mediating role in the relationships between training and prospector and defender strategies, respectively, were proposed and empirically tested in 245 large Colombian industrial companies by structural equation modeling. This study found that human capital mediates the relationship between training and competitive strategies. In practical terms, training facilitates competitive strategy implementation via human capital improvement.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 1","pages":"74-93"},"PeriodicalIF":1.5,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362422","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 emergence of training programmes for the garment industry: Analysing the cases of Bangladesh, Cambodia and Sri Lanka from a historical-institutionalist perspective","authors":"Markus Maurer,&nbsp;Sheikh Shahana Shimu,&nbsp;Naron Veung","doi":"10.1111/ijtd.12340","DOIUrl":"10.1111/ijtd.12340","url":null,"abstract":"<p>This study analyses industry-specific training programmes catering to the garment industry in Bangladesh, Cambodia and Sri Lanka. Employing a historical-institutionalist perspective and using mainly qualitative data, it focuses on programmes that are considered particularly relevant by the industry and discuss their characteristics as well as factors that have had an impact on their development. The article finds that such programmes are usually offered beyond formal upper secondary vocational education and training, mostly at postsecondary and tertiary level, and in many cases by private providers. However, the case of Sri Lanka shows that public investment in the training of employees at different skill levels can make an important contribution to the development of a high-skill formation regime—but that it depends on the right timing.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 1","pages":"56-73"},"PeriodicalIF":1.5,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12340","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197236","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":"Measuring the effectiveness of L&D: Time to move on from Kirkpatrick and Phillips?","authors":"Cyril Kirwan","doi":"10.1111/ijtd.12342","DOIUrl":"10.1111/ijtd.12342","url":null,"abstract":"<p>Given the pressure to demonstrate meaningful return from investment in Learning and Development (L&amp;D) interventions, there is an increasing need to reliably evaluate such interventions, both from the point of view of their overall effectiveness (summative approach) and their continuing improvement (formative approach). A literature review, the focus of this conceptual paper, highlights the strengths and weaknesses of various approaches to L&amp;D evaluation. Currently, the most popular methodologies in management practice are the summative-focused frameworks of Donald Kirkpatrick and Jack Phillips. In this paper, their limitations in terms of being able to answer important questions for evaluation are discussed, particularly their failure to take into account a range of factors that influence learning transfer and, thus, learning effectiveness, as well as a lack of guidance on how such interventions could be made better. Arguments for a greater emphasis on formative evaluation are made, and a model for doing so is put forward. Limitations and further research are discussed.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 1","pages":"38-55"},"PeriodicalIF":1.5,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197238","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":"Will you stay or will you go?: The role of incidental learning within a liminal space in shaping student nurses' perceptions of nursing","authors":"Louise Nagle,&nbsp;Juliet Mc Mahon,&nbsp;Mary Fitzpatrick","doi":"10.1111/ijtd.12338","DOIUrl":"10.1111/ijtd.12338","url":null,"abstract":"<p>Currently, in Ireland, there is a high rate of attrition among newly qualified student nurses. This paper specifically seeks to provide insights into this issue through an exploration of the experiences and perceptions of clinical placement from a sample of student nurses and preceptors in Ireland through the conceptual lenses of both incidental learning and liminality. We conclude that the power of incidental learning on students transversing a liminal space should not be underestimated and that in our study the surrounding context of support (particularly from preceptors) was critical. Incidental learning around aspects of organization culture and hierarchy that caused dissonance for students emerged as a consistent outcome. So too did time and resource pressure on preceptors due to staffing shortages which, in turn, impacted negatively on workplace learning opportunities beyond routine incidental learning and support available to students to constructively make sense of their experiences. We argue that results from this study can inform not just nurse education but may also give pause for thought to those responsible for professions which have substantial work placement aspects as part of their qualifying route such as apprenticeships.