International Journal of Training and Development最新文献

This study evaluates the mediating role of human capital in the relationship between training and competitive strategy implementation. It provides a novel contribution to strategic human resource management literature by exploring mechanisms linking training with competitive strategies. The Resource-Based View of the firm and Miles and Snow's opposite strategies are used herein to connect training, human capital, and competitive strategy. Hypotheses about human capital's mediating role in the relationships between training and prospector and defender strategies, respectively, were proposed and empirically tested in 245 large Colombian industrial companies by structural equation modeling. This study found that human capital mediates the relationship between training and competitive strategies. In practical terms, training facilitates competitive strategy implementation via human capital improvement.

This study analyses industry-specific training programmes catering to the garment industry in Bangladesh, Cambodia and Sri Lanka. Employing a historical-institutionalist perspective and using mainly qualitative data, it focuses on programmes that are considered particularly relevant by the industry and discuss their characteristics as well as factors that have had an impact on their development. The article finds that such programmes are usually offered beyond formal upper secondary vocational education and training, mostly at postsecondary and tertiary level, and in many cases by private providers. However, the case of Sri Lanka shows that public investment in the training of employees at different skill levels can make an important contribution to the development of a high-skill formation regime—but that it depends on the right timing.

Given the pressure to demonstrate meaningful return from investment in Learning and Development (L&D) interventions, there is an increasing need to reliably evaluate such interventions, both from the point of view of their overall effectiveness (summative approach) and their continuing improvement (formative approach). A literature review, the focus of this conceptual paper, highlights the strengths and weaknesses of various approaches to L&D evaluation. Currently, the most popular methodologies in management practice are the summative-focused frameworks of Donald Kirkpatrick and Jack Phillips. In this paper, their limitations in terms of being able to answer important questions for evaluation are discussed, particularly their failure to take into account a range of factors that influence learning transfer and, thus, learning effectiveness, as well as a lack of guidance on how such interventions could be made better. Arguments for a greater emphasis on formative evaluation are made, and a model for doing so is put forward. Limitations and further research are discussed.

Currently, in Ireland, there is a high rate of attrition among newly qualified student nurses. This paper specifically seeks to provide insights into this issue through an exploration of the experiences and perceptions of clinical placement from a sample of student nurses and preceptors in Ireland through the conceptual lenses of both incidental learning and liminality. We conclude that the power of incidental learning on students transversing a liminal space should not be underestimated and that in our study the surrounding context of support (particularly from preceptors) was critical. Incidental learning around aspects of organization culture and hierarchy that caused dissonance for students emerged as a consistent outcome. So too did time and resource pressure on preceptors due to staffing shortages which, in turn, impacted negatively on workplace learning opportunities beyond routine incidental learning and support available to students to constructively make sense of their experiences. We argue that results from this study can inform not just nurse education but may also give pause for thought to those responsible for professions which have substantial work placement aspects as part of their qualifying route such as apprenticeships.

We investigated the relationships between Participation in Training, Informal Learning Behaviours (ILBs), and their dispositional (Readiness to Learn) and situational (Workplace Interaction and Autonomy) antecedents. Aiming to produce findings with greater reproducibility and generality, we used secondary data from 34 countries participating in the first cycle of the Programme for the International Assessment of Adult Competencies, but we also compared these countries. We randomly selected a sample of 504 respondents from each country who were divided equally into training and non-training participant groups. Then, we aggregated the sample of all countries (n = 17,136). The group that participated in training achieved higher mean ILBs with lower variance. In the aggregated sample, Participation in Training moderated only the relationships between ILBs and their situational antecedents. Workplace Interaction and Autonomy were more strongly associated with ILBs among non-training participants. Moderation findings differed among countries. Aspects of job design should be considered—in addition to the skills developed in training—to improve the use of learning opportunities at the workplace. This implication is based on diverse education levels, occupations, age groups, and countries, better supporting global policies. Autochthonous features that may moderate the prediction of ILBs deserve further investigation. Specific training and other dispositional and job design predictors should be longitudinally investigated in the future.

