International Journal of Training and Development最新文献_第4页

HR managers stereotyping frontline managers 人力资源经理对一线经理的刻板印象

IF 1.8

International Journal of Training and Development Pub Date : 2023-07-17 DOI: 10.1111/ijtd.12304

Laura Boehme, Darlene Russ-Eft, John Rovens, Andrew Rovens

引用次数: 0

Does training benefits lead to acquisition of livelihood assets and change in social status? Evidence from training of rice farmers 培训收益是否会导致生计资产的获得和社会地位的改变?来自稻农培训的证据

IF 1.8

International Journal of Training and Development Pub Date : 2023-07-14 DOI: 10.1111/ijtd.12305

Adams Issahaku, Aboko Akudugu, Ibrahim Issahaku, Anamuweh Robert Banayem

{"title":"Does training benefits lead to acquisition of livelihood assets and change in social status? Evidence from training of rice farmers","authors":"Adams Issahaku, Aboko Akudugu, Ibrahim Issahaku, Anamuweh Robert Banayem","doi":"10.1111/ijtd.12305","DOIUrl":"10.1111/ijtd.12305","url":null,"abstract":"Livelihood assets which are considered and recognised for their life-supporting role contribute significantly and basically to the standard of living of people. These contributions as deemed more meaningful are considered necessary to farmers whenever an opportunity exists to diversify their investment. This study looked at how the benefits from increase in farmers' rice yield contribute to farmers ability to acquire livelihood assets to enhance their standard of living. A sample size of 265 from a population of 880 farmers trained by Japan International Cooperation Agency on sustainable rainfed low-land rice production technology was used. The objective was to establish how proceeds from rice sale influenced the acquisition of livelihood assets by farmers to support their standard of living. Using spearman rho correlation, it was found that a strong positive correlation exists between increase rice output and livelihood assets acquisition. It is recommended that the technology should be disseminated nationwide specially in low-land rice farming areas so that all farmers in the country could benefit.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46630572","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}

引用次数: 0

Skilling marginalised or skills eco-system, precarious workers and higher education—A case study of Roma in Liverpool, UK 滑雪边缘化或技能生态系统、不稳定的工人和高等教育——以英国利物浦罗姆人为例

IF 1.8

International Journal of Training and Development Pub Date : 2023-07-10 DOI: 10.1111/ijtd.12303

Dr Patricia Jolliffe, Helen Collins, Jeff Gold

{"title":"Skilling marginalised or skills eco-system, precarious workers and higher education—A case study of Roma in Liverpool, UK","authors":"Dr Patricia Jolliffe, Helen Collins, Jeff Gold","doi":"10.1111/ijtd.12303","DOIUrl":"10.1111/ijtd.12303","url":null,"abstract":"This qualitative case study explores the Human Resource Development (HRD) interventions utilised in respect of local eco-skills with one marginalised group, the Roma, in the City of Liverpool, UK, and responds to HRD research calls into the cause of cycles of inequality. The case study illustrates the challenges experienced by precarious workers in accessing education and training. Further, it shares the interventions taken to address inequalities that a Higher EducationUK University and a local Non-Government Organisation took between 2016 and 2019. Roma is among the UK and Europe's most disadvantaged and marginalised groups. Working in partnership, utilising Community-Based Participatory Research, we developed three HRD interventions: stakeholder groups (adult and young Roma), motivational interviewing and employability/education events. The findings unpack an understudied experience and context: the need for more attention to developing skills at a local level for marginalised precarious workers. We found that aspiration grew through focused community support and a partnership approach, and educational opportunities emerged, albeit at a relatively slow pace. This paper ends with a call for action for more HRD educators to work with those at the margins of society.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49411962","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}

引用次数: 0

Experiential learning through STEM: Recent initiatives in the United States 通过STEM进行体验式学习：美国最近的举措

IF 1.8

International Journal of Training and Development Pub Date : 2023-05-26 DOI: 10.1111/ijtd.12302

