International Journal of Training and Development最新文献

Including general competence training in university degrees can enhance graduate students' employability. However, little research has examined how general competences fostered in university curricula can positively contribute to increased employability among graduates moving to other countries. This study therefore aims to suggest an empirically-based theoretical model of competences and employability in a foreign cultural and language context. A structural equation model was used to analyse a questionnaire completed by 336 Spanish education graduates working in the UK, Germany, Poland and Spain. The results show that graduates' employability is perceived to be higher abroad than in their home country, and that general competences are transferred and used equally well by graduate students abroad. Furthermore, a high perception of employability helps reduce the difficulties of socio-cultural adaptation. The tested structural equation model suggests that general competences increase employability and reduce the difficulties of socio-cultural adaptation among graduates working abroad.

Quality management (QM), a holistic approach incorporating managerial processes, is necessary for effective organisational processes, including training. This study investigates leaders' perceptions, attitudes, and commitment to quality training management within corps training units (CTUs) in the South African Army. A qualitative multiple case study approach was used, including a document review and focus group interviews with 49 officers in six South African Army CTUs. The document review identifies shortcomings in the way national human resource development strategies are conceptualised, especially regarding the integration of technological advances and global views. To ensure the effectiveness of training and organisational alignment, the document review also emphasises the need to incorporate total quality management (TQM) into the Department of Defence (DoD) training strategies. According to focus group interviews, organisational culture, leadership commitment and support, prioritisation of QM, and self-development all have an impact on leaders' attitudes regarding QM in training. These attitudes affect leaders' commitment to QM in training. Hence, the study proposes a framework to address organisational and individual factors that adversely affect leaders' attitudes and commitment. By changing leaders' attitudes, this study suggests potential improvements in commitment to QM within training, benefiting organisations beyond the military.

Pujun, C. 2025. “Green Skills in Logistics Vocational Education: A Comparative Study of Curriculum Integration in China and Germany.” International Journal of Training and Development 29: 124–139. https://doi.org/10.1111/ijtd.12348.

In the published article, the author's first/last name was reversed. The corrected name is Pujun Chen (Pujun as the first name, Chen as the last name). The online version has been updated to reflect the correct first/last name of the author.

We apologise for the error.

The main objective of this study was to understand the impact of learning and development (L&D) on staff motivation in international non-governmental organisations (INGOs) and international non-profit organisations (INPOs), focusing on those organisations operating in the Global South, also known as developing countries. Using a mixed-methods approach, 46 participants with decision-making authority from several INPOs and INGOs completed an online survey to investigate the impact of L&D and organisational factors on staff motivation and how well a model of L&D evaluation was undertaken. Follow-up semi-structured interviews were undertaken with 18 of these participants. It was found that organisations were generally not aware about the importance of understanding the impact of L&D on staff motivation. Furthermore, the results showed that L&D activities have a positive impact on employees' motivation, regardless of which type of organisation they work in. However, different organisational factors appear to positively or negatively impact motivation. The results of this study can help managers in INGOs and INPOS become more aware of the importance of evaluating L&D and to consider organisational factors that impact staff motivation.

Demographic development and hiring and retirement policies in higher education institutions (HEIs) have promoted the coexistence of different generations in university departments. Intergenerational learning (IGL) processes in the workplace are crucial for improving both individual and institutional well-being and performance. This scoping review examines empirical studies on workplace IGL, paying special attention to those focused on HEIs. The sample comprises 61 articles. The scoping review method used in this study is based on Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA). The results highlighted: (1) the prevalence of qualitative studies aimed at understanding IGL from an organisational, group or individual perspective; and (2) the lack of educational studies, particularly research conducted at universities. In this context, the absence of such studies contrasts with the importance, topicality and urgency of analysing and promoting IGL in HEIs to ensure organisational development and generational change between teachers.

Due to the increasing complexity of the demands of the job market, the importance of generic competencies in pupils is increasingly emphasised in secondary vocational education programmes. In this context, critical thinking competency has been highlighted as the one that enables pupils to act as autonomous, competent, independent and reflective professionals who are also willing to change the status quo of existing labour market demands. However, the literature points out a major challenge in developing critical thinking competency in vocational programmes due to the lack of concrete approaches or even guidelines for developing critical thinking. Against this background, this paper aims to propose a theoretical model of teaching for critical thinking in vocational education and training. The model was derived from the generic model of teaching for critical thinking proposed by author Buchberger and was contextualised through an in-depth literature review within the six dimensions of teaching for critical thinking (learning outcomes aimed at developing critical thinking, critical approach to lesson content, active teaching methods, active assessment methods, critical action, and democratic classroom atmosphere). The contextualisation of the model of teaching for critical thinking in vocational education and training has shown that there are many specificities of vocational education that need to be addressed through the six dimensions of critical thinking teaching, which shows that the generic model of teaching for critical thinking provides a high-quality starting point for different levels and types of education. Therefore, the proposed model aims to support vocational teachers in teaching for critical thinking. However, it is noted that the model is open and flexible and can therefore be adapted to the needs of particular teaching practises in different learning contexts.