International Journal of Training and Development最新文献

{"title":"The Relationship Between Regulatory Focus and Workplace Informal Learning Strategies: The Mediating Role of Intrinsic Motivation","authors":"Sergio Santoro,&nbsp;João P. D. F. da Costa","doi":"10.1111/ijtd.12375","DOIUrl":"https://doi.org/10.1111/ijtd.12375","url":null,"abstract":"<div>\u0000 \u0000 <p>Informal learning in the workplace is a critical yet understudied aspect of employee development. While formal learning receives significant attention, informal learning strategies play a crucial role in knowledge acquisition and skill development.</p>\u0000 <p>Recent research highlights various antecedents of informal learning, including psychological and situational factors. However, the relationship between regulatory focus and informal learning strategies remains underexplored. This study investigates whether regulatory focus influences managers' informal learning strategies, an issue not previously examined. Additionally, it examines whether intrinsic motivation mediates this relationship. A quantitative study using structural equation modelling was conducted. Data were collected from a sample of 244 bank managers from Brazilian banks. Promotion orientation had a direct positive effect on cognitive (<i>β</i> = 0.40; <i>p</i> &lt; 0.01) and behavioural learning strategies (<i>β</i> = 0.52; <i>p</i> &lt; 0.01). It also had an indirect positive effect on behavioural strategies through intrinsic motivation (<i>β</i> = 0.08; <i>p</i> &lt; 0.05). Prevention orientation did not show direct effects on learning strategies but had an indirect negative effect on behavioural strategies through intrinsic motivation (<i>β</i> = −0.04; <i>p</i> &lt; 0.05). These findings suggest that promotion-oriented individuals are more likely to engage in informal learning, particularly using behavioural strategies. Intrinsic motivation plays a key role in shaping learning behaviours. Organisations should consider regulatory focus in designing learning environments to foster informal learning.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"489-501"},"PeriodicalIF":1.5,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145442935","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":"Shaping Learning Pathways in a Transitioning Sector: A Focus on Solar Jobs in South Africa","authors":"Presha Ramsarup,&nbsp;Victoria Hepplethwaite","doi":"10.1111/ijtd.12374","DOIUrl":"https://doi.org/10.1111/ijtd.12374","url":null,"abstract":"<p>The solar energy sector plays a critical role in South Africa's energy transition, especially as it is one of the country's fastest-growing renewable energy sectors. It is envisaged that this growing sector will create numerous jobs in the short-, medium-, and long-term for intermediate-level skills development and will serve as an important access point for youth into the green economy. Although there is a strong aspirational intent for youth employment in the solar sector, due to the sector's rapid fragmented emergence and newness, little is known about the transitioning experiences of entrants, the nature of the available pathways, and the connections between education and work. In this paper, we analyse the learning and work transitioning of individuals in the solar sector, the nature of the occupational labour market, and the emerging provisioning landscape. As a newly emerging, rapidly evolving field of practice, education and work systems must pay attention to experiences of transitions, so we build an understanding of the factors that enable and constrain access to learning opportunities and learning pathways in green sectors, and how these emerge and come to be constituted. We use learning pathway stories of solar employees to understand the dynamics of learning and work transitions, and desktop analysis of the educational and occupational systems that support the solar sector, to help us explore the complexities associated with learning pathway construction, articulation, and efficacy in systems of educational provisioning within a growing green sector. This helps us to raise systemic disjunctures and offers possibilities to enhance inclusive learning pathways for the solar sector. In a context where there is limited empirical evidence of youth experiences in the solar sector, this study hence contributes to highlighting some critical issues that need attention to enable the creation of seamless transitions into green jobs especially in emerging sectors. It illuminates the institutional procedures essential for ensuring efficient and operational systems of work and learning for the solar sector and the broader low-carbon transition.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"479-488"},"PeriodicalIF":1.5,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145443098","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":"How Do Individual and Work Environment Factors Combine in Their Influence on Transfer of Leadership Training? A Configural Approach","authors":"Susanne Tafvelin,&nbsp;Andreas Stenling","doi":"10.1111/ijtd.12373","DOIUrl":"https://doi.org/10.1111/ijtd.12373","url":null,"abstract":"<p>The purpose of the present study was to identify the paths through which leaders' pretraining motivation and work environment lead to the transfer of leadership training. Building on self-determination theory and the Baldwin and Ford transfer model, we examined the role of leaders' autonomous and controlled motivation and the opportunity to use trained skills back at work on transfer quantity and effectiveness. Surveys were sent to municipality leaders (<i>n</i> = 20) and their employees (<i>n</i> = 323) before and after a leadership