International Journal of Training and Development最新文献

{"title":"Factors Related to Negative Transfer of Training in Safety-Critical Professions: An Interview Study","authors":"Helena J. M. Pennings,&nbsp;Annemarie Landman,&nbsp;Eric Groen","doi":"10.1111/ijtd.12358","DOIUrl":"https://doi.org/10.1111/ijtd.12358","url":null,"abstract":"<p>Literature on transfer of training largely deals with positive transfer. Only few studies exist on negative transfer, and these were often performed in (laboratory) environments with low ecological validity. This study's objective is to identify factors that contribute to negative transfer in safety-critical professions. The primary focus of the study is on aviation, but investigated principles also apply to other domains with high-performing professionals. Semi-structured interviews were performed with training experts from commercial and military aviation (<i>n</i> = 8), as well as the medical (<i>n</i> = 1) and maritime (<i>n</i> = 1) domain. The experts were asked to list examples of negative transfer that they have observed or experienced themselves. Follow-up questions addressed training approaches and solutions regarding these examples. Answers were categorized using a transfer framework. The experts' most salient concerns involved: Time pressure, which leads to rushed training; Instructors with insufficient understanding of the limitations of the (simulator) training; and the way in which trainees should be placed into hazardous situations in a realistic manner. The experts provided several factors and recalls of experiences which may lead to negative transfer. These results may be relevant for instructors and can provide input for further experimental research regarding negative transfer.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"222-230"},"PeriodicalIF":1.5,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897001","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":"Microlearning for Green Skills Development in Ghana: A Pathway to Sustainability and Just Transitions","authors":"Yaw Owusu-Agyeman","doi":"10.1111/ijtd.12356","DOIUrl":"https://doi.org/10.1111/ijtd.12356","url":null,"abstract":"<div>\u0000 \u0000 <p>There have been calls for society to embrace lower-carbon production and consumption practices to address the growing environmental concerns, which include pollution, biodiversity loss, and environmental deterioration. This call is also linked to the achievement of the United Nations sustainable development goals (SDGs) and the need for countries to create a society that seeks to preserve the health and well-being of current and future generations. However, a global transition to a low-carbon economy that is inclusive, equitable, and socially responsible can be achieved through the contributions of individuals who are equipped with green skills to support the SDGs. Using a qualitative research approach and qualitative content analysis (QCA), the current study examined how microlearning could serve as a strong instructional approach and tool to promote the development of green skills among individuals and the green skills ecosystem. The findings show that microlearning, which is characterised by technology-mediated processes, multi-facilitation approaches, and bite-sized pieces of information, could be effectively and adequately used to support the development of green skills across businesses and substantially reduce pollution, biodiversity loss, and environmental deterioration. The study concludes by arguing that by leveraging the important features of microlearning, such as the brevity of learning experiences, clarity of content, easy accessibility to learning resources, and the ability of trainees to combine their work schedules with the training programme, many individuals will be equipped with green skills to contribute to the achievement of the SDGs.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"209-221"},"PeriodicalIF":1.5,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897081","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":"Young People as Actors in Their Occupational Careers: Effective Strategies to Increase the Chances of Entering an Attractive VET Programme After Leaving a General Education School in Germany","authors":"Claudia Schuchart,&nbsp;Benjamin Schimke","doi":"10.1111/ijtd.12353","DOIUrl":"https://doi.org/10.1111/ijtd.12353","url":null,"abstract":"<p>This article focuses on the question of what strategies general education graduates can use to improve their chances of entering an attractive vocational education and training (VET) programme in Germany. We look, in particular, at grades in the school-leaving certificate and the additional acquisition of a higher qualification at a vocational school. By using a vignette study, we focus on the selection by companies that offer training. Our results show that excellent grades in the school-leaving certificate of graduates with only an intermediate school-leaving qualification or an entrance qualification for a university of applied sciences improve their chances of entering a VET programme in comparison to more highly qualified competitors with very poor grades. One far more effective way is to upgrade their qualification at a vocational school in combination with professional knowledge relevant to the field of the desired VET programme. In particular, this protects graduates with an intermediate school-leaving qualification from a devaluation of their qualification when applying for a VET programme with a high proportion of applicants who have a university entrance qualification. However, there is a negative effect on their chances if they upgrade their qualification in a vocational field that is not relevant to the desired VET programme. This indicates the importance of career counselling at schools.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"176-195"},"PeriodicalIF":1.5,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896836","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 Competence and Performance Development in the Nursing Profession in Ghana","authors":"Samuel Howard Quartey","doi":"10.1111/ijtd.12355","DOIUrl":"https://doi.org/10.1111/ijtd.12355","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored the competence and performance development experiences of nurses working in public hospitals in Ghana. The study employed an exploratory qualitative research design. Participants were 25 public sector nurses who were purposively selected from two major hospitals in Ghana. Data were gathered using semi-structured interviews. The data were analyzed using an inductive thematic analytic framework. The findings indicated that nurses develop their competence by training continuously, joining fora, furthering education, and doing research. In addition, the findings revealed that nurses also develop their performance through scientific problem-solving, professionalism, ethics and protocols, nursing interventions, and patient–staff relationships. The findings further showed that favourable staff–manager relationships, staff motivation and satisfaction, and hospital equipment described the nature of a supportive hospital work environment. This study opens an attractive research window on the competence and performance development of public sector nurses in Ghana.