International Journal of Training and Development最新文献

{"title":"Literature review of international empirical research on transfer of vocational education and training","authors":"Miriam Toepper,&nbsp;Olga Zlatkin-Troitschanskaia,&nbsp;Carla Kühling-Thees","doi":"10.1111/ijtd.12276","DOIUrl":"10.1111/ijtd.12276","url":null,"abstract":"<p>Although the practice of transferring vocational education and training (VET) structures internationally has a long tradition, there is still a lack of systematic research in this field. The various theoretical models and empirical approaches applied to analyse the transfer of the internationally very heterogeneous VET systems result in a strong fragmentation of the research landscape. Hence, consolidation and synthesizing efforts in international VET transfer research are required. This study focuses on the empirical research on VET transfer, analysing the impact and the evidential quality of the study results, and their significance. In this systematic literature review, a total of 231 relevant studies were found and of these, 26 studies were selected for full-text analysis based on predefined criteria. These empirical studies were analysed in a two-step procedure. First, the studies were classified into predefined superordinate categories (e.g., year, research objective, method, sample, participating countries, central result). Second, they were analysed in more depth following an integrative framework based on a research pyramid model and a model for assessing the quality of qualitative research. This critical twofold analysis of the current relevant literature indicates that there is extensive research on international VET transfer. So far, this field of research is characterized by case studies with predominantly qualitative designs and analysis methods. More methodological diversity, which includes longitudinal studies and comparative analyses, is important to this field to provide more well-founded research outcomes in the future. These, in turn, could provide practical and political actors with an evidence-based foundation for their decision-making. By identifying the specific strengths and shortcomings of the empirical research on VET transfer, we reveal central desiderata and derive recommendations on how to strengthen future research and evidence-based VET practice.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 4","pages":"686-708"},"PeriodicalIF":1.8,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44085703","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 positive gain spiral of job resources, work engagement, opportunity and motivation on training transfer","authors":"Janos Salamon,&nbsp;Brian D. Blume,&nbsp;István Tóth-Király,&nbsp;Tamás Nagy,&nbsp;Gábor Orosz","doi":"10.1111/ijtd.12277","DOIUrl":"10.1111/ijtd.12277","url":null,"abstract":"<p>According to previous studies, general environmental characteristics and job-related factors influence employees' transfer of learned skills to the job. However, among job-related variables, the role of work engagement in connection with transfer motivation, opportunity and training transfer has not received much research attention. Building upon the theoretical background of the Job Demands-Resources Model, the present study investigated the relationship between job resources/demands and training transfer through work engagement, transfer motivation and opportunity to transfer. Based on data from 311 working adults who participated in soft skill training programmes, job resources were associated with higher levels of training transfer through increased work engagement, motivation and opportunity to transfer. In contrast, job demands had negative relationships with transfer via work engagement and opportunity to transfer. The findings supported the assumption of the positive gain spiral in the transfer context. We conclude that companies should prioritize the development of job resources to provide a better environment for training transfer.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"556-580"},"PeriodicalIF":1.8,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46067507","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":"Webinar satisfaction factors in the stories of participants","authors":"Czahajda Radoslaw","doi":"10.1111/ijtd.12275","DOIUrl":"10.1111/ijtd.12275","url":null,"abstract":"<p>The purpose of this study was to explore the factors that affect participants' webinar satisfaction, with special emphasis on the dissatisfaction factors. The method of empathy-based stories was chosen for the research due to its potential to eliminate bias from other qualitative methods. The research collected 280 different factors potentially impacting training satisfaction. Some of them had not been raised in subject literature before. In contrast to previous studies, this research concluded that the length of the webinar and finding it interesting might not be critical from the participants' point of view. Moreover, participants of the study valued the depth of content more than breadth. The research also discovered a potentially disregarded important satisfaction factor of webinar description, shaping participants' expectations.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"531-555"},"PeriodicalIF":1.8,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44927216","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":"An organized anarchy? Understanding the role of German cooperation in the construction and export of the dual training model","authors":"Clara Fontdevila, Oscar Valiente, Sebastian Schneider","doi":"10.1111/ijtd.12274","DOIUrl":"https://doi.org/10.1111/ijtd.12274","url":null,"abstract":"The role of German cooperation as a key force behind the worldwide dissemination of dual training is well-established within the specialized literature. The multilayered and fragmented nature of the German cooperation landscape suggests that German efforts in this area follow a complex and evolving interplay of motivations—yet the rationales behind Germany's bilateral work in the area of technical and vocational education and training (TVET) have rarely been examined in a systematic way. Additionally, existing approaches to the question of aid motivations as provided by economics and international relations