Pub Date : 2023-09-12DOI: 10.1108/ejtd-02-2023-0026
Jhong Yun Joy Kim, EunBee Kim, Doo Hun Lim
Purpose This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures. Design/methodology/approach To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables. Findings First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners. Research limitations/implications Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds. Practical implications This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted. Social implications In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals. Originality/value This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.
{"title":"A meta-analysis of the effects of lifelong vocational education in South Korea","authors":"Jhong Yun Joy Kim, EunBee Kim, Doo Hun Lim","doi":"10.1108/ejtd-02-2023-0026","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0026","url":null,"abstract":"Purpose This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures. Design/methodology/approach To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables. Findings First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners. Research limitations/implications Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds. Practical implications This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted. Social implications In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals. Originality/value This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824711","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}
Pub Date : 2023-09-05DOI: 10.1108/ejtd-06-2022-0065
Eduardo Tomé, Katarzyna Tracz-Krupa, Dorota Molek-Winiarska
Purpose The purpose of this paper is to define the impact of training and development (T&D) in the Visegrad countries (V4) as impacted by the Covid-19 pandemic, namely, Hungary, Poland, Slovakia and the Czech Republic. These countries have some political, cultural, social and economic similarities and share some common ground in the human resource development (HRD) sectors. Design/methodology/approach The authors used the HRD theory and the human capital theory to analyse the context, operations and impact of T&D in the V4 countries due to the Covid-19 pandemic. The research was conducted in 400 companies, 100 from each of the four countries using the computer assisted web interviewing technique. The questionnaire was in a six-point Likert scale format and addressed 12 topics related to T&D: policy, expectations, procedures of diagnosis, preparation, implementation, monitoring, trainees, trainers, investment and expenditures, evaluation, results and controlling. Findings The authors concluded that in the Visegrad countries, Covid-19 raised expectations on T&D. This was followed by increased levels of action in diagnosis, preparation, monitoring and implementation, following pre-existing and adjusted policies. Evaluation and control were complicated. Investment and results and the human side of the T&D (trainees and trainers) were the ones for which there were more uncertainties and perplexities. Research limitations/implications The study has the limitation of using only a small sample in four countries. For further research, the authors suggest a larger study extended to all the European Union countries, an in-depth analysis of the current data and the kurtosis on Policy of T&D. Practical implications The results of the research can be used to improve T&D programs after the Covid-19 pandemic. They could also provide information to external trainers to improve and adjust their services according to the opinions of the respondents of the study. The research findings can also serve institutions responsible for policy provision of HRD at a national level by providing possibilities to apply for funding either within national or regional funds like the National Training Fund in Poland or within European Union money at a national level. Originality/value The study is original because even if the T&D in V4 countries during the Covid-19 pandemic had already been studied separately (e.g. Mikołajczyk, 2021; Vrabcová, Urbancová 2021; Vinichenko et al., 2021), no empirical, cross-national research analysing specifically the T&D in those countries has been carried out so far. The authors use an innovative methodology, addressing 12 topics and the people involved together with the stages in which a T&D policy is divided. That makes it innovative and very relevant.
