International Journal of Training and Development最新文献

{"title":"Academic staff within vocational education responding to learners needs","authors":"Tracey Carlyon,&nbsp;Margaret Naufahu","doi":"10.1111/ijtd.12262","DOIUrl":"https://doi.org/10.1111/ijtd.12262","url":null,"abstract":"<p>The establishment of Te Pūkenga—New Zealand Institute of Skills and Technology, in 2019 was a result of the Review of Vocational Education (ROVE) undertaken in Aotearoa New Zealand. ROVE was committed to hearing the voices of all stakeholders to ensure excellence for all New Zealanders in vocational education. Against the backdrop of this review, research was undertaken by an Institute of Technology Polytechnic to learn more about how academic staff perceive they respond to their learners needs. In particular, the research focussed on the relationships academic staff have with their students; current feedback practices; and how authentic and engaging opportunities for learning occurs. Findings, as reported on in this article, showed academic staff are acutely aware of the central role they play in meeting their students’ needs and have a strong commitment towards student success. Nonetheless, data also highlighted some clear tensions and constraints for academic staff, including lack of time, high workloads, insufficient support, and inadequate resources. The authors suggest in addition to accessing professional learning opportunities, that overcoming some of these challenges may require fundamental, high level changes within vocational education institutions.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137689131","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":"Enrolment in workplace multimodal training programmes: The weight of trainee reactions to previous training experiences","authors":"Rachel Chauvin,&nbsp;Nora Yennek,&nbsp;Pauline Laurent,&nbsp;Sonia Lôrant,&nbsp;Fabien Fenouillet","doi":"10.1111/ijtd.12260","DOIUrl":"https://doi.org/10.1111/ijtd.12260","url":null,"abstract":"<p>This study investigated the extent to which trainees’ perceptions about previous training experiences determine their decision to re-enrol in future multimodal training programmes. A post-training reaction instrument adapted to multiple training modalities was developed. The results showed that trainees’ perceptions of the training design and utility for professional activities had an impact on their intention to attend training, which in turn affected the decision to re-enrol in English as a foreign language training programme measured four months later. Trainees less satisfied with their training experience also considered it less useful to reach their goals and were less likely to re-enrol in future programmes on the same topic. Nevertheless, the level of pre-training motivation to learn and task self-efficacy should be monitored, as they can strongly affect perceived training usefulness. Practical and research implications are proposed in the discussion.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137689132","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":"Student motivation and satisfaction: Why choose an international academic franchise programme rather than a home one?","authors":"Nasir Aminu,&nbsp;Kevin Pon,&nbsp;Caroline Ritchie,&nbsp;Stanislav Ivanov","doi":"10.1111/ijtd.12263","DOIUrl":"10.1111/ijtd.12263","url":null,"abstract":"<p>As globalisation increases, Higher Education Institutions are challenged to produce more young graduates to meet the corporate world's demand for highly qualified, mobile international managers. Business and management programmes are required to have international components to attract the best students. To date, the majority of research has focused on the management and quality of such programmes with few studies undertaken from the students’ perspective. This article examines students’ motivations to study on an internationally franchised academic programme, prior expectations and whether these were met. Students of international franchised management programmes at both undergraduate and postgraduate level studying in five different countries were asked what motivated them to choose this form of study over other possibilities open to them, their prior expectations and how satisfied they were with their actual experiences. The results confirmed some previous findings, i.e. the significance of enhanced employability potential. However, they also identified new themes, showing how the students’ funders influenced the choice of study and how that influence was affected by gender. The results also queried students’ true motivation for these programmes and the international academic franchisees’ potential to meet those expectations fully.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880599","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":"Capacity Strengthening: Development and Evaluation of the Training Course “Research Methods for Mental Health in War and Conflict”","authors":"Nancy Tamimi,&nbsp;Hanna Kienzler,&nbsp;Weeam Hammoudeh,&nbsp;Rita Giacaman","doi":"10.1111/ijtd.12259","DOIUrl":"10.1111/ijtd.12259","url":null,"abstract":"<p>To address the gap in locally driven mental health capacity strengthening initiatives in the occupied Palestinian territory (oPt), researchers from Birzeit University (BZU) and King's College London (KCL) developed a unique short course focusing on the intersection between methods, mental health, and conflict. The course was delivered in the West Bank at BZU, aiming to strengthen mental health research capacity among local researchers, health professionals and administrators. Twenty-eight participants from the West Bank and East Jerusalem completed the course. Participants accepted on the course from the Gaza Strip did not receive permission by the Israeli authorities to travel to the West Bank and were thus unable to attend. A pre-training assessment was completed before the start of the course and identified a gap in participants’ key qualitative and quantitative research skills. The post-evaluation showed that all participants agreed that their qualitative research skills improved, and the majority agreed that their quantitative research skills improved. Several participants considered the quantitative part too intensive, requiring more training time. The majority of participants were highly satisfied with the course. Our initiative offers a model for strengthening the local research capacity required to tackle the burden of mental illness in conflict-affected areas. This annual course can be scaled up to other conflict settings.