scholarship appear to be ill-suited to understanding the rationales behind Germany's TVET cooperation efforts. Drawing on a combination of document analysis and interviews with key stakeholders, this paper investigates the heterogeneity of drivers and motivations behind German cooperation efforts in the promotion and export of the dual training model and examines the coordination challenges posed by this diversity. The paper finds that German efforts in the international promotion of dual training are driven by at least three analytically distinct rationales that correspond roughly to three differentiated poles within the German policy space—namely, the economic, development and education arenas. The paper also finds that this diversity of motivations poses important coordination challenges—and that, while recent coordination efforts have succeeded in securing some degree of rhetorical consistency, only limited progress has been made in terms of operational coherence.","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"17 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496499","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":"Training business students to use online networking for self-development","authors":"Tiit Elenurm","doi":"10.1111/ijtd.12269","DOIUrl":"10.1111/ijtd.12269","url":null,"abstract":"<p>This paper contributes to understanding opportunities to use social media for developing online networking skills that can be applied in entrepreneurial self-development. Analysis of business students' changing priorities in finding and using online social networks during the years 2008–2019 demonstrated the dominance of Facebook and, more recently, Instagram, compared to LinkedIn and more specialized networks for entrepreneurs. Students involved in knowledge sharing for travelling, sports, music and online gaming have a more detailed understanding of online social media as entrepreneurial self-development tools. Recent years demonstrated some desire to integrate online communication and joint actions in physical locations. Students need a deeper understanding of how their online communication and networking priorities can be aligned with their entrepreneurial network development and knowledge sharing priorities through social media. Our longitudinal research of student priorities in online social network use demonstrates to educators the importance of understanding the self-development paths of students when improving their skills to use online networking. Higher education should guide students to use online media to trace new entrepreneurship opportunities, expand their contact network and prepare them to reflect critically on online information dissemination practices.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"516-530"},"PeriodicalIF":1.8,"publicationDate":"2022-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574488","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":"Workplace learning in Crowdwork Questionnaire (WLCQ): Measuring self-regulated learning and skill development in online platform work","authors":"Anoush Margaryan,&nbsp;Julian Albert,&nbsp;Timothy Charlton-Czaplicki","doi":"10.1111/ijtd.12268","DOIUrl":"10.1111/ijtd.12268","url":null,"abstract":"<p>This paper addresses learning and development processes in online platform work. Specifically, it proposes a new instrument to survey and analyze self-regulated workplace learning in crowdwork, a type of online platform labor in which a global pool of workers are matched with clients through digital platforms to carry out remunerated tasks. Although workplace learning practices of workers in traditional, organisationally embedded jobs have been studied extensively, the findings cannot be transferred to describe and explain learning behaviors within crowdwork, which is fundamentally different from traditional work in that it is autonomous, radically distributed, and no organisationally provided training opportunities exist in crowdwork. To advance the understanding of workplace learning in crowdwork we reviewed the literature on workplace learning, platform work, and self-regulated learning to develop the Workplace Learning in Crowdwork Questionnaire, which we subsequently validated with 992 crowdworkers from six European countries on three crowdwork platforms. The instrument can be used by researchers to study the nature of (self-directed) workplace learning in online labor platforms. It can also be used by crowdworkers to self-reflect on their learning and development.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"495-515"},"PeriodicalIF":1.8,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48080294","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":"Can managers be trained to further support their employees' basic needs and work engagement: A manager training program study","authors":"Tomas Jungert,&nbsp;Marc-Antoine Gradito Dubord,&nbsp;Michael Högberg,&nbsp;Jacques Forest","doi":"10.1111/ijtd.12267","DOIUrl":"10.1111/ijtd.12267","url":null,"abstract":"<div>\u0000 \u0000 <p>The present paper describes a quasi-experimental research presenting a workplace training program aimed at helping managers to be more supportive of their employees' autonomy. Drawing on self-determination theory, we built a pre/post questionnaire design measuring perceived autonomy support, need satisfaction, need frustration, autonomous motivation, controlled motivation, work engagement and job burnout. Seven managers were trained according to the autonomy support training program. We assessed 39 of their employees before and after the intervention. Moreover, 133 employees whose managers were not included in the training program constituted the control group. Regarding the experimental group, the results showed significant statistical differences regarding perceived autonomy support from managers, autonomous motivation, need satisfaction, work engagement and job burnout. No significant effects regarding perceived autonomy support from coworkers controlled motivation, or need frustration were observed. This study provides added value to the theory of need satisfaction and demonstrates that training managers to be need-supportive may be effective in improving positive work-related outcomes and reducing negative outcomes.