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

A vocational education and training subject teacher for fostering students' entrepreneurial skills—The development of a conceptual model 培养学生创业技能的职业教育与培训学科教师--概念模型的开发

IF 1.5

International Journal of Training and Development Pub Date : 2024-06-12 DOI: 10.1111/ijtd.12335

Piia Kolho

{"title":"A vocational education and training subject teacher for fostering students' entrepreneurial skills—The development of a conceptual model","authors":"Piia Kolho","doi":"10.1111/ijtd.12335","DOIUrl":"10.1111/ijtd.12335","url":null,"abstract":"In the future, a significant portion of the workforce is expected to engage in self-employment or pursue part-time entrepreneurial endeavours, especially in vocational education and training (VET) fields where entrepreneurship serves as a predominant avenue of employment. The primary goal of this article is to investigate the interconnectedness of a teacher's autonomy, agency, and guiding behaviour and to understand their relevance to the teacher's pedagogical decisions and ability to effectively guide students toward entrepreneurship. To achieve this objective, semistructured interviews were conducted with eight VET subject teachers, employing predetermined concept definitions derived from prior research. Analysis of the interviews revealed a connection between these concepts, highlighting their influence on the pedagogical decisions made by VET teachers. However, minor variations were observed across diverse fields of VET. The study underscores the significance of autonomy, decision-making capabilities and teacher agency in fostering students' entrepreneurial skills. It emphasises that autonomy alone is insufficient, and various factors either facilitate or hinder the promotion of entrepreneurship. This article contributes to entrepreneurship education research in two ways. First, it provides new information about the VET subject teacher as a promoter of students' entrepreneurial skills. Second, by presenting a theoretical model that helps to understand the factors influencing teachers' actions. The model, being novel, can be utilised to understand how VET teachers utilise autonomy and express agency in their work. Additionally, the research results are considered from an international perspective. The discourse revolves around the conceptual model, by exploring the reasons behind it, and considering subject teachers' professional identity as entrepreneurship teachers.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 4","pages":"430-453"},"PeriodicalIF":1.5,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12335","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351598","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

Advancing the dual learning system in Kazakhstan: Perspectives of agri-business sector employers 推进哈萨克斯坦的双轨制学习：农业企业雇主的观点

IF 1.5

International Journal of Training and Development Pub Date : 2024-06-02 DOI: 10.1111/ijtd.12334

Ainur Bulasheva, Yiorgos Gadanakis, Sanzidur Rahman

{"title":"Advancing the dual learning system in Kazakhstan: Perspectives of agri-business sector employers","authors":"Ainur Bulasheva, Yiorgos Gadanakis, Sanzidur Rahman","doi":"10.1111/ijtd.12334","DOIUrl":"10.1111/ijtd.12334","url":null,"abstract":"The dual learning system gained prominence as part of the education system in Kazakhstan, involving training students in close collaboration with businesses to equip them with the skills and expertise needed for a modern workforce. This study contributes to existing literature examining the adoption and implementation of German-originated training practices in developing countries using an empirical evaluation of the performance of the dual learning system and traditional education in the Kazakhstani agri-food business sector based on perceptions of businesses, their attitudes and motivation for participation. A qualitative methodology based on the Expectancy Theory of Motivation was utilized by implementing Focus Group Discussions with employers of 19 businesses of different sizes. Results showed that while certain businesses implementing dual learning excel in attracting skilled professionals, most employers highlight hesitance among younger individuals to pursue careers in the agri-food sector. Small businesses mainly encounter difficulties in effectively communicating the benefits of working in the sector, coping with high costs, and grappling with uncertainties surrounding the retention of graduates. Managerial and policy recommendations from the study include incentivizing businesses for data sharing on the implementation of dual learning, facilitating graduate retention support and standardizing training conditions.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 4","pages":"404-429"},"PeriodicalIF":1.5,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12334","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273786","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

Varieties of work-based higher education: France, Germany and the United States compared 以工作为基础的高等教育的多样性：法国、德国和美国的比较

IF 1.5

International Journal of Training and Development Pub Date : 2024-05-20 DOI: 10.1111/ijtd.12329

Lukas Graf, Anna P. Lohse, Nadine Bernhard

引用次数: 0

The impact of gamification on training, work engagement, and job satisfaction in banking 游戏化对银行业培训、工作参与度和工作满意度的影响