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 1","pages":"1-15"},"PeriodicalIF":1.5,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12338","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746142","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":"The role of participation in training in the relationship between informal learning and its antecedents","authors":"Flávia Lucena Barbosa,&nbsp;Jairo Eduardo Borges-Andrade","doi":"10.1111/ijtd.12339","DOIUrl":"10.1111/ijtd.12339","url":null,"abstract":"<p>We investigated the relationships between Participation in Training, Informal Learning Behaviours (ILBs), and their dispositional (Readiness to Learn) and situational (Workplace Interaction and Autonomy) antecedents. Aiming to produce findings with greater reproducibility and generality, we used secondary data from 34 countries participating in the first cycle of the Programme for the International Assessment of Adult Competencies, but we also compared these countries. We randomly selected a sample of 504 respondents from each country who were divided equally into training and non-training participant groups. Then, we aggregated the sample of all countries (<i>n</i> = 17,136). The group that participated in training achieved higher mean ILBs with lower variance. In the aggregated sample, Participation in Training moderated only the relationships between ILBs and their situational antecedents. Workplace Interaction and Autonomy were more strongly associated with ILBs among non-training participants. Moderation findings differed among countries. Aspects of job design should be considered—in addition to the skills developed in training—to improve the use of learning opportunities at the workplace. This implication is based on diverse education levels, occupations, age groups, and countries, better supporting global policies. Autochthonous features that may moderate the prediction of ILBs deserve further investigation. Specific training and other dispositional and job design predictors should be longitudinally investigated in the future.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 1","pages":"16-37"},"PeriodicalIF":1.5,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141742567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bolstering the transfer of expatriate training: A conceptual model integrating the roles of accountability and identity","authors":"Rebecca Grossman PhD,&nbsp;Lisa A. Burke-Smalley PhD, SPHR,&nbsp;Kareem Panton PhD","doi":"10.1111/ijtd.12337","DOIUrl":"10.1111/ijtd.12337","url":null,"abstract":"<p>Although organizations increasingly rely on and invest heavily in expatriate assignments, a large proportion of these assignments fail. Given a notable gap in the expatriate literature, we advance a conceptual model focused on improving transfer of expatriate training to the host country work role as a means of addressing these challenges. We integrate relevant theory on expatriate cross-cultural training, expatriate identity, and accountability for transfer to propose a conceptual model that delineates specific mechanisms through which the transfer of expatriate training, and ultimately expatriate adjustment, can be facilitated. Our model and specific research propositions are premised on the role of identity due to its centrality in developing a sense of accountability for transferring training, and its relevance to the success of expatriate assignments. The propositions and practical recommendations, unlike existing transfer strategies that are sometimes atheoretical or implemented haphazardly, are anchored in a common lens of accountability and identity. By doing so, we uniquely provide systematic and strategic insight about efforts to improve expatriate training, thus facilitating expatriation. A conceptual model and testable research propositions provide numerous pathways for advancing future research focused on the success of expatriate assignments through training. Practical guidance and recommendations, as yoked to a shared theoretical foundation, are presented to help organizations and managers bolster the transfer of expatriate training.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 4","pages":"473-496"},"PeriodicalIF":1.5,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A revised model of cognitive apprenticeship: A qualitative study","authors":"Makoto Matsuo","doi":"10.1111/ijtd.12336","DOIUrl":"10.1111/ijtd.12336","url":null,"abstract":"<p>The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to qualitatively examine the relationships among the six phases of cognitive apprenticeship. The study focused on the preceptorship of clinical nursing education in which an experienced nurse (preceptor) instructs a newly registered nurse (preceptee) during their first year of tenure. The grounded theory approach was used to analyse open-ended survey data from 41 nurses at a university hospital in Japan. Participants were asked to recall how they were instructed by their preceptors. The results indicated that preceptors used articulation and reflection during coaching, scaffolding, and exploration, and that scaffolding was closely associated with exploration. Based on these findings, a revised model of cognitive apprenticeship was proposed. This study contributes to the literature by proposing a revised cognitive apprenticeship model.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 4","pages":"454-472"},"PeriodicalIF":1.5,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506023","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}