Pub Date : 2023-06-05DOI: 10.1108/ejtd-12-2022-0144
Omaima Hajjami, Sunyoung Park
Purpose The purpose of this study is to explore the potential contribution of the metaverse to improve training and development as a function of human resource development (HRD) perspective. The authors explore the benefits and challenges of the metaverse and introduce cases of companies using the metaverse in training. Design/methodology/approach A narrative literature review was conducted to collect information on the metaverse in training. The authors reviewed peer- and non-peer-reviewed articles, book chapters, white papers, corporate websites and blogs and business magazines. Findings A total of 75 articles were reviewed, including 14 cases, which were summarized to demonstrate how companies are applying metaverse technology in training contexts. For a more in-depth review, three cases were selected and summarized in terms of context, process and outcomes. Originality/value The metaverse is an emergent topic in HRD. It has the potential to revolutionize the functions of training and development through the combination of advanced technologies, including virtual reality, augmented reality and mixed reality. This article is the foundational attempt to provide a comprehensive summary of existing literature and case studies that highlight the potential of the metaverse in training within the context of HRD.
{"title":"Using the metaverse in training: lessons from real cases","authors":"Omaima Hajjami, Sunyoung Park","doi":"10.1108/ejtd-12-2022-0144","DOIUrl":"https://doi.org/10.1108/ejtd-12-2022-0144","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore the potential contribution of the metaverse to improve training and development as a function of human resource development (HRD) perspective. The authors explore the benefits and challenges of the metaverse and introduce cases of companies using the metaverse in training.\u0000\u0000\u0000Design/methodology/approach\u0000A narrative literature review was conducted to collect information on the metaverse in training. The authors reviewed peer- and non-peer-reviewed articles, book chapters, white papers, corporate websites and blogs and business magazines.\u0000\u0000\u0000Findings\u0000A total of 75 articles were reviewed, including 14 cases, which were summarized to demonstrate how companies are applying metaverse technology in training contexts. For a more in-depth review, three cases were selected and summarized in terms of context, process and outcomes.\u0000\u0000\u0000Originality/value\u0000The metaverse is an emergent topic in HRD. It has the potential to revolutionize the functions of training and development through the combination of advanced technologies, including virtual reality, augmented reality and mixed reality. This article is the foundational attempt to provide a comprehensive summary of existing literature and case studies that highlight the potential of the metaverse in training within the context of HRD.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85807171","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 : 2023-06-02DOI: 10.1108/ejtd-12-2021-0210
Stéphanie Chasserio, E. Bacha
Purpose Based on the transformative learning theory, this paper analyses a French women-only training programme (WOTP) that aims to develop women’s soft skills in their professional contexts. This paper aims to focus on the process of personal transformation, the collective dimensions and the unexpected effects of the transformation. Design/methodology/approach This paper used a mixed qualitative design that mainly combines a qualitative two-step study of 47 women to assess their personal changes in terms of self-confidence, self-efficacy and assertiveness. This paper used 13 semi-structured interviews to explore the perceived changes in-depth. Findings The analysis shows that beyond “fixing their lack of skills” – including self-limiting behaviours, low feelings of self-efficacy and difficulty claiming one’s place – a WOTP can trigger a transformational learning experience at the individual level and can modify the surveyed women’s attitudes and behaviours at work. The results also highlight the collective dimension of transformation and, to some extent, an avenue for a societal transformation. Practical implications One can state that these WOTPs may positively contribute to human resources development in organisations, and that they may be considered a relevant practice in the move to promote women and gender diversity in organisations. Originality/value The findings reveal that, at their individual levels, these women may become agents of change by influencing and acting in their professional lives. The results stress that training women may contribute to organisational changes in terms of gender diversity. These findings contribute to the enrichment of the transformative learning theory by developing the collective and societal dimensions.