Thomas F. Remington, Pallas Chou, Ben Topa

{"title":"Experiential learning through STEM: Recent initiatives in the United States","authors":"Thomas F. Remington, Pallas Chou, Ben Topa","doi":"10.1111/ijtd.12302","DOIUrl":"10.1111/ijtd.12302","url":null,"abstract":"This paper reviews recent educational initiatives in science, technology, engineering and math (STEM) education in the United States, asking to what extent experiential learning methods are being incorporated into STEM education. We draw on a combination of qualitative and quantitative evidence. The quantitative evidence is from an analysis of the proposal abstracts for all 11,406 of the STEM education and workforce development-related projects funded by NSF grants from the end of 2018 to the beginning of 2022. The qualitative portion of the paper analyzes results from a number of scholarly studies of local initiatives from the last 10 years drawn from a range of published and conference papers, reports and media stories, and project websites, drawn from education research databases, secondary literature, and websites of specific organizations. We seek to classify and describe patterns observed among the projects examined, identifying common patterns and combinations of features. We believe that the paper represents the first comprehensive study of efforts to employ experiential learning methods in STEM education to link formal and informal aspects of learning.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42472275","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}

引用次数: 0

Unfolding executive coaches' identity work through the social constructivist lens: Coach–coachee–organisation 从社会建构主义视角展开高管教练的身份工作：教练-被教练-组织

IF 1.8

International Journal of Training and Development Pub Date : 2023-04-07 DOI: 10.1111/ijtd.12301

Yi-Ling Lai Dr, Jonathan Passmore

{"title":"Unfolding executive coaches' identity work through the social constructivist lens: Coach–coachee–organisation","authors":"Yi-Ling Lai Dr, Jonathan Passmore","doi":"10.1111/ijtd.12301","DOIUrl":"10.1111/ijtd.12301","url":null,"abstract":"This study responds to a recent call on coaches' professional identity work through a socially contextualised lens. Coaches, as the freelancer, encounter complex working relationships with clients due to multiple contracting entities; yet coaches' identity work has been neglected in the extant training and development courses. A total of 36 semi-structured interviews with coaches and relational others (e.g., coachees and organisational stakeholders) were conducted to understand how coaches develop professional identity as part of their career development in responding to interactions with relational others. The research findings identify that learning facilitator is the core identity of coaches regardless of varied stages of the coaching process. Three layers of sub-identity are distinguished for them to handle a multi-level working relationship with clients. Coaches often ‘travel’ in-and-out between layers of these sub-identities to incorporate micro-personal career interests, meso coaching dyadic working relationships and the macro-level organisational scope into their identity development and negotiation. Accordingly, coaches' learning agility is required to remain identity flexibility for coping with varied coaching scenarios. This study outlines a conceptual framework which illustrates coaches' identity work as a conscious cognitive learning process embedded social and psychological exchanges. This framework offers coaching professional development courses a groundwork to facilitate coaches' identity development.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41787531","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}

引用次数: 0

The effect of self-leadership training on detached concern and the proactivity of human service professionals 自我领导能力训练对人力服务专业人员独立关注和积极性的影响

IF 1.8

International Journal of Training and Development Pub Date : 2023-03-05 DOI: 10.1111/ijtd.12300

