Pub Date : 2023-03-23DOI: 10.1108/ejtd-10-2022-0104
L. Nguyen, R. Evan, Sanghamitra Chaudhuri, Marcia S. Hagen, Denise E. Williams
Purpose Organizations increasingly use inclusion initiatives to reflect a meaningful involvement of their entire workforce as part of their larger diversity, equity and inclusion (DEI) strategies. However, the conceptualization of inclusion and its impact on larger DEI efforts and the organization remains unclear, coupled with the organizations’ struggles to find ways to embrace and advance inclusion. Hence, the purpose of this study is to synthesize ways of inclusion conceptualizations and review empirical evidence related to inclusion. Design/methodology/approach The authors conducted a literature review using the method of scoping review coupled with topical cluster mapping techniques. Findings The authors captured three ways of inclusion conceptualizations and provided an overview of topic clusters related to inclusion and its measurement tools. The authors also proposed a path model of inclusion based on emerging empirical evidence related to inclusion in the workplace. Originality/value To the best of the authors’ knowledge, this is one of the pioneering efforts to provide a much-needed review of inclusion in the workplace, which provides guidance for further research and practice to fulfill the goal of inclusion for all in the current workplace.
{"title":"Inclusion in the workplace: an integrative literature review","authors":"L. Nguyen, R. Evan, Sanghamitra Chaudhuri, Marcia S. Hagen, Denise E. Williams","doi":"10.1108/ejtd-10-2022-0104","DOIUrl":"https://doi.org/10.1108/ejtd-10-2022-0104","url":null,"abstract":"\u0000Purpose\u0000Organizations increasingly use inclusion initiatives to reflect a meaningful involvement of their entire workforce as part of their larger diversity, equity and inclusion (DEI) strategies. However, the conceptualization of inclusion and its impact on larger DEI efforts and the organization remains unclear, coupled with the organizations’ struggles to find ways to embrace and advance inclusion. Hence, the purpose of this study is to synthesize ways of inclusion conceptualizations and review empirical evidence related to inclusion.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted a literature review using the method of scoping review coupled with topical cluster mapping techniques.\u0000\u0000\u0000Findings\u0000The authors captured three ways of inclusion conceptualizations and provided an overview of topic clusters related to inclusion and its measurement tools. The authors also proposed a path model of inclusion based on emerging empirical evidence related to inclusion in the workplace.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is one of the pioneering efforts to provide a much-needed review of inclusion in the workplace, which provides guidance for further research and practice to fulfill the goal of inclusion for all in the current workplace.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77893188","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 : 2023-03-23DOI: 10.1108/ejtd-10-2022-0105
Pham Tien Thanh, N. T. Thu Ha
Purpose Because employees’ positive attitudes and behaviors are important to ensure organizational performance, organizations attempt to carry out human resource practices to shape these attitudes and behaviors. This paper aims to examine this issue by focusing on the effects of training and development (TD) on employee engagement (EE), satisfaction (ES) and retention (ER). Design/methodology/approach For empirical analysis, the authors use structural equation modeling and data collected from employees in a developing economy. Findings TD is positively and directly associated with EE, ES and ER. In addition, EE is found to mediate the indirect effects of TD on ES and ER. Practical implications The findings suggest some practical implications for TD activities to enhance employees’ positive attitudes and behaviors. Originality/value To the best of the authors’ knowledge, this research is among the early attempts to examine the direct and indirect effects of TD on EE, ES and ER in a developing economy. The findings add to the growing literature suggesting that TD can contribute to the improvement of employees’ positive attitudes and behaviors.