{"title":"Women-only training programmes as tools for professional development: analysis and outcomes of a transformative learning process","authors":"Stéphanie Chasserio, E. Bacha","doi":"10.1108/ejtd-12-2021-0210","DOIUrl":"https://doi.org/10.1108/ejtd-12-2021-0210","url":null,"abstract":"\u0000Purpose\u0000Based on the transformative learning theory, this paper analyses a French women-only training programme (WOTP) that aims to develop women’s soft skills in their professional contexts. This paper aims to focus on the process of personal transformation, the collective dimensions and the unexpected effects of the transformation.\u0000\u0000\u0000Design/methodology/approach\u0000This paper used a mixed qualitative design that mainly combines a qualitative two-step study of 47 women to assess their personal changes in terms of self-confidence, self-efficacy and assertiveness. This paper used 13 semi-structured interviews to explore the perceived changes in-depth.\u0000\u0000\u0000Findings\u0000The analysis shows that beyond “fixing their lack of skills” – including self-limiting behaviours, low feelings of self-efficacy and difficulty claiming one’s place – a WOTP can trigger a transformational learning experience at the individual level and can modify the surveyed women’s attitudes and behaviours at work. The results also highlight the collective dimension of transformation and, to some extent, an avenue for a societal transformation.\u0000\u0000\u0000Practical implications\u0000One can state that these WOTPs may positively contribute to human resources development in organisations, and that they may be considered a relevant practice in the move to promote women and gender diversity in organisations.\u0000\u0000\u0000Originality/value\u0000The findings reveal that, at their individual levels, these women may become agents of change by influencing and acting in their professional lives. The results stress that training women may contribute to organisational changes in terms of gender diversity. These findings contribute to the enrichment of the transformative learning theory by developing the collective and societal dimensions.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82751956","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 : 2023-05-11DOI: 10.1108/ejtd-12-2022-0137
H. Crompton, Mildred V. Jones, Yaser Sendi, Maram Aizaz, Katherina Nako, Ricardo Randall, Eric Weisel
Purpose The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training. Design/methodology/approach A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process. Findings The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial. Research limitations/implications This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations. Practical implications These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning. Social implications This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society. Originality/value This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.
本研究的目的是确定在制定专业培训内容时，在ADDIE框架的每个阶段使用了哪些技术策略。这项研究还审查了这些技术在培训方面的可行性。设计/方法/方法采用PRISMA系统回顾方法(Moher et al.， 2015)来回答指导本研究的四个问题。具体来说，从文献综述到结论，研究的每个阶段都使用了PRISMA扩展“系统评价和方案荟萃分析首选报告项目”(PRISMA- p, Moher等人，2015)。此外，系统评价和元分析的首选报告项目(PRISMA原则;Liberati et al.， 2009)用于指导文章选择过程。调查结果调查结果显示，大多数研究都在医疗保健(36%)和教育(24%)领域，并使用在线形式(65%)。ADDIE与技术一起在全球广泛分布。在培训解决方案的开发中，技术使用的好处的编码揭示了四个趋势:1)可用性，2)学习方法，3)学习者体验和4)财务。研究局限性/意义:本系统综述仅研究了以英语发表的文章，这可能会使研究结果偏向于西方对ADDIE框架内技术如何使用的理解。此外，该研究只调查了来自学术期刊和会议的同行评审学术文章。虽然这对研究的质量提供了高度的保证，但它不包括直接来自培训提供者和其他组织的其他报告。这些发现可以作为培训提供者、学者、资助者和实践者的跳板，为如何在ADDIE框架内使用技术、技术的类型以及使用技术的好处提供严格的见解。这种见解可以用于设计未来的培训解决方案，更好地理解技术如何支持学习。社会意义这项研究为技术在培训中的应用提供了见解。ADDIE的许多发现和技术使用也可以转移到社会的其他方面。原创性/价值本研究的独特之处在于，它为学术界提供了第一次系统回顾，以检查在ADDIE结构的每个阶段使用了哪些技术策略，以及这些技术如何为开发培训解决方案提供好处。
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Pub Date : 2023-05-11DOI: 10.1108/ejtd-10-2022-0107
A. S. Lee