</p>\u0000 </div>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"472-494"},"PeriodicalIF":1.8,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48699329","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 trainees' characteristics on the transfer of entrepreneurship training: Evidence from microfinance institutions in Tanzania","authors":"Joyce J. Minja PhD, Candidate,&nbsp;Omari K. Mbura PhD,&nbsp;Goodluck Charles PhD","doi":"10.1111/ijtd.12266","DOIUrl":"10.1111/ijtd.12266","url":null,"abstract":"<p>While entrepreneurship training is essential for the growth and sustainability of enterprises, the literature identifies several challenges which contribute to insufficient transfer (application) of trained materials to enterprises. Yet, the extant literature on training transfer is inconclusive, with minimal focus on trainee personal characteristics and scarce visualization of transfer as a dimensional concept. The study addressed this gap by examining the influence of selected trainee demographics on dimensions of near, far and creative transfer of entrepreneurship training. Based on a survey of 418 trainees in Tanzanian community-based microfinance institutions, findings reveal that, each dimension of training transfer tested was influenced by a different set of demographic determinants. It was evident that elders were less enthusiastic about near and far application of entrepreneurship training. Males perceived slightly more training transfer in far and creative domains while those with higher education levels were more likely to apply training in all transfer dimensions. Those with exposure to entrepreneurship were more convinced of the value of applying the trained skills to near and creative domains. Consequently, the study advances Andragogy by showing the contextual nature of applicability of its principles, as well as the dependence of training transfer on contextual factors surrounding trainees.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"448-471"},"PeriodicalIF":1.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46105613","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":"Effectiveness of a competence-based planting support training programme for development agents in Ethiopia","authors":"Chalachew Tarekegne,&nbsp;Renate Wesselink,&nbsp;Harm J. A. Biemans,&nbsp;Martin Mulder","doi":"10.1111/ijtd.12265","DOIUrl":"https://doi.org/10.1111/ijtd.12265","url":null,"abstract":"<p>Competence-based education and training (CBE/T) has been implemented in Ethiopia to develop the competences of (future) professionals and to improve their performance. However, empirical evidence that demonstrates the effectiveness of CBE/T is scarce. Positioning the study within the theory of strategic alignment and comprehensive competence-based training, we used the authentic core job task ‘On-Site Helping of Farmers during the Planting of Maize’, of Development Agents as problem context and conducted an experimental-longitudinal research study including multirater performance assessment. The study compared competence development of the Development Agents who received training that could be characterized as ‘High-CBT’ (<i>N</i> = 33) and ‘Low-CBT’ (<i>N</i> = 32). ‘High-CBT’ means that in these training programmes, principles of competence-based training were used more completely than in the ‘Low-CBT’ programmes. Experts rated the competence levels of the Development Agents and Development Agents rated their own competence levels. Both groups did that before and after the training. Individual Development Agent performance was also rated by Trained Assessors. Longitudinally, Development Agent performance data was collected during one production year at three points in time. Development Agent's competence development in the ‘High-CBT’ training condition was higher than in the ‘Low-CBT’ condition. Observations made on each Development Agent's performance by Trained Assessors both in the Farmer Training Centres and in the authentic job situations, generally confirmed better performance of the ‘High-CBT’ group compared with the ‘Low-CBT’ group. The finding contributes to the state of research on the relationship between competence development and performance improvement, which is theoretically postulated although less empirically tested.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"381-406"},"PeriodicalIF":1.8,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137971708","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":"Employability competences of workers in health care and finance. The role of self-directed learning orientation and job characteristics","authors":"Niels van der Baan,&nbsp;Isabel Raemdonck,&nbsp;Ellen Bastiaens,&nbsp;Simon Beausaert","doi":"10.1111/ijtd.12264","DOIUrl":"10.1111/ijtd.12264","url":null,"abstract":"<p>Employability, defined as a set of competences that allow an individual to create and maintain a job, is pivotal for both organizations and employees. Organizations with an employable workforce remain competitive and individuals who are employable experience better career development. The present study investigates self-directed learning orientation (SDLO), job control, and job demand as predictors for three employability competences: occupational expertise, personal flexibility, and anticipation and optimization. Data were collected from a sample from two different sectors (health care and finance) in the Netherlands. A path model was built to investigate the relationships between the dependent and independent variables. Results indicate that SDLO and job demands relate positively to all three employability competences. These results suggest that employees with a self-directed learning orientation and employees working in a demanding job are more employable. In addition, we found that the positive relationship between SDLO and employability competences was moderated by job control. To create an employable workforce, supervisors and managers can promote employees’ orientation toward self-directed learning and pay considerable attention to job design in terms of job demands and job control.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 3","pages":"427-447"},"PeriodicalIF":1.8,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44979035","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}