{"title":"Linking training and development to employees’ attitudes and behaviors: the mediating role of engagement","authors":"Pham Tien Thanh, N. T. Thu Ha","doi":"10.1108/ejtd-10-2022-0105","DOIUrl":"https://doi.org/10.1108/ejtd-10-2022-0105","url":null,"abstract":"\u0000Purpose\u0000Because employees’ positive attitudes and behaviors are important to ensure organizational performance, organizations attempt to carry out human resource practices to shape these attitudes and behaviors. This paper aims to examine this issue by focusing on the effects of training and development (TD) on employee engagement (EE), satisfaction (ES) and retention (ER).\u0000\u0000\u0000Design/methodology/approach\u0000For empirical analysis, the authors use structural equation modeling and data collected from employees in a developing economy.\u0000\u0000\u0000Findings\u0000TD is positively and directly associated with EE, ES and ER. In addition, EE is found to mediate the indirect effects of TD on ES and ER.\u0000\u0000\u0000Practical implications\u0000The findings suggest some practical implications for TD activities to enhance employees’ positive attitudes and behaviors.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this research is among the early attempts to examine the direct and indirect effects of TD on EE, ES and ER in a developing economy. The findings add to the growing literature suggesting that TD can contribute to the improvement of employees’ positive attitudes and behaviors.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87668227","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 : 2023-03-14DOI: 10.1108/ejtd-04-2022-0050
Qi Kou, Roziah Mohd Rasdi, Nurfazreen Aina Muhamad Nasharudin, Ahmad Aizuddin Md Rami, Peng Cao, Nordahlia Umar Baki
Purpose This study aims to examine the relationship between contextual factors and career exploration. Career adaptability mediates the relationship between social support, sense of belonging and career exploration. Design/methodology/approach This quantitative study involved 291 undergraduates recruited from two universities in China. Data were analyzed using structural equation modeling. Findings The results indicated that social support and sense of belonging were positively related to career adaptability. Career adaptability was found to be a mediator between relational predictors and career exploration. Contrary to our hypothesis, the direct path from sense of belonging to career exploration was insignificant. Originality/value This study highlights the importance of career adaptability in connecting contextual indicators and career exploration in the Chinese context.
{"title":"Does fit perception influence career exploration in a relational context? The mediating role of career adaptability","authors":"Qi Kou, Roziah Mohd Rasdi, Nurfazreen Aina Muhamad Nasharudin, Ahmad Aizuddin Md Rami, Peng Cao, Nordahlia Umar Baki","doi":"10.1108/ejtd-04-2022-0050","DOIUrl":"https://doi.org/10.1108/ejtd-04-2022-0050","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the relationship between contextual factors and career exploration. Career adaptability mediates the relationship between social support, sense of belonging and career exploration.\u0000\u0000\u0000Design/methodology/approach\u0000This quantitative study involved 291 undergraduates recruited from two universities in China. Data were analyzed using structural equation modeling.\u0000\u0000\u0000Findings\u0000The results indicated that social support and sense of belonging were positively related to career adaptability. Career adaptability was found to be a mediator between relational predictors and career exploration. Contrary to our hypothesis, the direct path from sense of belonging to career exploration was insignificant.\u0000\u0000\u0000Originality/value\u0000This study highlights the importance of career adaptability in connecting contextual indicators and career exploration in the Chinese context.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84691986","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 : 2023-03-07DOI: 10.1108/ejtd-11-2022-0119
R. Sartori, F. Tommasi, Andrea Ceschi, S. Noventa, Mattia Zene
Purpose Given the instability and volatility of the labour market and the global talent scarcity, placing more attention on job employability is fundamental. In this context, the literature has already extensively examined employability as a crucial individual aspect, identifying some significant antecedents, including the applicability of training on the job. The present study aims to examine the impact that teaching employees to craft their job may have on the levels of applicability of training and if, in turn, this improves self-perceived employability. Design/methodology/approach The authors involved three private organizations that followed three workshops on job crafting behaviour. To empirically assess the intervention, the authors asked participants of the workshop to complete four quantitative diaries on a weekly basis, i.e. one per week, one before the intervention and three after the intervention. The diaries comprised measures of job crafting behaviours, applicability of training and self-perceived employability. Findings Multi-level analysis of data collected provided support to the positive associations between job crafting behaviour and self-perceived employability with the mediating effect of applicability of training. Notably, the applicability of training improves when individuals search for challenges, which indirectly affects perceived employability in terms of organizational sense. Research limitations/implications In the present study, no control group was used with which the results of our intervention could be compared. However, this does not affect the overall results, given the amount of intraindividual variability. Originality/value The paper proposes initial avenues for promoting employability at work via the use of behavioural job crafting intervention.