training programme aimed at increasing need support. Coincidence analysis (CNA) identified two alternative paths that lead to transfer quantity (i.e., trying new skills after training), either through controlled motivation or a combination of frequent interactions with employees while simultaneously having a large group of employees to practice on. Transfer quality, the improvement in need support, was achieved only through a combination of autonomous motivation and frequent interactions with employees. Our study demonstrates the usefulness of an interactionist approach to study how combinations of individual and work environment factors lead to training transfer. In addition, CNA enables us to identify different paths to transfer, which sheds light on the different routes that can help leaders try new behaviours and skills after they attend leadership training.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"462-478"},"PeriodicalIF":1.5,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145443036","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":"Train-The-Trainer: A Generic Offer-And-Use Model for the Development of Trainers","authors":"Susanne Wisshak,&nbsp;Pia Schäfer,&nbsp;Leo van Waveren","doi":"10.1111/ijtd.12370","DOIUrl":"https://doi.org/10.1111/ijtd.12370","url":null,"abstract":"<p>This article is based on the premise that the international scientific community needs a generic theoretical framework to explain the determinants and mechanisms associated with learning opportunities for trainers in the field of training and development. Therefore, we adapted offer-and-use models for the continuous training of schoolteachers to trainers. We also incorporated the concept of the transfer of training into the model. The transfer of acquired knowledge and skills from the learning context to the work context represents an important criterion for training effectiveness. Since train-the-trainer programmes should also adhere to this criterion, our proposed model incorporates theoretical and empirical findings regarding transfer-enhancing measures drawn from both general training and development and the continuous education of schoolteachers. The theoretical model includes external factors (the train-the-trainer programme); individual factors (the participating trainers); contextual factors (the trainers' workplaces); the perception, interpretation, and use of learning opportunities; and learning processes of the trainers. These factors ultimately affect training outcomes at different levels (reactions, learning, transfer, and results). This model can be used to support long-needed scientific investigations of the determinants underlying train-the-trainer programmes as well as the quality of those qualifications. It also has considerable implications with respect to the conceptualisation and evaluation of such programmes in practice.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"449-461"},"PeriodicalIF":1.5,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145443156","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":"Same Same yet Different: Equivalence of the Multidimensional Assessment of Vocational Competence Across Test Formats","authors":"Beifang Ma,&nbsp;Maximilian Krötz,&nbsp;Viola Deutscher,&nbsp;Esther Winther","doi":"10.1111/ijtd.12372","DOIUrl":"https://doi.org/10.1111/ijtd.12372","url":null,"abstract":"<p>The rapid digital transformation of vocational education and training (VET) has underscored the need to adapt traditional assessment methods to digital formats. However, when transitioning to digital modes, it is crucial to consider factors beyond mere technical implementation, particularly the potential impact of altered presentation formats on the validity of assessment outcomes. This study explores these considerations in the context of computer-based assessments, focusing on validating a digital format for evaluating vocational-economic competence. A particular emphasis was placed on ensuring measurement invariance between digital and paper-pencil formats, taking into account the effects of assessment layout, including cognitive load, the split-attention effect, and environmental factors such as context dependence and the digital literacy of test-takers. Furthermore, this study outlines a guideline-compliant validation procedure for the digital version of a vocational-economic competence assessment. To achieve this, we employed multi-group confirmatory factor analysis (MGCFA) and a multidimensional item response theory (IRT) model to assess measurement invariance and estimate person abilities across the two formats. Validity evidence obtained includes both measurement invariance across subgroups and the assessment's dimensionality.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"433-448"},"PeriodicalIF":1.5,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145443022","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 Effects of Voluntary and Mandatory Training Participation on the Dynamics of Transfer of Training for Different Training Types","authors":"Bastian de Jong,&nbsp;Joost Jansen in de Wal,&nbsp;Frank Cornelissen","doi":"10.1111/ijtd.12371","DOIUrl":"https://doi.org/10.1111/ijtd.12371","url":null,"abstract":"<p>Should participation in employee trainings be mandatory or voluntary? This remains an important matter for organizations aiming at fostering employee development. Previous studies have provided mixed evidence about the merits of mandatory or voluntary training participation for transfer of training. One explanation for this is that these studies did not take differences in training characteristics (i.e., soft- or hard-skills, online or in-person) into