本文的目的是确定受Covid-19大流行影响的维谢格拉德国家(V4)的培训和发展(T&D)的影响，即匈牙利，波兰，斯洛伐克和捷克共和国。这些国家在政治、文化、社会和经济方面有一些相似之处，在人力资源开发部门也有一些共同点。设计/方法/方法作者使用人力资源开发理论和人力资本理论分析了由于Covid-19大流行而在V4国家开展的培训和发展的背景、运作和影响。这项研究在400家公司中进行，四个国家各有100家公司使用计算机辅助网络面试技术。问卷采用李克特六分制，涉及与T&D相关的12个主题:政策、期望、诊断程序、准备、实施、监测、学员、培训师、投资和支出、评估、结果和控制。作者得出结论，在维谢格拉德国家，Covid-19提高了对T&D的期望。随后，根据原有和调整后的政策，在诊断、准备、监测和实施方面加强了行动水平。评价和控制比较复杂。投资和结果以及培训与发展的人的方面(受训人员和培训师)是存在更多不确定性和困惑的方面。研究的局限性/启示本研究的局限性在于仅在四个国家使用了小样本。对于进一步的研究，作者建议将研究范围扩大到所有欧盟国家，对现有数据和技术与发展政策的峰度进行深入分析。实际意义研究结果可用于改进Covid-19大流行后的T&D计划。他们也可以根据调查对象的意见向外部培训人员提供信息，以改进和调整他们的服务。研究结果还可以为负责国家一级人力资源开发政策提供的机构提供服务，提供在波兰国家培训基金等国家或区域基金或在国家一级在欧洲联盟资金范围内申请资金的可能性。这项研究具有原创性，因为即使V4国家在2019冠状病毒病大流行期间的疾病和发展已经被单独研究过(例如Mikołajczyk, 2021;vrabcov， urbancov 2021;Vinichenko et al.， 2021)，到目前为止，还没有对这些国家的T&D进行具体分析的实证跨国研究。作者使用了一种创新的方法，讨论了12个主题和相关人员以及技术与发展政策划分的阶段。这使得它具有创新性和相关性。
{"title":"Training and development in the Visegrad countries during Covid-19","authors":"Eduardo Tomé, Katarzyna Tracz-Krupa, Dorota Molek-Winiarska","doi":"10.1108/ejtd-06-2022-0065","DOIUrl":"https://doi.org/10.1108/ejtd-06-2022-0065","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to define the impact of training and development (T&D) in the Visegrad countries (V4) as impacted by the Covid-19 pandemic, namely, Hungary, Poland, Slovakia and the Czech Republic. These countries have some political, cultural, social and economic similarities and share some common ground in the human resource development (HRD) sectors.\u0000\u0000\u0000Design/methodology/approach\u0000The authors used the HRD theory and the human capital theory to analyse the context, operations and impact of T&D in the V4 countries due to the Covid-19 pandemic. The research was conducted in 400 companies, 100 from each of the four countries using the computer assisted web interviewing technique. The questionnaire was in a six-point Likert scale format and addressed 12 topics related to T&D: policy, expectations, procedures of diagnosis, preparation, implementation, monitoring, trainees, trainers, investment and expenditures, evaluation, results and controlling.\u0000\u0000\u0000Findings\u0000The authors concluded that in the Visegrad countries, Covid-19 raised expectations on T&D. This was followed by increased levels of action in diagnosis, preparation, monitoring and implementation, following pre-existing and adjusted policies. Evaluation and control were complicated. Investment and results and the human side of the T&D (trainees and trainers) were the ones for which there were more uncertainties and perplexities.\u0000\u0000\u0000Research limitations/implications\u0000The study has the limitation of using only a small sample in four countries. For further research, the authors suggest a larger study extended to all the European Union countries, an in-depth analysis of the current data and the kurtosis on Policy of T&D.\u0000\u0000\u0000Practical implications\u0000The results of the research can be used to improve T&D programs after the Covid-19 pandemic. They could also provide information to external trainers to improve and adjust their services according to the opinions of the respondents of the study. The research findings can also serve institutions responsible for policy provision of HRD at a national level by providing possibilities to apply for funding either within national or regional funds like the National Training Fund in Poland or within European Union money at a national level.\u0000\u0000\u0000Originality/value\u0000The study is original because even if the T&D in V4 countries during the Covid-19 pandemic had already been studied separately (e.g. Mikołajczyk, 2021; Vrabcová, Urbancová 2021; Vinichenko et al., 2021), no empirical, cross-national research analysing specifically the T&D in those countries has been carried out so far. The authors use an innovative methodology, addressing 12 topics and the people involved together with the stages in which a T&D policy is divided. That makes it innovative and very relevant.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"50 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81382019","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}
Pub Date : 2023-09-01DOI: 10.1108/ejtd-02-2023-0018
Mohamed Mousa, Levy del Aguila, Hala A. Abdelgaffar
Purpose This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome? Design/methodology/approach The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data. Findings The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations. Originality/value This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.