Purpose This study aims to explore and classify the fragmentary findings of previous studies and improve understanding of the overall roles of supervisors in newcomer organizational socialization (NOS) and their relationships to NOS outcomes. Design/methodology/approach The study chiefly involves undertaking a literature review, with an emphasis on the perspective of human resource development (HRD). A structured literature review was conducted to identify and select articles through the Web of Science database. Findings Five important roles of supervisors during NOS – supporting training transfer, providing information, clarifying newcomers’ roles, facilitating sensemaking and providing feedback – were revealed from an examination of extant work. These roles markedly influence five different components of newcomers’ adjustment: task mastery, role clarification, organizational knowledge, social identification and social integration. Research limitations/implications Although the concept of NOS used in this paper did not include all meanings of organizational socialization, the findings proposed key areas that require further study to enhance the understanding of supervisors’ roles for NOS. Practical implications The literature review suggests key efforts that supervisors should pursue to enhance the efficacy of newcomers’ adjustment. HRD professionals can use this information to design supervisor training programs aimed at enhancing supervisors’ knowledge and skills for successful NOS. Originality/value Studies have reported that supervisors markedly impact NOS and ultimately a newcomer’s success or failure. Relatively little work, however, has investigated how supervisors’ roles in the NOS process can enhance newcomers’ successful NOS outcomes.
目的本研究旨在对以往研究的零碎结果进行梳理和分类，并进一步了解主管在新员工组织社会化中的整体角色及其与新员工组织社会化结果的关系。设计/方法/方法本研究主要涉及文献综述，重点是人力资源开发(HRD)的观点。通过Web of Science数据库进行结构化文献综述，以识别和选择文章。通过对现有工作的考察，揭示了主管在NOS过程中的五个重要作用:支持培训转移、提供信息、明确新人角色、促进意义构建和提供反馈。这些角色显著影响新员工适应的五个不同组成部分:任务掌握、角色澄清、组织知识、社会认同和社会融合。研究局限/启示虽然本文所使用的新员工适应概念并未包括组织社会化的所有含义，但研究结果提出了需要进一步研究的关键领域，以加强对主管在新员工适应中的作用的理解。实践意义文献综述提出了主管应努力提高新员工适应效果的关键措施。人力资源开发专业人员可以利用这些信息来设计主管培训计划，旨在提高主管的知识和技能，以实现成功的NOS。独创性/价值研究表明，主管对NOS有显著影响，并最终影响新人的成功或失败。然而，相对较少的研究调查了主管在NOS过程中的角色如何提高新员工成功的NOS结果。
{"title":"Supervisors’ roles for newcomer adjustment: review of supervisors’ impact on newcomer organizational socialization outcomes","authors":"A. S. Lee","doi":"10.1108/ejtd-10-2022-0107","DOIUrl":"https://doi.org/10.1108/ejtd-10-2022-0107","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore and classify the fragmentary findings of previous studies and improve understanding of the overall roles of supervisors in newcomer organizational socialization (NOS) and their relationships to NOS outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000The study chiefly involves undertaking a literature review, with an emphasis on the perspective of human resource development (HRD). A structured literature review was conducted to identify and select articles through the Web of Science database.\u0000\u0000\u0000Findings\u0000Five important roles of supervisors during NOS – supporting training transfer, providing information, clarifying newcomers’ roles, facilitating sensemaking and providing feedback – were revealed from an examination of extant work. These roles markedly influence five different components of newcomers’ adjustment: task mastery, role clarification, organizational knowledge, social identification and social integration.\u0000\u0000\u0000Research limitations/implications\u0000Although the concept of NOS used in this paper did not include all meanings of organizational socialization, the findings proposed key areas that require further study to enhance the understanding of supervisors’ roles for NOS.\u0000\u0000\u0000Practical implications\u0000The literature review suggests key efforts that supervisors should pursue to enhance the efficacy of newcomers’ adjustment. HRD professionals can use this information to design supervisor training programs aimed at enhancing supervisors’ knowledge and skills for successful NOS.\u0000\u0000\u0000Originality/value\u0000Studies have reported that supervisors markedly impact NOS and ultimately a newcomer’s success or failure. Relatively little work, however, has investigated how supervisors’ roles in the NOS process can enhance newcomers’ successful NOS outcomes.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76216201","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 : 2023-05-11DOI: 10.1108/ejtd-11-2022-0125
Shazia Faiz, N. Mubarak, Samyia Safdar