{"title":"Learning in the workplace: evidence on the role of behavioural job crafting on fostering self-perceived employability","authors":"R. Sartori, F. Tommasi, Andrea Ceschi, S. Noventa, Mattia Zene","doi":"10.1108/ejtd-11-2022-0119","DOIUrl":"https://doi.org/10.1108/ejtd-11-2022-0119","url":null,"abstract":"\u0000Purpose\u0000Given the instability and volatility of the labour market and the global talent scarcity, placing more attention on job employability is fundamental. In this context, the literature has already extensively examined employability as a crucial individual aspect, identifying some significant antecedents, including the applicability of training on the job. The present study aims to examine the impact that teaching employees to craft their job may have on the levels of applicability of training and if, in turn, this improves self-perceived employability.\u0000\u0000\u0000Design/methodology/approach\u0000The authors involved three private organizations that followed three workshops on job crafting behaviour. To empirically assess the intervention, the authors asked participants of the workshop to complete four quantitative diaries on a weekly basis, i.e. one per week, one before the intervention and three after the intervention. The diaries comprised measures of job crafting behaviours, applicability of training and self-perceived employability.\u0000\u0000\u0000Findings\u0000Multi-level analysis of data collected provided support to the positive associations between job crafting behaviour and self-perceived employability with the mediating effect of applicability of training. Notably, the applicability of training improves when individuals search for challenges, which indirectly affects perceived employability in terms of organizational sense.\u0000\u0000\u0000Research limitations/implications\u0000In the present study, no control group was used with which the results of our intervention could be compared. However, this does not affect the overall results, given the amount of intraindividual variability.\u0000\u0000\u0000Originality/value\u0000The paper proposes initial avenues for promoting employability at work via the use of behavioural job crafting intervention.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78071498","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 : 2023-03-07DOI: 10.1108/ejtd-09-2022-0100
R. P. Andoh, E. Annan-Prah, G. Boampong, Josephine Jehu-Appiah, Araba Mbrowa Korsah, E. Owusu
Purpose Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to advocate the continuous examination of factors that enhance training transfer to have a comprehensive understanding of the factors that enhance it. As a result, this study aims to examine transfer opportunity as a pretraining factor and its influence on assimilated training content (in-training factor); the influence of assimilated training content on motivation to transfer (post-training factor) and training transfer; the influence of motivation to transfer on training transfer; and the mediating role of motivation to transfer in the relationship between assimilated training content and training transfer. Design/methodology/approach A structural equation model is developed to test the five hypotheses formulated in this study using survey data obtained from 195 respondents who attended various training programs across different organizations. Following the assessment of the measurement model, the determination of the significance of the hypothesized paths is assessed based on the bias-corrected and accelerated confidence intervals obtained from the bootstrapping of 10,000 subsamples. Findings The findings of this study are that: transfer opportunity positively influences assimilated training content; assimilated training content positively influences motivation to transfer and training transfer; motivation to transfer positively influences training transfer; and motivation to transfer plays a complementary mediation role between assimilated training content and training transfer. Practical implications The nature of the work environment regarding the opportunity to transfer training influences trainees’ assimilation of the training content when they undergo training. Hence, organizations need to ensure that employees are always afforded the opportunity to transfer training content assimilated from previously attended training programs to assimilate the content of subsequent training programs. Furthermore, for training to culminate in training transfer, organizations and, more specifically, learning and development practitioners ought to pay attention to trainees’ assimilation of the content of training programs. Originality/value To the best of the authors’ knowledge, this is the first study to empirically consider transfer opportunity as a direct antecedent of assimilated training content. More so, it is one of few studies to empirically examine the influence of assimilated training content on training transfer.