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43856125","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":"Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector","authors":"Josine van den Elsen,&nbsp;Brenda Vermeeren,&nbsp;Bram Steijn","doi":"10.1111/ijtd.12258","DOIUrl":"10.1111/ijtd.12258","url":null,"abstract":"<p>This article examines the relationship between the valence of formal learning (perceived usefulness of the outcomes of formal learning for daily work and ambitions) and the employability-related competences of public sector employees. Furthermore, the moderating roles of social informal learning and transformational leadership (TFL) are investigated. We conducted hierarchical linear regression analyses, using secondary cross-sectional data from Dutch public service employees (<i>n</i> = 8858). The results show that the valence of formal learning increases employees’ employability competences. Additionally, TFL strengthens this relationship for two of the employability competences. However, TFL also negatively moderated the relation between valence and one of the employability competences. Social informal learning was found not to have a moderating effect but to directly contribute to the development of employability competences. The results question the predominant focus in research on participating in formal learning to increase employability competences and adds new insights by introducing the valence of formal learning to the employability literature. Some implications for future research are given related to the limitations of this article, such as the use of cross-sectional data. The findings show the relevance of formal learning with high valence for boosting employability. Therefore, employers should encourage formal learning and employees should carefully consider its expected valence. Furthermore, the results show that employers should enhance transformational leadership styles and stimulate employees to learn informally. This study provides further evidence for the relationship between formal learning and employability competences by considering the valence of formal learning rather than focusing on whether or not someone has participated in formal learning. Furthermore, it extends previous employability research by considering the moderating roles of social informal learning and of TFL.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49222380","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":"A combined resources-strength intervention: Empirical evidence from two streams of the positive psychology approach","authors":"Andrea Ceschi,&nbsp;Riccardo Sartori,&nbsp;Francesco Tommasi,&nbsp;Stefano Noventa,&nbsp;Sofia Morandini,&nbsp;Vivian Zagarese","doi":"10.1111/ijtd.12257","DOIUrl":"https://doi.org/10.1111/ijtd.12257","url":null,"abstract":"<p>In the framework of positive psychology approach, the present study reports the effect of a mixed human resources (HR) intervention program. We developed an intervention by the integration of the classic resource-based intervention with the specific strength training program named FAMILY. Then, we examined the extent to which such a combined intervention enhanced commitment, work engagement, job performance, and decreasing exhaustion of the participants. <i>N</i> = 69 sales consultants operating in an Italian pharmaceutical company participated in our study. To monitor the interventions used, participants had to complete a diary with self-report measures on the dimensions considered for four weeks. Data were analyzed by using growth models to study the variability of the dimensions considered overtime. Afterward, we used multilevel model analyses to test the associations between them. Our results showed that our combined training intervention increased in-role and extra-role performance, emotional commitment, and decreased the reported exhaustion level of the employees. Moreover, relationships among such dimensions have been explored in relation to antecedents that affect them (i.e., negative and positive emotions experienced, and job demands, and resources).</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137492400","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":"Differential effects of schooling and cognitive and non-cognitive skills on labour market outcomes: The case of the garment industry in Ethiopia","authors":"Shoko Yamada,&nbsp;Christian S. Otchia","doi":"10.1111/ijtd.12252","DOIUrl":"10.1111/ijtd.12252","url":null,"abstract":"<p>The paper contributes to the discussion of the effects of educational attainment and skills on labour market outcomes, especially in a fast-growing economy. The data are derived through the authors’ unique skills assessment of 591 workers at 19 foreign-invested garment-production companies in Ethiopia, which allows for the analysis of the impact of cognitive, non-cognitive, and practical skills separately from that of years of schooling. Instead of using the total score of a written test as a proxy for skills, we examine the composition of skills more closely. Our findings indicate that the schooling record is a significant determinant of wage, although the level of basic cognitive skills does not necessarily correspond to participants’ educational backgrounds. We also find that the non-cognitive skills needed to perform tasks accurately and with confidence are important for both written test performance and higher wages. Employers reward people with practical skills and knowledge directly related to work, although our findings suggest that overall cognitive capacities are developed holistically from a combination of different types of skills such as mathematical, reading, and analytical. The study highlights how developing economies face different skills assessment challenges than developed economies.