Purpose This study aims to focus on the dual outcomes and consequences of gritty leadership, including how it encourages followers to engage proactively and, as a result, succeed in their careers. On the other hand, the way it causes job stress in employees affects the overall work-life balance. Design/methodology/approach The snowball sampling method was used to gather data to test the dual outcomes of gritty leadership. Mid-level project employees in Rawalpindi and Islamabad provided the data. Findings The findings of the study indicate that gritty leadership comes with both advantages and disadvantages and adds to the development of individuals. Positive spillover effects (career success) may be created by grit leaders, and vice versa (poor work-life balance). On the bright side, gritty leadership promotes career success favorably through a proactive personality. Contrarily, gritty leadership causes job stress, which has a detrimental impact on work-life balance. Originality/value Thus, this study offers the explanatory mechanism by which the advantages and disadvantages of gritty leadership are manifested. The study is unique because it examines the results of gritty leadership and gives practitioners a realistic notion of the direction they should go.
{"title":"Thinking out of the box’ exploring the dual outcomes of gritty leadership in project-based organizations","authors":"Shazia Faiz, N. Mubarak, Samyia Safdar","doi":"10.1108/ejtd-11-2022-0125","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0125","url":null,"abstract":"\u0000Purpose\u0000This study aims to focus on the dual outcomes and consequences of gritty leadership, including how it encourages followers to engage proactively and, as a result, succeed in their careers. On the other hand, the way it causes job stress in employees affects the overall work-life balance.\u0000\u0000\u0000Design/methodology/approach\u0000The snowball sampling method was used to gather data to test the dual outcomes of gritty leadership. Mid-level project employees in Rawalpindi and Islamabad provided the data.\u0000\u0000\u0000Findings\u0000The findings of the study indicate that gritty leadership comes with both advantages and disadvantages and adds to the development of individuals. Positive spillover effects (career success) may be created by grit leaders, and vice versa (poor work-life balance). On the bright side, gritty leadership promotes career success favorably through a proactive personality. Contrarily, gritty leadership causes job stress, which has a detrimental impact on work-life balance.\u0000\u0000\u0000Originality/value\u0000Thus, this study offers the explanatory mechanism by which the advantages and disadvantages of gritty leadership are manifested. The study is unique because it examines the results of gritty leadership and gives practitioners a realistic notion of the direction they should go.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89378777","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 : 2023-05-11DOI: 10.1108/ejtd-02-2023-0020
A. Rao, M. Virick
Purpose This study investigates the antecedents of career initiative, a proactive behavior, whereby individuals engage in activities to promote their career development. The authors first argue that organizational tenure – the length of time employed within a specific organization – will exhibit a curvilinear or inverted-U-shaped relationship with career initiative. In the early years of an employment relationship, career initiative gradually increases as employees overcome the initial challenges of joining a new organization. However, career initiative will plateau and eventually decline as employees struggle to envision further development. Design/methodology/approach This study uses a survey design with data collected from the North American operations of a large global telecommunications company. Findings This study identifies two key mechanisms, both concerning relational context, that drive the curvilinear relationship between organizational tenure and career initiative: mentoring and barriers to networking. Specifically, increased mentoring and reduced barriers to networking both significantly weaken the curvilinear effect. Research limitations/implications The results suggest that organizations can promote proactive behaviors through employee mentoring and by removing network barriers, particularly for those most at risk for reduced career initiative: early- and especially later-tenure employees. Originality/value Career initiative is a valued behavior among employees, but individual-level phenomena can be fostered, or inhibited, by relational context. So, while some scholars have found a trend toward “boundaryless” careers, this study reveals the importance of considering how the boundaries and social context within organizations can create an environment in which employee proactivity can flourish.