{"title":"How might responsible management education (RME) be used to develop responsible leadership skills among students in business schools? Evidence from non-Western business schools","authors":"Mohamed Mousa, Levy del Aguila, Hala A. Abdelgaffar","doi":"10.1108/ejtd-02-2023-0018","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0018","url":null,"abstract":"\u0000Purpose\u0000This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.\u0000\u0000\u0000Findings\u0000The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.\u0000\u0000\u0000Originality/value\u0000This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"23 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85392769","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}
Pub Date : 2023-08-29DOI: 10.1108/ejtd-11-2022-0131
Jaehong Joo, H. Kim, Saegyoung Song, Y. Ro, Ji Hoon Song
Purpose The purpose of this study is to emphasize the important role of performance-oriented human resource (HR) practices and gender equality perceptions in supervisors and chief executive officers (CEOs) for career development among women in management. Design/methodology/approach This study used a quantitative methodology to examine relationships among variables. The authors conducted a survey to investigate factors influencing the career development of women managers in professional settings, with a sample of 1,502 female managers in South Korea. Findings The relationship between performance-oriented HR practices and career development for women managers was supported. In addition, self-leadership significantly mediated the relationship between performance-oriented HR practices and career development. Finally, double moderator effects of gender equality perceptions of CEOs and supervisors on the relationship between performance-oriented HR practices and self-leadership were significant. Originality/value This study emphasizes that career development for women in South Korea depends on gender equality awareness and institutional reorganization for best practices at top management levels. Specifically, this study identified the essential role of performance-based HR practices to support self-leadership and career development in women managers. Furthermore, this study recognized gender equality perceptions of CEOs and supervisors as a critical factor in the successful career development of women managers.
{"title":"Performance-oriented HR and career development of women managers: the mediation of self-leadership and the moderated mediation of supervisor’s gender equality","authors":"Jaehong Joo, H. Kim, Saegyoung Song, Y. Ro, Ji Hoon Song","doi":"10.1108/ejtd-11-2022-0131","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0131","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to emphasize the important role of performance-oriented human resource (HR) practices and gender equality perceptions in supervisors and chief executive officers (CEOs) for career development among women in management.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a quantitative methodology to examine relationships among variables. The authors conducted a survey to investigate factors influencing the career development of women managers in professional settings, with a sample of 1,502 female managers in South Korea.\u0000\u0000\u0000Findings\u0000The relationship between performance-oriented HR practices and career development for women managers was supported. In addition, self-leadership significantly mediated the relationship between performance-oriented HR practices and career development. Finally, double moderator effects of gender equality perceptions of CEOs and supervisors on the relationship between performance-oriented HR practices and self-leadership were significant.\u0000\u0000\u0000Originality/value\u0000This study emphasizes that career development for women in South Korea depends on gender equality awareness and institutional reorganization for best practices at top management levels. Specifically, this study identified the essential role of performance-based HR practices to support self-leadership and career development in women managers. Furthermore, this study recognized gender equality perceptions of CEOs and supervisors as a critical factor in the successful career development of women managers.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"57 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86999169","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}
Pub Date : 2023-08-29DOI: 10.1108/ejtd-04-2023-0052
Hyeon-ah Jo, M. Park, Ji Hoon Song
Purpose A boundaryless career perspective suggests that career competencies are essential for employees who wish to advance their careers in high uncertainty. This study aims to propose an integrated conceptual model for career competencies to provide insights for employees and organizations by identifying what and how one can prepare and provide support for career development in an uncertain and complex work environment. Design/methodology/approach The integrated literature reviewed was adapted to provide a conceptual model for career competencies. All 77 studies were reviewed, guided by the intelligent career theory (ICT) and social cognitive career theory (SCCT). Findings The mechanisms of career competency development were examined through the interrelationship between three types of knowing; knowing-why, knowing-whom and knowing-how. Career competencies can be considered a developmental process, therefore, they could develop through various interventions and accumulate over time. Especially the results indicate that learning is an essential component of career competencies, as it increases self-efficacy and promotes a desire to achieve positive career outcomes. Originality/value This study provided a conceptual model, explored the mechanisms of career competency development and considered how career competencies influence career outcomes. Furthermore, it identified the context of the construct of career competencies by integrating the SCCT and ICT. Finally, it showed the inadequacy of existing research on negative factors of career competency outcomes and recommended further research to broaden the general context of career competency studies.