{"title":"Examination of the influence of transfer opportunity, assimilation of training content and motivation to transfer in the training transfer process","authors":"R. P. Andoh, E. Annan-Prah, G. Boampong, Josephine Jehu-Appiah, Araba Mbrowa Korsah, E. Owusu","doi":"10.1108/ejtd-09-2022-0100","DOIUrl":"https://doi.org/10.1108/ejtd-09-2022-0100","url":null,"abstract":"\u0000Purpose\u0000Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to advocate the continuous examination of factors that enhance training transfer to have a comprehensive understanding of the factors that enhance it. As a result, this study aims to examine transfer opportunity as a pretraining factor and its influence on assimilated training content (in-training factor); the influence of assimilated training content on motivation to transfer (post-training factor) and training transfer; the influence of motivation to transfer on training transfer; and the mediating role of motivation to transfer in the relationship between assimilated training content and training transfer.\u0000\u0000\u0000Design/methodology/approach\u0000A structural equation model is developed to test the five hypotheses formulated in this study using survey data obtained from 195 respondents who attended various training programs across different organizations. Following the assessment of the measurement model, the determination of the significance of the hypothesized paths is assessed based on the bias-corrected and accelerated confidence intervals obtained from the bootstrapping of 10,000 subsamples.\u0000\u0000\u0000Findings\u0000The findings of this study are that: transfer opportunity positively influences assimilated training content; assimilated training content positively influences motivation to transfer and training transfer; motivation to transfer positively influences training transfer; and motivation to transfer plays a complementary mediation role between assimilated training content and training transfer.\u0000\u0000\u0000Practical implications\u0000The nature of the work environment regarding the opportunity to transfer training influences trainees’ assimilation of the training content when they undergo training. Hence, organizations need to ensure that employees are always afforded the opportunity to transfer training content assimilated from previously attended training programs to assimilate the content of subsequent training programs. Furthermore, for training to culminate in training transfer, organizations and, more specifically, learning and development practitioners ought to pay attention to trainees’ assimilation of the content of training programs.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study to empirically consider transfer opportunity as a direct antecedent of assimilated training content. More so, it is one of few studies to empirically examine the influence of assimilated training content on training transfer.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73428324","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 : 2023-03-03DOI: 10.1108/ejtd-10-2022-0111
Vidmantas Tūtlys, S. Daukilas, Rita Mičiulienė, Nijolė Ciuciulkiene, R. Krikštolaitis
Purpose This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania. Design/methodology/approach A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work. Findings The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions. Originality/value The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.
{"title":"The competence-based VET curriculum and teaching of work values: the case of Lithuania","authors":"Vidmantas Tūtlys, S. Daukilas, Rita Mičiulienė, Nijolė Ciuciulkiene, R. Krikštolaitis","doi":"10.1108/ejtd-10-2022-0111","DOIUrl":"https://doi.org/10.1108/ejtd-10-2022-0111","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania.\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work.\u0000\u0000\u0000Findings\u0000The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions.\u0000\u0000\u0000Originality/value\u0000The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89560118","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 : 2023-01-11DOI: 10.1108/ejtd-06-2022-0067
Denise M. Cumberland, Tyra G. Deckard, Lisa Kahle-Piasecki, Sharon A. Kerrick, Andrea D. Ellinger
Purpose The concept of digital badges (DBs) as a form of microcredentialing has gained considerable traction in higher education and workplace settings in recent years. This scoping review aims to map the empirical research conducted on DBs in higher education and workplace settings. Design/methodology/approach The design of this study is a scoping literature review. This scoping review adopts the five-stage scoping framework proposed by Arksey and O’Malley (2005). Findings Based upon our review of the 45 studies that comprised this scoping review of the empirical literature on DBs, we advance a typology that segments the empirical research based on whether DBs are used as pedagogical tools (PTs) or microcredentials. The authors found some confusion regarding nomenclature, numerous theories offered to explain DBs and divergent findings that suggest room for further exploration of this relatively new phenomenon. Originality/value This scoping review of the literature helps make sense of the emerging research landscape on DBs. The findings suggest that using DBs as a PT or as a microcredential has implications for a wide range of stakeholders regarding promoting lifelong learning, upskilling and reskilling the workforce. With the financial constraints facing higher education in a postpandemic environment, understanding the impact of DBs is needed before making an investment in this arena.