{"title":"Counteracting the curvilinear relationship between organizational tenure and career initiative: the role of mentoring and network barriers","authors":"A. Rao, M. Virick","doi":"10.1108/ejtd-02-2023-0020","DOIUrl":"https://doi.org/10.1108/ejtd-02-2023-0020","url":null,"abstract":"\u0000Purpose\u0000This study investigates the antecedents of career initiative, a proactive behavior, whereby individuals engage in activities to promote their career development. The authors first argue that organizational tenure – the length of time employed within a specific organization – will exhibit a curvilinear or inverted-U-shaped relationship with career initiative. In the early years of an employment relationship, career initiative gradually increases as employees overcome the initial challenges of joining a new organization. However, career initiative will plateau and eventually decline as employees struggle to envision further development.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses a survey design with data collected from the North American operations of a large global telecommunications company.\u0000\u0000\u0000Findings\u0000This study identifies two key mechanisms, both concerning relational context, that drive the curvilinear relationship between organizational tenure and career initiative: mentoring and barriers to networking. Specifically, increased mentoring and reduced barriers to networking both significantly weaken the curvilinear effect.\u0000\u0000\u0000Research limitations/implications\u0000The results suggest that organizations can promote proactive behaviors through employee mentoring and by removing network barriers, particularly for those most at risk for reduced career initiative: early- and especially later-tenure employees.\u0000\u0000\u0000Originality/value\u0000Career initiative is a valued behavior among employees, but individual-level phenomena can be fostered, or inhibited, by relational context. So, while some scholars have found a trend toward “boundaryless” careers, this study reveals the importance of considering how the boundaries and social context within organizations can create an environment in which employee proactivity can flourish.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80311940","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 : 2023-05-09DOI: 10.1108/ejtd-11-2022-0127
M. Lauzier, Annabelle Bilodeau Clarke
Purpose Errors are increasingly recognized as beneficial to the learning process and are more frequently integrated into training curriculums. Despite this growing interest, the work carried out so far offers little evidence highlighting the psychological qualities implicit in learning from error. By focussing on the role of specific trainee’s attributes [i.e. learning goal orientation (LGO) motivation to learn and metacognition], this study aims to better understand the reasons why some trainees benefit more (than others) from being confronted with errors during training. Design/methodology/approach A total of 142 trainees took part in this study by participating in a training on interviewing techniques that also exposed them to various committable errors, and by completing questionnaires at two different times (i.e. before and after training). Findings Results of bootstrap regression analysis highlights three main findings: LGO is positively linked to learning from errors; a significant portion of the link between LGO and learning from error is explained by motivation to learn and metacognition; and these effects are presented in the form of a double-mediated model which suggests two different explanatory pathways (i.e. motivational and cognitive). Originality/value To the best of the authors’ knowledge, this study is among the first to offer insight on the psychological attributes influencing learning from errors and to bring forward the role of two underlying mechanism that are linked to this specific type of learning. It also invites researchers and practitioners to reflect on the best ways to make use of errors in training and promote the value of personal attributes on trainees’ learning experience.