account. It also remains unclear how personal and contextual antecedents of transfer of training and transfer motivation differ between mandatory versus voluntary trainings. Departing from the Unified Model of Task-specific Motivation (UMTM), the aim of this study is to investigate the effects of mandatory or voluntary training participation on antecedents of transfer motivation, transfer motivation and transfer of training for different training characteristics. A total of 1122 trainees filled in a questionnaire covering the UMTM components directly after attending a training and 728 trainees indicated transfer of training after 6 weeks. Data were analyzed by means of multi-group structural equation modelling. The outcomes indicate that the effects of mandatory versus voluntary training participation on personal and contextual antecedents and transfer of training depend on whether trainings cover soft- or hard-skills, whereas voluntary training participation is more beneficial for transfer motivation, irrespective of other training characteristics. The findings underline that training content matters for the effects of mandatory and voluntary training participation on transfer of training. This provides guidelines towards trainers and policy makers in which cases mandatory or voluntary training participation is more beneficial.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"419-432"},"PeriodicalIF":1.5,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145443217","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":"Design and Transferability of a Digital Training to Improve Generic and Domain-Specific Critical Online Reasoning","authors":"Anika Kohmer,&nbsp;Olga Zlatkin-Troitschanskaia,&nbsp;Jennifer Fischer,&nbsp;Marie-Theres Nagel","doi":"10.1111/ijtd.12368","DOIUrl":"https://doi.org/10.1111/ijtd.12368","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 <p>The Internet has become the main information source of graduates, trainees and young professionals, who use online information to base their professional decisions and actions. However, trainees often perform poorly when it comes to correctly evaluating the credibility of online media and critically dealing with online information, which can negatively impact their professional decisions and actions. Competent handling of online sources can only be achieved if trainees systematically learn to search for, critically evaluate and reason using high-quality information. Based on prior research, we define this skillset as ‘critical online reasoning’ (COR). In this study, a corresponding digital COR training was developed and implemented in the professional education of students in medicine, law and teacher training degrees. In these three domains, competent Internet use and COR skills play an increasingly significant role in professional practice. As prior research indicates, COR-related skills can be improved through targeted training. So far, however, existing tools have only addressed partial COR facets and mostly in a domain-independent manner; no comprehensive training addressing all online information processing stages for these three domains has been available. In this paper, the theory- and evidence-based conceptualization and implementation of the COR web-based training according to the five main phases of the well-established ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of instructional design is presented. The COR training comprises tasks embedded into realistic search problems regarding relevant topics in the respective domains and thus provides an authentic learning environment. The initial evaluation findings indicate that the COR training can be transferred across and improve trainees' COR skills in the three domains. At the same time, some limitations became apparent, which led to calls for further development and the professionalization of training that is presented here.</p>\u0000 </section>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 4","pages":"403-418"},"PeriodicalIF":1.5,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145443199","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":"Nine Principles for Enhancing Leadership Development Practices in Organizations","authors":"Anna Fabisch,&nbsp;Sofia Kjellström,&nbsp;Marlene Ockander,&nbsp;Gunilla Avby","doi":"10.1111/ijtd.12369","DOIUrl":"https://doi.org/10.1111/ijtd.12369","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 <p>The significance of leadership for organizational success is widely recognized; however, there are numerous perspectives on the best way to develop leadership. The aim of this study was to explore the factors that professionals collectively identify as crucial for enhancing leadership development in organizations. The research questions addressed are: What key principles guide well-informed decisions in organizing leadership development practices? What generic aspects are related to these principles?