{"title":"Making sense of the digital badging landscape in education and workplace settings: a scoping review of the empirical literature","authors":"Denise M. Cumberland, Tyra G. Deckard, Lisa Kahle-Piasecki, Sharon A. Kerrick, Andrea D. Ellinger","doi":"10.1108/ejtd-06-2022-0067","DOIUrl":"https://doi.org/10.1108/ejtd-06-2022-0067","url":null,"abstract":"\u0000Purpose\u0000The concept of digital badges (DBs) as a form of microcredentialing has gained considerable traction in higher education and workplace settings in recent years. This scoping review aims to map the empirical research conducted on DBs in higher education and workplace settings.\u0000\u0000\u0000Design/methodology/approach\u0000The design of this study is a scoping literature review. This scoping review adopts the five-stage scoping framework proposed by Arksey and O’Malley (2005).\u0000\u0000\u0000Findings\u0000Based upon our review of the 45 studies that comprised this scoping review of the empirical literature on DBs, we advance a typology that segments the empirical research based on whether DBs are used as pedagogical tools (PTs) or microcredentials. The authors found some confusion regarding nomenclature, numerous theories offered to explain DBs and divergent findings that suggest room for further exploration of this relatively new phenomenon.\u0000\u0000\u0000Originality/value\u0000This scoping review of the literature helps make sense of the emerging research landscape on DBs. The findings suggest that using DBs as a PT or as a microcredential has implications for a wide range of stakeholders regarding promoting lifelong learning, upskilling and reskilling the workforce. With the financial constraints facing higher education in a postpandemic environment, understanding the impact of DBs is needed before making an investment in this arena.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72874464","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 : 2022-12-29DOI: 10.1108/ejtd-08-2022-0084
Soo Jeoung Han, Lei Xie, M. Beyerlein, R. Boehm
Purpose As a cornerstone of team performance, learning depends on each member’s mindset. Drawing on implicit theories of intelligence, the purpose of this study is to investigate the relationships among individual members’ mindsets and shared leadership (SL) behaviors in design teams and the mediation role of team growth mindset (TGM) on that relationship. Design/methodology/approach The authors analyzed survey results based on individuals who participated in an international design competition. To test the hypothesized model, the data was analyzed by using SEM using Mplus 7. Findings The results indicated that an individual growth mindset (IGM; but not an individual-fixed mindset) has significant and positive direct effects on a team growth mindset and SL behaviors. In addition, a TGM mediates the relationship between an IGM and SL. Originality/value The research discusses several theoretical and practical implications for human resource development professionals and scholars to improve understanding of a TGM and its influence on individual mindsets and SL behaviors.