{"title":"Linking learning goal orientation to learning from error: the mediating role of motivation to learn and metacognition","authors":"M. Lauzier, Annabelle Bilodeau Clarke","doi":"10.1108/ejtd-11-2022-0127","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0127","url":null,"abstract":"\u0000Purpose\u0000Errors are increasingly recognized as beneficial to the learning process and are more frequently integrated into training curriculums. Despite this growing interest, the work carried out so far offers little evidence highlighting the psychological qualities implicit in learning from error. By focussing on the role of specific trainee’s attributes [i.e. learning goal orientation (LGO) motivation to learn and metacognition], this study aims to better understand the reasons why some trainees benefit more (than others) from being confronted with errors during training.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 142 trainees took part in this study by participating in a training on interviewing techniques that also exposed them to various committable errors, and by completing questionnaires at two different times (i.e. before and after training).\u0000\u0000\u0000Findings\u0000Results of bootstrap regression analysis highlights three main findings: LGO is positively linked to learning from errors; a significant portion of the link between LGO and learning from error is explained by motivation to learn and metacognition; and these effects are presented in the form of a double-mediated model which suggests two different explanatory pathways (i.e. motivational and cognitive).\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study is among the first to offer insight on the psychological attributes influencing learning from errors and to bring forward the role of two underlying mechanism that are linked to this specific type of learning. It also invites researchers and practitioners to reflect on the best ways to make use of errors in training and promote the value of personal attributes on trainees’ learning experience.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86894948","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 : 2023-05-02DOI: 10.1108/ejtd-07-2022-0083
Jun Yin
Purpose This study aims to investigate the relationship between mentors’ paradox mindset and career mentoring directly and indirectly through self-efficacy and work engagement, drawing insights from attachment theory. Design/methodology/approach A serial mediation model was tested using survey data from 297 employees working in a bank company in China. Findings Paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement, self-efficacy had a significant indirect effect on career mentoring through work engagement, and paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement. Practical implications The results offer practical insights for human resource managers by investigating how mentors’ mindsets affect their psychological states and behaviors. By training and developing mentors’ paradox mindset, mentors can better deal with tensions with a high level of self-efficacy and work engagement in the increasingly changing and demanding work environment and foster functional mentoring relationships. Originality/value Findings of this study provide fresh insights into the relationship between individual differences and mentoring relationships by uncovering the critical role of paradox mindset in enhancing self-efficacy and work engagement. Moreover, the interaction of mentors’ paradox mindset and self-efficacy advances previous studies on attachment theory by investigating the underlying mechanisms of mentoring relationships involving affectionate or emotional factors.
{"title":"The role of mentors’ paradox mindset on career mentoring: application of attachment theory","authors":"Jun Yin","doi":"10.1108/ejtd-07-2022-0083","DOIUrl":"https://doi.org/10.1108/ejtd-07-2022-0083","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the relationship between mentors’ paradox mindset and career mentoring directly and indirectly through self-efficacy and work engagement, drawing insights from attachment theory.\u0000\u0000\u0000Design/methodology/approach\u0000A serial mediation model was tested using survey data from 297 employees working in a bank company in China.\u0000\u0000\u0000Findings\u0000Paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement, self-efficacy had a significant indirect effect on career mentoring through work engagement, and paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement.\u0000\u0000\u0000Practical implications\u0000The results offer practical insights for human resource managers by investigating how mentors’ mindsets affect their psychological states and behaviors. By training and developing mentors’ paradox mindset, mentors can better deal with tensions with a high level of self-efficacy and work engagement in the increasingly changing and demanding work environment and foster functional mentoring relationships.\u0000\u0000\u0000Originality/value\u0000Findings of this study provide fresh insights into the relationship between individual differences and mentoring relationships by uncovering the critical role of paradox mindset in enhancing self-efficacy and work engagement. Moreover, the interaction of mentors’ paradox mindset and self-efficacy advances previous studies on attachment theory by investigating the underlying mechanisms of mentoring relationships involving affectionate or emotional factors.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82243387","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 : 2023-03-28DOI: 10.1108/ejtd-11-2022-0132
M. Gutmann, Erik Jentges, Douglas MacKevett
Purpose The purpose of this paper is to describe an innovative approach to overcoming a common dilemma in designing negotiation simulations – that of situating a simulation in a real-life or fictitious context. This binary choice, which the authors call the negotiation designer’s dilemma, has profound implications for the types of learning activities and outcomes that can be integrated into the overall learning experience. As a way of overcoming the trade-offs inherent in this dilemma, the authors developed what they term hybrid simulations, which blend elements of fact and fiction in its contextual design in a particular way. Design/methodology/approach The authors were part of a negotiation simulation design team that used Design Thinking to understand the negotiation designer’s dilemma and to prototype and test a corresponding solution. Findings This paper demonstrates the benefits, potential applications and the how-to of hybrid simulations within the context of two such simulations the authors have designed at two different Swiss business schools. This paper concludes by discussing the potential and limitations for the application of hybrid simulations, as well as areas of potential further development. Originality/value The concept of a hybrid negotiation is a novel design trick that can be used in a variety of negotiation simulation contexts.