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"196-208"},"PeriodicalIF":1.5,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896837","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":"Influence of Trainees' Transfer Beliefs, Intentions, and Commitment on Transfer Readiness: Variable and Person-Oriented Analyses","authors":"Aitana González-Ortiz de Zárate,&nbsp;Helena Roig-Ester,&nbsp;Paulina E. Robalino Guerra,&nbsp;Anja Garone,&nbsp;Carla Quesada-Pallarès","doi":"10.1111/ijtd.12352","DOIUrl":"https://doi.org/10.1111/ijtd.12352","url":null,"abstract":"<div>\u0000 \u0000 <p>Transfer beliefs are understudied in the training transfer field, whereas structural equation modelling (SEM) has been a widely used technique to study transfer models. New methodologies are needed to study training transfer and network analysis (NA) has emerged as a new approach that provides a visual representation of a given network. We explored the relation of transfer beliefs, intentions, commitment, and implementation intentions, and transfer using variable (SEM) and person-oriented approaches (NA) according to groups of trainees based on their transfer readiness. The longitudinal design measured T1 before the training and T2 after the training (268 participants). T1 measured trainees' beliefs about transfer, commitment to transfer, and intention to transfer; T2 measured self-reported transfer and implementation intention actions. The results of the NA confirmed the structure of the exploratory factor analysis. The NA model offered the visual representation of the network complimentary to the results obtained via SEM. Differentiating NA and SEM multigroup by cluster showed differences in models and architectures between clusters. We discussed the relations between beliefs and transfer, and also the implications of the combined use of the SEM and NA as novel approaches to study transfer.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"159-175"},"PeriodicalIF":1.5,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897140","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 Quantitative Analysis of the Underrepresentation of Women on Green Occupational Programmes Groups Within VET in Spain: A New Leaking Pipeline Phenomenon","authors":"Mónica Moso-Diez,&nbsp;Antonio Mondaca-Soto,&nbsp;Juan P. Gamboa,&nbsp;Itziar García-Blázquez","doi":"10.1111/ijtd.12350","DOIUrl":"https://doi.org/10.1111/ijtd.12350","url":null,"abstract":"<div>\u0000 \u0000 <p>The “leaky pipeline” metaphor describes the greater likelihood of women and girls leaving Science, Technology, Engineering and Mathematics (STEM) fields at every point, relative to men and boys. Gender disparities occur both in recruitment—that is, who chooses to enter a STEM pathway—as well as retention—that is, who chooses to persist in a STEM major or occupation. In addition, women who persist in STEM careers are less likely than men to reach top levels of leadership in those careers. The “leaky pipeline” metaphor describes the greater likelihood of women and girls to leave STEM fields at every point, relative to men and boys. Gender disparities occur both in recruitment—that is, who chooses to enter a STEM pathway—as well as retention—that is, who chooses to persist in a STEM major or occupation. In addition, women who persist in STEM careers are less likely than men to reach top levels of leadership in those careers. The aim of this paper is to analyse the representation of women in green occupational groups, studying both their attraction to “green vocational education and training programmes” and their completion as well as their transition to the labour market. It is important to note that green vocational programmes are closely related to STEM vocational education and training (VET) programmes. In this sense, it is relevant to analyse whether the gender “leaking pipeline” phenomenon exists in green training programmes and occupational groups in the same way it does in STEM occupations. The quantitative breakdown by occupational group highlights a clear gender gap in female participation in GREEN VET programmes. Moreover, when women from green occupational groups enter the labour market, their employment conditions are systematically worse than those of men. It is worth noting the scarcity of studies on this issue, particularly quantitative ones, which indicates the limited scientific attention paid to analysing the gender gap in green vocational programmes and occupational groups.</p></div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"149-158"},"PeriodicalIF":1.5,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897234","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":"Responsiveness at the Local Level: Building VET Systems to Advance Communities","authors":"Stephen Billett","doi":"10.1111/ijtd.12351","DOIUrl":"https://doi.org/10.1111/ijtd.12351","url":null,"abstract":"<p>To advance the social and economic goals of the communities that vocational education and training (VET) serves requires more than being responsive to governmental and industry needs. While necessary to a degree, being responsive to such needs is not a sufficient goal to which VET systems should be directed, enacted and judged. They also need to: (i) be responsive to the communities served by those systems and (ii) play a role in bringing about change in those communities through supporting innovations, extending existing economic activities and building capacities at the local level. Given the scope of these roles, VET, perhaps more than any other educational sector, requires effective localised social, administrative and educational infrastructures to achieve such outcomes. Social infrastructure includes partnerships that support work placements, work experiences, employment opportunities and articulate local enterprises' requirements. Administrative infrastructure includes the intentional organisation and enactment of vocational educational provisions and their certification. Educational infrastructure includes the provision and alignment of expertise and resources to achieve these outcomes, including those of teachers and the ability to extend their efforts beyond the educational institution. These forms of local infrastructure are proposed as being essential for achieving five contemporary purposes of VET: (i) engaging young people with VET; (ii) assisting them in identifying occupations to which they are suited; (iii) preparing them for occupations; (iv) continuing education across working life to meet changing needs and goals and (v) aligning workplace innovations with workers' learning. In advancing that proposal, this paper draws on the reviews of literature and findings from a three-decade-long programme of research in VET provisions in countries with both developed and developing economies, to make a case for VET going beyond responsiveness to meet local communities' needs, advance their capacities and extend their social and economic potentials.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"140-148"},"PeriodicalIF":1.5,"publicationDate":"2025-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897032","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":"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}