Jolanda A. Botke, Marianne van Woerkom

{"title":"The effect of self-leadership training on detached concern and the proactivity of human service professionals","authors":"Jolanda A. Botke, Marianne van Woerkom","doi":"10.1111/ijtd.12300","DOIUrl":"10.1111/ijtd.12300","url":null,"abstract":"This paper describes a field experiment with a self-leadership training aimed at helping human service professionals to improve their detached concern and proactivity. Whereas detached concern refers to a state in which human service professionals blend compassion with emotional distance in their interaction with clients, proactivity refers to self-starting and change-oriented behaviour to enhance personal or organizational effectiveness. Based on self-leadership theory, we hypothesized that self-leadership training can enhance detached concern and proactivity. Moreover, based on behavioural plasticity theory, we hypothesized that training participants who are low in occupational self-efficacy are more susceptible to the external influence of self-leadership training, than individuals with higher levels of occupational self-efficacy. We conducted a field experiment with a sample of 223 human service professionals who were either assigned to a training group (n = 94), or a wait-list control group (n = 129). In a 3-month follow-up study, we found that self-leadership training had a positive effect on detached concern and that the intervention was especially effective for participants with low to medium initial levels of pretraining occupational self-efficacy. However, the intervention did not affect participants' level of proactivity. This study adds to the literature on workplace learning by demonstrating the potential of a self-leadership training for the transfer maintenance of newly developed soft skills (i.e., detached concern and proactive behaviour) to the workplace and by pinpointing occupational self-efficacy as an individual predisposition that influences training success.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12300","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48245210","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}

引用次数: 1

The value of informal learning within work-based learning: The economic benefits of WBL 非正式学习在基于工作的学习中的价值：WBL的经济效益

IF 1.8

International Journal of Training and Development Pub Date : 2023-03-02 DOI: 10.1111/ijtd.12299

Jay Plasman PhD, Caleb Thompson MA

{"title":"The value of informal learning within work-based learning: The economic benefits of WBL","authors":"Jay Plasman PhD, Caleb Thompson MA","doi":"10.1111/ijtd.12299","DOIUrl":"10.1111/ijtd.12299","url":null,"abstract":"Recent updates to federal policy governing career and technical education (CTE) in the United States have emphasised the need to include work-based learning (WBL) experiences as central components of CTE programming. Many of these experiences showcase an informal learning component which has strong ties to early career success as suggested by the Human Capital Theory. This study explores the following questions: What is the relationship between WBL and early career income? Are there differential relationships based on the type of WBL experience? The Education Longitudinal Study of 2002 (ELS) includes nationally representative data for student participation in WBL and early career income. We used school-fixed effects and propensity score matching techniques to respond to our questions regarding the potential relationship between WBL participation and early career income. We found that students who participated in at least one WBL experience in high school could expect to have an average 7% higher income compared to non-WBL participants. With respect to specific WBL experiences, job shadowing, community service, and mentoring had the largest positive relationship to higher early career income. Findings from this study indicate that participation in WBL experiences can have a positive impact on a high school graduate's college and career readiness as measured through early career income. Given the differential relationships observed for different types of WBL, schools, policymakers, and students should explore WBL options that best align with their personal goals.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48465876","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}

引用次数: 0

Motivational pathways for farmer learning behaviour in the student-to-farmer university outreach 大学生-农民大学外展中农民学习行为的动机途径

IF 1.8

International Journal of Training and Development Pub Date : 2023-02-23 DOI: 10.1111/ijtd.12298

Stephen W. Kalule, Haroon Sseguya, Gabriel Karubanga, Duncan Ongeng

{"title":"Motivational pathways for farmer learning behaviour in the student-to-farmer university outreach","authors":"Stephen W. Kalule, Haroon Sseguya, Gabriel Karubanga, Duncan Ongeng","doi":"10.1111/ijtd.12298","DOIUrl":"10.1111/ijtd.12298","url":null,"abstract":"In recent times, calls for practical training of agricultural extension workers, who exhibit the right mix of competences for responsiveness to farmer learning needs, have intensified. This comes at the time when there is an increasingly growing desire for more community-engaged African universities, and as such, making the integration of agricultural students into community outreach services a necessity. However, empirical evidence on whether student-led outreach and training models adequately respond to the psychological learning needs of host farmers and subsequent motivation of these farmers for learning is lacking. This study uses a structural equation modelling technique on a sample of 283 farmers who had previously participated in the student-to-farmer outreach of Gulu University. Results reveal that satisfying farmer learning needs influences intrinsic motivation, formation of learning intentions and farmer learning behaviour. Intrinsic motivation mediates the relationship between satisfying farmer learning needs and the outcome learning behaviour. We conclude that satisfying farmer learning needs is a strong initiator of motivational pathways for farmer learning behaviour in the student-to-farmer university outreach. We call for more public financing of university outreach programmes so as to enable not only training for churning out graduates with the right competences of responsiveness to community needs but also fostering creative innovations involving both universities and communities.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41823195","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}