{"title":"Career competencies: an integrated review of the literature","authors":"Hyeon-ah Jo, M. Park, Ji Hoon Song","doi":"10.1108/ejtd-04-2023-0052","DOIUrl":"https://doi.org/10.1108/ejtd-04-2023-0052","url":null,"abstract":"\u0000Purpose\u0000A boundaryless career perspective suggests that career competencies are essential for employees who wish to advance their careers in high uncertainty. This study aims to propose an integrated conceptual model for career competencies to provide insights for employees and organizations by identifying what and how one can prepare and provide support for career development in an uncertain and complex work environment.\u0000\u0000\u0000Design/methodology/approach\u0000The integrated literature reviewed was adapted to provide a conceptual model for career competencies. All 77 studies were reviewed, guided by the intelligent career theory (ICT) and social cognitive career theory (SCCT).\u0000\u0000\u0000Findings\u0000The mechanisms of career competency development were examined through the interrelationship between three types of knowing; knowing-why, knowing-whom and knowing-how. Career competencies can be considered a developmental process, therefore, they could develop through various interventions and accumulate over time. Especially the results indicate that learning is an essential component of career competencies, as it increases self-efficacy and promotes a desire to achieve positive career outcomes.\u0000\u0000\u0000Originality/value\u0000This study provided a conceptual model, explored the mechanisms of career competency development and considered how career competencies influence career outcomes. Furthermore, it identified the context of the construct of career competencies by integrating the SCCT and ICT. Finally, it showed the inadequacy of existing research on negative factors of career competency outcomes and recommended further research to broaden the general context of career competency studies.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"52 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74058268","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}
Pub Date : 2023-08-10DOI: 10.1108/ejtd-02-2023-0027
Bhavani Ramamoorthi, Aini-Kristiina Jäppinen, Matti Taajamo
Purpose This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students. Design/methodology/approach This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory. Findings The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity. Research limitations/implications Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels. Originality/value The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.
{"title":"Manifestations of leadership identity development among multicultural higher education students","authors":"Bhavani Ramamoorthi, Aini-Kristiina Jäppinen, Matti Taajamo","doi":"10.1108/ejtd-02-2023-0027","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0027","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.\u0000\u0000\u0000Design/methodology/approach\u0000This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.\u0000\u0000\u0000Findings\u0000The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.\u0000\u0000\u0000Research limitations/implications\u0000Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.\u0000\u0000\u0000Originality/value\u0000The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"327 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78327157","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}
Pub Date : 2023-07-20DOI: 10.1108/ejtd-11-2022-0120
Chang‐kyu Kwon, Kibum Kwon
Purpose The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD). Design/methodology/approach This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD. Findings The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability. Originality/value The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.
{"title":"A conceptual framework for practicing inclusive dialogic organization development in times of uncertainty and complexity","authors":"Chang‐kyu Kwon, Kibum Kwon","doi":"10.1108/ejtd-11-2022-0120","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0120","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).\u0000\u0000\u0000Design/methodology/approach\u0000This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.\u0000\u0000\u0000Findings\u0000The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.\u0000\u0000\u0000Originality/value\u0000The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79088790","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}
Pub Date : 2023-07-18DOI: 10.1108/ejtd-01-2023-0005
Stephanie L. Bilderback
Purpose This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions. Design/methodology/approach The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs. Findings The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes. Originality/value This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.