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 <p>Employing a participatory research approach, we collected and analyzed data in collaboration with professionals working with leadership development in 17 municipalities and 10 regions in Sweden. The data were gathered by recording collaborative work during workshops, analyzed using reflexive thematic analysis and interpreted using paradox theory. Our main theoretical contribution consists of nine key principles that guide well-informed decisions in organizing leadership development practices. These principles are structured within key questions that go beyond perspectives on the best way to develop leadership, addressing inevitable paradoxical tensions. Additionally, we identify three generic aspects for managing these tensions and enhancing leadership development practices in organizations: systematic deliberation, integration and continuous improvement. Based on these findings, we present two practical tools to help professionals strengthen leadership development as a cohesive support system. Rather than seeking a single best curriculum or framework, professionals can be supported by aligning the responses to Why? What? How and when? Who? and What works?, always related to Where? and by continuously applying systematic deliberation, integrating leadership development with business strategies and HR activities and pursuing continuous improvement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 3","pages":"388-400"},"PeriodicalIF":1.5,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144774023","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 Influence of Planning and Volition on E-Learning Utilization During Technology Transitions","authors":"Christian Seiberling,&nbsp;Simone Kauffeld","doi":"10.1111/ijtd.12367","DOIUrl":"https://doi.org/10.1111/ijtd.12367","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 <p>The purpose of this study was to identify factors linked with e-learning utilization. This empirical study (<i>N</i> = 381) was conducted in partnership with a German bank and measured e-learning utilization as the degree to which participants thoroughly completed an extensive number of automatically provided e-learning courses on new banking software. The results suggest that e-learning utilization is influenced by the workplace context in which e-learning takes place (supervisor support, personal capacity for learning), the planning of the learning process, and a learner's volition to learn. Planning the e-learning process mitigated an unfavourable learning environment in terms of limited time resources for learning to some extent.</p>\u0000 </section>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 3","pages":"373-387"},"PeriodicalIF":1.5,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144774153","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":"Challenging Isomorphic Mimicry With Human-Centred Design to Build Capacity in Three African Higher Education Institutions","authors":"William Heinrich,&nbsp;Timothy Silberg,&nbsp;John R. Bonnell,&nbsp;Sera Gondwe,&nbsp;Andrew Safalaoh,&nbsp;Cait Goddard,&nbsp;Kurt Richter","doi":"10.1111/ijtd.12366","DOIUrl":"https://doi.org/10.1111/ijtd.12366","url":null,"abstract":"<p>The Innovation Scholars Program (ISP) in sub-Saharan Africa (SSA) targets the issue of organizational capacity development in higher education institutions (HEIs). HEI's are susceptible to patterns of isomorphic mimicry, manifested where institutions often replicate behaviors perceived to be ideal without developing internal capacities for maintaining or adjusting. ISP addresses these patterns through individual and organizational capacity development leading to a focus on institutional function. Isomorphic mimicry is characterized by a focus on form over function (e.g., a new classroom building with no classes scheduled vs. building capacity of instructors to deliver relevant learning outcomes for their society); and incentives for leaders to use new resources to maintain the status quo (agenda conformity). Isomorphic mimicry is driven by global pressures but felt in part by HEI leaders and faculty. To address these issues, the ISP employs human-centered design (HCD) as a cornerstone of its approach. HCD is a user-focused problem-solving methodology that involves understanding the needs of the end-users whom we include as faculty, administrative leaders, and community-based stakeholders. Participants in ISP design and create prototypes and refine solutions through iterative, interdisciplinary, cross-hierarchical, feedback loops. Within the ISP, HCD was operationalized through workshops matched to design phases which led participants to deploy a working prototype. We measured individual and organizational learning, including participants' outcomes and collective patterns of organizational responsiveness, observed in part through a cross-case comparative analysis. As participant observers, we noted individual and organizational outcomes and conducted interviews, document analysis, and field observations to identify and understand new patterns. In each of the three ISP programs, individuals developed capacity, faculty and administrators learned to use HCD together (organizational capacity) as a problem-solving approach. Participants built trust in the process of local problem identification. Specifically, we observed where HCD ideas and principles appeared in locally identified use cases. The HCD approach fostered a shared language for making change, built trust among participants, and led to changes that outlasted project funding. By integrating individual learning and organizational change through HCD principles, HEIs established a new pattern of work, and focused on function, moved away from intensification (more of the same spending) toward repeatable processes and the needs of end-users. Integrating individual and collective learning with function in mind was key to interrupting components of isomorphic mimicry. The ISP helped ensure that organizational novelty was aimed at functional outcomes rather than status quo actions. Several of the initiatives begun in ISP continue to resonate and evolve post-project funding and have become self-sus","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 3","pages":"356-372"},"PeriodicalIF":1.5,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144774152","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}