Although organizations increasingly rely on and invest heavily in expatriate assignments, a large proportion of these assignments fail. Given a notable gap in the expatriate literature, we advance a conceptual model focused on improving transfer of expatriate training to the host country work role as a means of addressing these challenges. We integrate relevant theory on expatriate cross-cultural training, expatriate identity, and accountability for transfer to propose a conceptual model that delineates specific mechanisms through which the transfer of expatriate training, and ultimately expatriate adjustment, can be facilitated. Our model and specific research propositions are premised on the role of identity due to its centrality in developing a sense of accountability for transferring training, and its relevance to the success of expatriate assignments. The propositions and practical recommendations, unlike existing transfer strategies that are sometimes atheoretical or implemented haphazardly, are anchored in a common lens of accountability and identity. By doing so, we uniquely provide systematic and strategic insight about efforts to improve expatriate training, thus facilitating expatriation. A conceptual model and testable research propositions provide numerous pathways for advancing future research focused on the success of expatriate assignments through training. Practical guidance and recommendations, as yoked to a shared theoretical foundation, are presented to help organizations and managers bolster the transfer of expatriate training.

The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to qualitatively examine the relationships among the six phases of cognitive apprenticeship. The study focused on the preceptorship of clinical nursing education in which an experienced nurse (preceptor) instructs a newly registered nurse (preceptee) during their first year of tenure. The grounded theory approach was used to analyse open-ended survey data from 41 nurses at a university hospital in Japan. Participants were asked to recall how they were instructed by their preceptors. The results indicated that preceptors used articulation and reflection during coaching, scaffolding, and exploration, and that scaffolding was closely associated with exploration. Based on these findings, a revised model of cognitive apprenticeship was proposed. This study contributes to the literature by proposing a revised cognitive apprenticeship model.

In the future, a significant portion of the workforce is expected to engage in self-employment or pursue part-time entrepreneurial endeavours, especially in vocational education and training (VET) fields where entrepreneurship serves as a predominant avenue of employment. The primary goal of this article is to investigate the interconnectedness of a teacher's autonomy, agency, and guiding behaviour and to understand their relevance to the teacher's pedagogical decisions and ability to effectively guide students toward entrepreneurship. To achieve this objective, semistructured interviews were conducted with eight VET subject teachers, employing predetermined concept definitions derived from prior research. Analysis of the interviews revealed a connection between these concepts, highlighting their influence on the pedagogical decisions made by VET teachers. However, minor variations were observed across diverse fields of VET. The study underscores the significance of autonomy, decision-making capabilities and teacher agency in fostering students' entrepreneurial skills. It emphasises that autonomy alone is insufficient, and various factors either facilitate or hinder the promotion of entrepreneurship. This article contributes to entrepreneurship education research in two ways. First, it provides new information about the VET subject teacher as a promoter of students' entrepreneurial skills. Second, by presenting a theoretical model that helps to understand the factors influencing teachers' actions. The model, being novel, can be utilised to understand how VET teachers utilise autonomy and express agency in their work. Additionally, the research results are considered from an international perspective. The discourse revolves around the conceptual model, by exploring the reasons behind it, and considering subject teachers' professional identity as entrepreneurship teachers.

The dual learning system gained prominence as part of the education system in Kazakhstan, involving training students in close collaboration with businesses to equip them with the skills and expertise needed for a modern workforce. This study contributes to existing literature examining the adoption and implementation of German-originated training practices in developing countries using an empirical evaluation of the performance of the dual learning system and traditional education in the Kazakhstani agri-food business sector based on perceptions of businesses, their attitudes and motivation for participation. A qualitative methodology based on the Expectancy Theory of Motivation was utilized by implementing Focus Group Discussions with employers of 19 businesses of different sizes. Results showed that while certain businesses implementing dual learning excel in attracting skilled professionals, most employers highlight hesitance among younger individuals to pursue careers in the agri-food sector. Small businesses mainly encounter difficulties in effectively communicating the benefits of working in the sector, coping with high costs, and grappling with uncertainties surrounding the retention of graduates. Managerial and policy recommendations from the study include incentivizing businesses for data sharing on the implementation of dual learning, facilitating graduate retention support and standardizing training conditions.

In recent years, higher education systems worldwide have been marked by a considerable expansion of work-based higher education (WBHE), with the institutional spheres of academia, industry and state increasingly coming together. We take the case of WBHE to analyse institutional arrangements in the different skill formation systems of France, Germany and the United States. We ask: Which factors drive the development of WBHE programmes and how does their governance compare across the three distinct country settings? The study finds that the growth of WBHE in all three countries indicates a reconfiguration of education and training governance of high skills. Nonetheless, actor constellations, organizational interests and especially the degree of state intervention surrounding WBHE remain anchored in long-standing national skill formation patterns.