本文旨在强调将组织可持续性培训与联合国(UN)可持续发展目标(SDGs)相结合。它展示了如何将可持续发展目标纳入培训、发展计划和激励措施，以促进可持续实践。它指导组织制定长期可持续性目标，以保持竞争力并适应不断变化的条件。设计/方法/方法本文对有关将组织可持续性培训与可持续发展目标相结合的主题的文献进行了回顾。该研究包括调查17个可持续发展目标及其具体的改进领域，将组织可持续发展培训与可持续发展目标相结合的好处和挑战，以及成功将组织可持续发展培训与可持续发展目标相结合的组织的最佳实践。本研究的研究结果是通过对人力资源开发、企业社会责任、组织可持续性和整合培训以促进可持续和道德行为等主题的文献进行系统回顾而得出的。通过对Scopus、Web of Science和b谷歌Scholar等电子数据库的全面检索，从120篇文章中选出了36篇。对选定的文章进行了详细的分析，并将来自联合国的信息纳入分析。审查的重点是审查将可持续发展培训与可持续发展目标相结合对组织可持续性的影响。分析结果表明，将可持续发展培训与可持续发展目标相结合对组织具有积极影响。这种影响包括促进可持续实践，提高员工满意度和生产力，减少对环境的影响和提高组织的声誉。研究发现，定期的进度评估和长期目标对于组织保持竞争力和适应变化至关重要。原创性/价值本文全面分析了17个可持续发展目标，以及如何将其与组织可持续性培训相结合。它为组织有效地将可持续发展目标纳入其培训和发展计划、绩效评估和激励措施提供了实用指导。该文件还包括成功将组织可持续性培训与可持续发展目标相结合的组织的案例研究和最佳实践，使其成为希望在其运营中促进可持续实践的组织的原始和宝贵资源。
{"title":"Integrating training for organizational sustainability: the application of Sustainable Development Goals globally","authors":"Stephanie L. Bilderback","doi":"10.1108/ejtd-01-2023-0005","DOIUrl":"https://doi.org/10.1108/ejtd-01-2023-0005","url":null,"abstract":"\u0000Purpose\u0000This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.\u0000\u0000\u0000Design/methodology/approach\u0000The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.\u0000\u0000\u0000Findings\u0000The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.\u0000\u0000\u0000Originality/value\u0000This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"69 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90604446","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}
Pub Date : 2023-07-13DOI: 10.1108/ejtd-01-2023-0002
A. Pinnington, F. Mir, Zehua Ai
Purpose The purpose of this study is to address the mixed predictions about the relationship between general skills training and turnover intention of early career graduates by examining the mediating mechanisms of perceived organizational support (POS) and job satisfaction (JS) through which this relationship might be enacted. This study adopts organizational support theory as the guiding theory and examines the concept of POS as critical for predicting and explaining relationships in the conceptual framework. Design/methodology/approach A quantitative survey method was used on a sample of 147 Chinese early career graduate trainees. Analysis was conducted using partial least square-based structural equation modelling (PLS-SEM). Findings The main finding is that participation in general skills training (PGST) does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates. This study also found significant evidence for serial mediation by POS on PGST and its relationship with turnover intention. Importantly, JS only has an effect on turnover intention when in the presence of serial mediation by POS. Research limitations/implications Cross-sectional study of a small survey sample. Nonetheless, the findings have major implications for research theories on the relationship of general skills training with employee turnover. Social implications PGST does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates. Originality/value This research emphasizes the important role of POS in the relationship between early career graduate trainees’ PGST and their turnover intentions.