IF 1.5

International Journal of Training and Development Pub Date : 2024-05-13 DOI: 10.1111/ijtd.12324

Marcelo Magioli Sereno, Huat Bin (Andy) Ang

{"title":"The impact of gamification on training, work engagement, and job satisfaction in banking","authors":"Marcelo Magioli Sereno, Huat Bin (Andy) Ang","doi":"10.1111/ijtd.12324","DOIUrl":"10.1111/ijtd.12324","url":null,"abstract":"This study contributes to the comparative analysis of outcomes between gamified and traditional training systems in the banking sector. On-the-job training is a vital aspect of the process of enhancing work performance within organizations. Thus, by employing a case-based asymmetric configural approach rooted in nonlinear and contrarian case analysis, this research investigates the impact of gamified training on human resource development. A global empirical survey of 388 banking employees revealed that a combination of complexity theory and configural analysis provides valuable insights into the outcomes of both gamified and conventional training methods. In the face of increasing competition, banks are compelled to enhance their professionalism by boosting employee motivation. It becomes apparent that there is no straightforward, necessary and sufficient path available to guarantee high levels of engagement and job satisfaction. Notably, some of these results challenge the expectations of self-determination theory (SDT), which posits the satisfaction of three basic psychological needs during training. These findings contribute to an enriched understanding of the nuanced application of complexity theory in the context of SDT research, particularly regarding the training and development of gamified systems for banking organizations and other service-oriented sectors that can benefit from such innovative training approaches.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 3","pages":"362-384"},"PeriodicalIF":1.5,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939639","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

Exploring language assessment literacy: A case of perceived needs of two stakeholder groups in Egypt 探索语言评估素养：埃及两个利益相关群体的认知需求案例

IF 1.5

International Journal of Training and Development Pub Date : 2024-05-08 DOI: 10.1111/ijtd.12328

Amira Desouky Ali

引用次数: 0

The duality of global online labour platforms as restrictive-expansive sites of workplace learning and skill development 全球在线劳动平台作为工作场所学习和技能发展的限制性-扩张性场所的双重性

IF 1.5

International Journal of Training and Development Pub Date : 2024-04-26 DOI: 10.1111/ijtd.12326

Anoush Margaryan

{"title":"The duality of global online labour platforms as restrictive-expansive sites of workplace learning and skill development","authors":"Anoush Margaryan","doi":"10.1111/ijtd.12326","DOIUrl":"10.1111/ijtd.12326","url":null,"abstract":"The paper analyses global online labour platforms (OLPs) through the lens of the Expansive-Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed-method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self-directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 3","pages":"315-334"},"PeriodicalIF":1.5,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810593","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

Reinventing a training program to support the professional development of inspectors and school principals: Overcoming difficulties and creating new actions through activity analysis 重塑培训计划，支持督学和校长的专业发展：通过活动分析克服困难和创造新行动

IF 1.5

International Journal of Training and Development Pub Date : 2024-04-24 DOI: 10.1111/ijtd.12325

Sylvie Moussay, Frederique Mauguen, Luc Ria

{"title":"Reinventing a training program to support the professional development of inspectors and school principals: Overcoming difficulties and creating new actions through activity analysis","authors":"Sylvie Moussay, Frederique Mauguen, Luc Ria","doi":"10.1111/ijtd.12325","DOIUrl":"10.1111/ijtd.12325","url":null,"abstract":"This article presents an empirical study on a new training program for the professional development of school inspectors and principals. The international literature reviews show that training based on the learning of managerial skills has limits. Another approach to training based on professional difficulties experienced and on authentic practice is necessary for school inspectors and principals. The study explores the effects of the training program “NeopassCadres” on the professional development of inspectors and school principals. A qualitative research design elaborated from a practice perspective and based on self-confrontation interviews with inspectors and school principals who participated in the program “NeopassCadres”. The results show the impact of the activity analysis on the professional development of inspectors and principals. The activity analysis is an opportunity to describe professional actions and difficulties, share experiences between peers, engage in professional debates on generic problems, identify progress in the practice, and assess the effectiveness of new actions. The study focuses on a case study in France. The number of participants is low; the results must therefore be supplemented by new studies on the impact of activity analysis on the professional development of inspectors and principals. The study contributes to the evolution of training for novice inspectors and novice school principals. The main contribution concerns the understanding of the process of professional development, linking it with individual and collective activity analysis. The other contribution relates to the evolution of the trainers' posture during viewing and analysis of videos. The study provides knowledge about training based on analyzing the “non-visible” dimensions of actors' activity at work. The activity analysis method helps inspectors and school principals evoke difficulties, motives, intentions, and emotions.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 3","pages":"298-314"},"PeriodicalIF":1.5,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661205","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

Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program 将 Galperin 模型应用于教师专业发展：同伴辅导计划的定性案例研究

IF 1.5

International Journal of Training and Development Pub Date : 2024-03-26 DOI: 10.1111/ijtd.12323

Jaber Kamali, Pourya Javahery

引用次数: 0

How orientation training socializes newcomers: The mediating role of learning in reducing turnover and boosting performance among new salespersons 迎新培训如何使新人社会化：学习在降低新人离职率和提高新人业绩方面的中介作用

IF 1.5

International Journal of Training and Development Pub Date : 2024-03-13 DOI: 10.1111/ijtd.12322

Di Xie, Zhaobiao Zong

{"title":"How orientation training socializes newcomers: The mediating role of learning in reducing turnover and boosting performance among new salespersons","authors":"Di Xie, Zhaobiao Zong","doi":"10.1111/ijtd.12322","DOIUrl":"10.1111/ijtd.12322","url":null,"abstract":"Orientation training plays a crucial role in the process of newcomer socialization by equipping employees with the knowledge, abilities, and skills necessary for success in a new work setting. However, relatively few studies have investigated orientation training from a socialization perspective and addressed its underlying mechanisms. To address this issue, we developed a model to elucidate the socialization process of newly hired salespersons undergoing skill-based orientation training. The model includes training reactions, two learning outcomes (learning engagement and skill acquisition), as well as two distal socialization outcomes (retention status and annual sales performance). Using a one-year multiperiod design, we conducted a multilevel analysis on data of 1184 new salesperson records nested in 37 off-site classes, which was obtained from a US pharmaceutical company operating in China. The results revealed that newcomers' reactions to orientation training were positively associated with their learning engagement and skill acquisition, which in turn resulted in a higher newcomer retention ratio. Furthermore, skill acquisition was found to be a significant mediator between training reactions and newcomers' annual sales performance. By combining self-report, trainer-report and objective indicators, this study provides a new and compelling evidence on how orientation training accelerates newcomer socialization success.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 3","pages":"255-274"},"PeriodicalIF":1.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245986","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

Examining the influence of item exposure and retrieval practice effects on test performance in a large-scale workforce development training programme 在大规模劳动力发展培训计划中，研究项目暴露和检索练习对测试成绩的影响

IF 1.8

International Journal of Training and Development Pub Date : 2024-02-26 DOI: 10.1111/ijtd.12321

Philomina Abena Anyidoho, Rebecca Berenbon, Bridget McHugh

{"title":"Examining the influence of item exposure and retrieval practice effects on test performance in a large-scale workforce development training programme","authors":"Philomina Abena Anyidoho, Rebecca Berenbon, Bridget McHugh","doi":"10.1111/ijtd.12321","DOIUrl":"10.1111/ijtd.12321","url":null,"abstract":"Many workforce development training programmes use learning gains as a measure of programme effectiveness. However, research on K-12 education suggests that posttest scores may be influenced by pretesting effects. Pretesting may improve posttest performance by giving learners preknowledge of posttest content. Alternatively, pretesting may enhance learning via the retrieval practice effect. Cross-classified analysis was used to detect pretesting effects in archival data from a large-scale agriculture workforce development programme. Data included scores from 14,302 learners, 352 trainers and 261 training centres. Results indicated that pretesting led to higher scores on posttests. Follow-up logistic regression analyses found no effect for time lag between pretest and posttest. In addition, pretested learners did not perform better on items that were included on both forms, suggesting that score differences were due to retrieval practice effects rather than preknowledge of posttest content. These results provide evidence that pretesting may enhance learning in large-scale workforce development training courses.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"28 2","pages":"232-253"},"PeriodicalIF":1.8,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025157","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