{"title":"Examining the mediating role of team growth mindset on the relationship of individual mindsets and shared leadership","authors":"Soo Jeoung Han, Lei Xie, M. Beyerlein, R. Boehm","doi":"10.1108/ejtd-08-2022-0084","DOIUrl":"https://doi.org/10.1108/ejtd-08-2022-0084","url":null,"abstract":"\u0000Purpose\u0000As a cornerstone of team performance, learning depends on each member’s mindset. Drawing on implicit theories of intelligence, the purpose of this study is to investigate the relationships among individual members’ mindsets and shared leadership (SL) behaviors in design teams and the mediation role of team growth mindset (TGM) on that relationship.\u0000\u0000\u0000Design/methodology/approach\u0000The authors analyzed survey results based on individuals who participated in an international design competition. To test the hypothesized model, the data was analyzed by using SEM using Mplus 7.\u0000\u0000\u0000Findings\u0000The results indicated that an individual growth mindset (IGM; but not an individual-fixed mindset) has significant and positive direct effects on a team growth mindset and SL behaviors. In addition, a TGM mediates the relationship between an IGM and SL.\u0000\u0000\u0000Originality/value\u0000The research discusses several theoretical and practical implications for human resource development professionals and scholars to improve understanding of a TGM and its influence on individual mindsets and SL behaviors.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82998985","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 : 2022-12-29DOI: 10.1108/ejtd-06-2022-0070
F. Nafukho, Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Maria E. Lockhart, Walid El Mansour, Shifang Tang, Matthew J. Etchells, Zhuoying Wang
Purpose The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored. Design/methodology/approach This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey. Findings A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships. Research limitations/implications Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted. Practical implications The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing t
{"title":"Training design in mediating the relationship of participants’ motivation, work environment, and transfer of learning","authors":"F. Nafukho, Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Maria E. Lockhart, Walid El Mansour, Shifang Tang, Matthew J. Etchells, Zhuoying Wang","doi":"10.1108/ejtd-06-2022-0070","DOIUrl":"https://doi.org/10.1108/ejtd-06-2022-0070","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.\u0000\u0000\u0000Design/methodology/approach\u0000This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.\u0000\u0000\u0000Findings\u0000A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.\u0000\u0000\u0000Research limitations/implications\u0000Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.\u0000\u0000\u0000Practical implications\u0000The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing t","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81448356","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 : 2022-12-12DOI: 10.1108/ejtd-09-2021-0136
Nick Goodwyn, N. Beech, B. Garvey, J. Gold, R. Gulliford, Tricia Auty, Ali Sajjadi, Adalberto Arrigoni, Nehal Mahtab, Simon Jones, Susan Beech
Purpose The “Germanwings” air crash in 2015 in which 150 people were killed highlighted the challenges pilots working in the aviation industry face. Pilots regularly work for extensive periods in inhospitable and high-pressure operational conditions, exposing them to considerable work-related stress. This has raised calls for a more systemic cultural change across the aviation industry, championing a more holistic perspective of pilot health and well-being. The study aims to explore how peer coaching (PC) can promote an inclusive psychosocial safety climate enhancing pilot well-being and can mitigate hazardous attitudes and dysfunctional behaviours. Design/methodology/approach Adopting an interpretative phenomenological analysis (IPA), semi-structured interviews and questionnaires were conducted with military and civilian peer coach/coachee pilots and key industry stakeholders, totalling 39 participants. The research provided significant insights into the perceived value of PC in promoting both pilot health and mental well-being (MW) and flight safety across the aviation industry. Findings The study highlights four key PC superordinate themes, namely, coaching skills, significance of well-being, building of peer relationships and importance of confidentiality and autonomy. Such combined themes build reciprocal trust within peer conversations that can inspire engagement and effectively promote personal well-being. The contagious effect of such local interventions can help stimulate systemic cultural change and promote a positive psychosocial safety climate throughout an organisation and, in this case, across the aviation industry. This study provides a PC conceptual framework “Mutuality Equality Goals Autonomy Non-evaluative feedback, Skill Confidentiality Voluntary Supervisory (MEGANS CVS),” highlighting the salient features of PC in promoting MW. Research limitations/implications The study highlights the salient features of PC and its role in promoting peer conversations that enable personal transition, openness and acceptance. This study also highlights how PC and well-being can be used to encourage inclusivity and engagement, thereby strengthening institutional resilience. Practical implications This study highlights how PC that can assist HRM/HRD professionals to embed a more inclusive and salutogenic approach to MW that can reshape organisational cultures. This study highlights the significance and link of workplace stress to hazardous attitudes and dysfunctional behaviours. It further notes that whilst the MEGANS CVS peer coaching framework has been applied to pilots, it can also be applied across all sectors and levels. Social implications This study highlights the value of PC as an inexpensive means to engage at the grassroots level, which not only improves personal performance, safety and well-being but by building peer relationships can also act as a catalyst for positive and deep organisational cultural change. Originality
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