{"title":"Hybrid negotiation simulations: how mixing fact and fiction can lead to a more comprehensive learning experience","authors":"M. Gutmann, Erik Jentges, Douglas MacKevett","doi":"10.1108/ejtd-11-2022-0132","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0132","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to describe an innovative approach to overcoming a common dilemma in designing negotiation simulations – that of situating a simulation in a real-life or fictitious context. This binary choice, which the authors call the negotiation designer’s dilemma, has profound implications for the types of learning activities and outcomes that can be integrated into the overall learning experience. As a way of overcoming the trade-offs inherent in this dilemma, the authors developed what they term hybrid simulations, which blend elements of fact and fiction in its contextual design in a particular way.\u0000\u0000\u0000Design/methodology/approach\u0000The authors were part of a negotiation simulation design team that used Design Thinking to understand the negotiation designer’s dilemma and to prototype and test a corresponding solution.\u0000\u0000\u0000Findings\u0000This paper demonstrates the benefits, potential applications and the how-to of hybrid simulations within the context of two such simulations the authors have designed at two different Swiss business schools. This paper concludes by discussing the potential and limitations for the application of hybrid simulations, as well as areas of potential further development.\u0000\u0000\u0000Originality/value\u0000The concept of a hybrid negotiation is a novel design trick that can be used in a variety of negotiation simulation contexts.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79144989","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 : 2023-03-27DOI: 10.1108/ejtd-10-2022-0103
Omaima Hajjami, Oliver S. Crocco
Purpose The purpose of this study is to investigate the factors that influenced employee engagement in the context of remote work as a result of the COVID-19 pandemic and compare them with antecedents of employee engagement in traditional workplaces. Design/methodology/approach This study adopted an integrative literature review design of 27 empirical and conceptual peer-reviewed journal articles from a host of academic databases. Data were analyzed via a matrix and mapped onto individual and organizational antecedents of employee engagement. Findings This study identified 18 antecedents of remote work, which were categorized into individual antecedents, for example, mindfulness and digital literacy, as well as organizational antecedents, for example, job autonomy and supportive leadership. These findings were compared with antecedents of employee engagement in traditional workplaces to generate new knowledge about the impact of remote work on employee engagement as a result of the large shift to remote work in 2020. Originality/value This study synthesizes the most recent literature on antecedents of employee engagement in remote work settings as the result of the pandemic and contrasts these new approaches with previously identified antecedents of employee engagement in traditional workplaces.
{"title":"Evolving approaches to employee engagement: comparing antecedents in remote work and traditional workplaces","authors":"Omaima Hajjami, Oliver S. Crocco","doi":"10.1108/ejtd-10-2022-0103","DOIUrl":"https://doi.org/10.1108/ejtd-10-2022-0103","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the factors that influenced employee engagement in the context of remote work as a result of the COVID-19 pandemic and compare them with antecedents of employee engagement in traditional workplaces.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopted an integrative literature review design of 27 empirical and conceptual peer-reviewed journal articles from a host of academic databases. Data were analyzed via a matrix and mapped onto individual and organizational antecedents of employee engagement.\u0000\u0000\u0000Findings\u0000This study identified 18 antecedents of remote work, which were categorized into individual antecedents, for example, mindfulness and digital literacy, as well as organizational antecedents, for example, job autonomy and supportive leadership. These findings were compared with antecedents of employee engagement in traditional workplaces to generate new knowledge about the impact of remote work on employee engagement as a result of the large shift to remote work in 2020.\u0000\u0000\u0000Originality/value\u0000This study synthesizes the most recent literature on antecedents of employee engagement in remote work settings as the result of the pandemic and contrasts these new approaches with previously identified antecedents of employee engagement in traditional workplaces.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87373331","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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