{"title":"The significance of general skills training for early career graduates: relationships with perceived organizational support, job satisfaction and turnover intention","authors":"A. Pinnington, F. Mir, Zehua Ai","doi":"10.1108/ejtd-01-2023-0002","DOIUrl":"https://doi.org/10.1108/ejtd-01-2023-0002","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to address the mixed predictions about the relationship between general skills training and turnover intention of early career graduates by examining the mediating mechanisms of perceived organizational support (POS) and job satisfaction (JS) through which this relationship might be enacted. This study adopts organizational support theory as the guiding theory and examines the concept of POS as critical for predicting and explaining relationships in the conceptual framework.\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative survey method was used on a sample of 147 Chinese early career graduate trainees. Analysis was conducted using partial least square-based structural equation modelling (PLS-SEM).\u0000\u0000\u0000Findings\u0000The main finding is that participation in general skills training (PGST) does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates. This study also found significant evidence for serial mediation by POS on PGST and its relationship with turnover intention. Importantly, JS only has an effect on turnover intention when in the presence of serial mediation by POS.\u0000\u0000\u0000Research limitations/implications\u0000Cross-sectional study of a small survey sample. Nonetheless, the findings have major implications for research theories on the relationship of general skills training with employee turnover.\u0000\u0000\u0000Social implications\u0000PGST does not directly impact turnover intention, rather POS is a mechanism through which this negative relationship operates.\u0000\u0000\u0000Originality/value\u0000This research emphasizes the important role of POS in the relationship between early career graduate trainees’ PGST and their turnover intentions.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90551015","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}
Pub Date : 2023-07-10DOI: 10.1108/ejtd-03-2023-0035
Meital Amzalag, Omri Shoval
Purpose This study aims to examine core professional competencies required by organizational learning (OL) field, using the main knowledge, skills and abilities (KSA) theoretical framework for job candidates in Israel. Design/methodology/approach An analysis was conducted on 100 job postings from two online platforms using content analysis techniques. The job offers were evaluated according to criteria established by prior research conducted in the USA. Findings The findings indicate that job announcements appear for three main professions in the field of learning in organizations in Israel: learning designer, learning developer and instructional designer. Most of the offers are for full-time jobs, without requiring a relevant academic degree or previous experience. In comparison to the US employment market, in Israel the demand for OL professionals necessitates communication abilities in English, macro development skills, knowing how to manage professional training and mastery of learning through innovative technology such as augmented reality/virtual reality. The findings also indicated which competencies are most recently required in the OL branch in Israel and the significant differences in KSA necessary for OL professionals in each of the three identified professions. Practical implications The study highlighted critical elements of the OL professional field and has implications for OL professionals seeking employment and human resources (HR) recruiters seeking them. Job seekers need to know the current job market requirements in the OL field, and HR recruiters need to know what is happening in the current job market. This can be done by following updated job offers in the OL field and responding quickly to changes. The findings also have implications for the educational/academic aspect of the OL teachers in various settings and inform them to refine the content of their syllabus and course content in accordance with the current requirements of the job market in the field of OL. Originality/value The study is based on the KSA theoretical framework and analysis of the OL US job market according to Wang et al.’s (2021) work. This study presents the Israel OL job market and discuss the authors’ critical view on Wang et al.’s work.
{"title":"Essential competencies for organizational learning professionals according to job ads in the Israeli employment market","authors":"Meital Amzalag, Omri Shoval","doi":"10.1108/ejtd-03-2023-0035","DOIUrl":"https://doi.org/10.1108/ejtd-03-2023-0035","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine core professional competencies required by organizational learning (OL) field, using the main knowledge, skills and abilities (KSA) theoretical framework for job candidates in Israel.\u0000\u0000\u0000Design/methodology/approach\u0000An analysis was conducted on 100 job postings from two online platforms using content analysis techniques. The job offers were evaluated according to criteria established by prior research conducted in the USA.\u0000\u0000\u0000Findings\u0000The findings indicate that job announcements appear for three main professions in the field of learning in organizations in Israel: learning designer, learning developer and instructional designer. Most of the offers are for full-time jobs, without requiring a relevant academic degree or previous experience. In comparison to the US employment market, in Israel the demand for OL professionals necessitates communication abilities in English, macro development skills, knowing how to manage professional training and mastery of learning through innovative technology such as augmented reality/virtual reality. The findings also indicated which competencies are most recently required in the OL branch in Israel and the significant differences in KSA necessary for OL professionals in each of the three identified professions.\u0000\u0000\u0000Practical implications\u0000The study highlighted critical elements of the OL professional field and has implications for OL professionals seeking employment and human resources (HR) recruiters seeking them. Job seekers need to know the current job market requirements in the OL field, and HR recruiters need to know what is happening in the current job market. This can be done by following updated job offers in the OL field and responding quickly to changes. The findings also have implications for the educational/academic aspect of the OL teachers in various settings and inform them to refine the content of their syllabus and course content in accordance with the current requirements of the job market in the field of OL.\u0000\u0000\u0000Originality/value\u0000The study is based on the KSA theoretical framework and analysis of the OL US job market according to Wang et al.’s (2021) work. This study presents the Israel OL job market and discuss the authors’ critical view on Wang et al.’s work.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":"25 11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88354230","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}
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