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46318249","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":"A new path to training transfer: Transformational trainers and psychologically empowered training participants","authors":"Laura Elisabeth Creon,&nbsp;Carsten Christoph Schermuly","doi":"10.1111/ijtd.12256","DOIUrl":"10.1111/ijtd.12256","url":null,"abstract":"<p>Successful training transfer is necessary for employees to adapt to this fast-changing working world. In this study, we investigate whether transformational trainer behaviour can inspire training participants to change their self-concept during training and whether this is related to increased training transfer. Following the self-concept based theory, we examine the relationship between transformational trainer behaviour and training transfer, mediated by psychological empowerment. Moreover, we test a cross-level interaction such that the indirect effect varies based on the number of participants per training group. We conducted a two-wave study with 373 training participants in 58 training groups. Multilevel moderated mediation analysis showed that the training participants’ psychological empowerment mediated the positive relationship between transformational trainer behaviour and training transfer two months later. However, this indirect effect was not moderated by the number of participants per group. These results add to the discourse on the importance of trainers for training transfer and offer a new perspective on training as changing the participants’ self-concept.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47782462","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":"Perceptions of accountability for the transfer of training by leadership trainers","authors":"Susanne Wisshak,&nbsp;Dorothee Barth","doi":"10.1111/ijtd.12255","DOIUrl":"10.1111/ijtd.12255","url":null,"abstract":"<p>Schlenker’s model of responsibility was used in this study to investigate to what extent leadership trainers consider themselves accountable for the transfer of training. We conducted 15 semi-structured interviews and evaluated the answers using qualitative content analysis. With respect to the responsibility links of Schlenker’s model, the trainers described two out of three links as being rather strong. The interview data suggest that transfer-enhancing strategies were mostly clear to the trainers. They also reported feeling personally obliged to support trainees in their transfer efforts. Regarding the third link, the trainers perceived limited control over several transfer determinants. They explained that they could facilitate transfer but not produce it. The trainers identified the trainees, their supervisors, and the organisations as other responsible parties. The concept of trainers as transfer managers was scarcely reported among the data. Our findings suggest that client organisations could strengthen accountability by setting adequate and feasible training objectives and by monitoring their achievement. We discuss the theoretical and practical implications with regard to the promotion of transfer.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000030","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":"Determinants of attrition in agricultural training programmes: Insights from the next generation cocoa youth programme in Ghana","authors":"Shaibu Baanni Azumah,&nbsp;Gilbert Dagunga,&nbsp;Abraham Zakaria,&nbsp;Nathaniel A. Boateng,&nbsp;Kwadwo B. Mensah,&nbsp;Ethel S. Boateng","doi":"10.1111/ijtd.12253","DOIUrl":"https://doi.org/10.1111/ijtd.12253","url":null,"abstract":"<p>Demographic data from Ghana suggest aging population among cocoa farmers. Based on this evidence, youth participation in the cocoa sector has become a subject of interest to stakeholders including Solidaridad. This study employed both qualitative analysis and parametric regression models that addresses observed and unobserved errors, to estimate the determinants of youth attrition from cocoa training programmes; and the possible impact of attrition on youth engagement in cocoa farming in Ghana. The empirical results reveal that younger and male youth, the unmarried, persons without mobile phone, youth who do not participate in community development initiatives, and youth without leadership roles have a higher propensity of attrition from agricultural training programmes. Attrition was also found to be significantly driven by youth not having savings, non-business ownership, and having higher formal education. There is therefore the need for various stakeholders including COCOBOD in Ghana, to employ various mechanisms aimed at encouraging the youth to save. This could be done especially through the formation of Youth Savings and Loan Associations (YSLAs) which could reduce attrition rates from training programmes. Moreover, married and female youth should be prioritised by future cocoa-training programmes, and encouraged to take up leadership roles in the communitiessince they have a lower probability of attrition from training programmes.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137507198","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}