引用次数: 0

How to predict transfer of training? Investigating the application of the unified model of task-specific motivation 如何预测培训转移?任务特定动机统一模型的应用研究

IF 1.8

International Journal of Training and Development Pub Date : 2023-02-09 DOI: 10.1111/ijtd.12297

Bastian de Jong, Joost Jansen in de Wal, Frank Cornelissen, Rikkert van der Lans, Thea Peetsma

{"title":"How to predict transfer of training? Investigating the application of the unified model of task-specific motivation","authors":"Bastian de Jong, Joost Jansen in de Wal, Frank Cornelissen, Rikkert van der Lans, Thea Peetsma","doi":"10.1111/ijtd.12297","DOIUrl":"10.1111/ijtd.12297","url":null,"abstract":"Transfer motivation is an important factor influencing transfer of training. However, earlier research often did not investigate transfer motivation as a multidimensional construct. The unified model of task-specific motivation (UMTM) takes into account that (transfer) motivation is multidimensional by including both affective and cognitive motivational components and their antecedents. Prior research has provided evidence that the UMTM can predict self-reported transfer of training, but is unclear whether it also can predict transfer reported by expert external raters. Moreover, it is unclear whether controlling for prior knowledge matters for the relationship between transfer motivation and transfer of training. This study improves on existing research by accounting for both of these gaps in the literature. Data were collected among 299 participants who filled in a questionnaire about the UMTM components directly after attending a writing training. They also handed in written documents before, and 6 weeks after the training, which were rated on transfer by trainers. Outcomes showed that components of the UMTM positively predict externally reported transfer when prior knowledge was controlled for. The outcomes imply that the UMTM has predictive value for transfer of training and points out which factors influence whether transfer does or does not occur.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42521346","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}

引用次数: 3

Training design enhancement through training evaluation: Effects on training transfer 通过培训评估加强培训设计：对培训转移的影响

IF 1.8

International Journal of Training and Development Pub Date : 2022-12-27 DOI: 10.1111/ijtd.12295

Elham Arabi PhD, Tiberio Garza PhD

{"title":"Training design enhancement through training evaluation: Effects on training transfer","authors":"Elham Arabi PhD, Tiberio Garza PhD","doi":"10.1111/ijtd.12295","DOIUrl":"https://doi.org/10.1111/ijtd.12295","url":null,"abstract":"This research investigates the linkage between training evaluation, learning design and training transfer. A new training evaluation model, (i.e., learning-transfer evaluation model [LTEM]), was used to examine its ability to provide evaluative evidence through robust assessments in pre-, post- and delayed assessments. The model was used to improve the training design of a nursing training programme and to nudge the stakeholders to change their training practices. A mixed-methods research approach, called convergent parallel, was employed to study the influence of the LTEM model in training design improvement by assessing the perceptions of nurse trainees, trainers and a nurse educator towards the instructional design of the training programme. A quantitative approach was used to examine the extent to which the improved programme using an iterative design cycle would result in improved performance among four groups (i.e., one baseline and three treatment groups). The integrated data showed that the LTEM model influenced the stakeholders to focus more on skills practice. With this shift of mindset, the training design was enhanced based on the principles of learning design, cognitive science and multimedia principles. Results of the pre-, post- and delayed posttests showed higher mean scores in the three treatment groups compared to the baseline group. For the measure of transfer, while the treatment groups scored higher, there was no statistically significant difference among all four groups. This could be attributed to nurses’ varied levels of experience, negative transfer and the use of different evaluation matrices in the study and by the hospital.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50145715","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}

引用次数: 0