International Journal of Training and Development最新文献

In the era of higher education institutions' internationalisation, international student mobility is viewed as a crucial educational tool for enhancing the cross-cultural competence of learners. This paper aims to present research findings on the development of cross-cultural competence (skills, knowledge, and attitudes) among students participating in a short-term international mobility programme. The study involved 45 students from five European universities located in Kosovo, the Czech Republic, Poland, Belgium, and Malta. We utilised three scales in our methodology: the Cross-Cultural Adaptability Inventory, the Multicultural Personality Questionnaire, and the Intercultural Sensitivity Scale, along with data from a structured diary. Our findings indicate that students who took part in this programme expanded their knowledge through various trainings and workshops during each study visit abroad. Students not only gained new knowledge and specific skills (e.g., conflict management, negotiation skills), and behaviours (e.g., tolerance, openness, trust), but they also improved previously acquired competencies, such as professional and linguistic ones (English fluency). This study contributes to the scientific understanding of cross-cultural competence development and may also be valuable in designing intercultural training and mobility programmes for students.

The need for workplace training about diversity, equity and inclusion is widely acknowledged. To date, however, there is conflicting evidence as to its effectiveness. Various aspects of design and content may be influential. This study explored the relationship between the terminology used in diversity training and trainee reactions. It employed two versions of a short e-learning module about subtle slights (a range of ambiguous and negative interactions) to explore whether using the term ‘microaggression’ or ‘micromessage’ affected trainee emotional reactions to the module. The sample comprised 630 working adults in the United Kingdom representing different ethnic, gender and age groups. Results suggested that there were differences in trainee emotional reactions to the term used. The term ‘micromessage’ resulted in more positive reactions; significantly more trainees expressed interest, and significantly fewer reported sadness and anger than when the term ‘microaggression’ was used. There were also some small differences in reactions between the various demographic groups. This study adds to the literature exploring the terminology used to refer to subtle slights and how terminology might influence trainee reactions in diversity training. It also provides researchers and training providers with a methodology to assess aspects of diversity training before deployment.

Low yield/hectare gains, food insecurity and environmental unsustainability are challenges experienced by the agriculture sector in Ethiopia despite substantial government investment. Although there are many factors that contribute to the poor performance of the sector, smallholder farmer competence gaps are principal among them. This study aims to examine the effects of Comprehensive Competence-Based Training (CCBT) on the competence development and performance improvement of smallholder farmers using the authentic professional core task during maize planting as a problem context. We applied a 3-week randomized (control group pretest posttest) design and single-blind field experiment to test the impact of CCBT through provision of a training to two comparable farmer groups using conventional ‘Low-CBT’ and innovative ‘High-CBT’ implementation levels. The samples included ‘High-CBT’ (N = 220) and ‘Low-CBT’ (N = 220) groups of smallholder farmers in the West Gojjam Zone in Ethiopia. Data on competence development and performance improvement of farmers were collected from themselves, trainer Development Agents and Trained Assessors. The yield in quintal/hectare gains for each smallholder farmer was collected twice (before and after the intervention). Repeated (pretest, posttest) MANOVA and ANOVA measurements were used to analyze the data. The results revealed that the development of smallholder farmer competence in ‘High-CBT’ was higher than in ‘Low-CBT’ training. Comparisons of performance in both the authentic job situation and in terms of yield in quintal/hectare gains in the two groups revealed a better performance of both groups. However, the ‘High-CBT’ group performed better than the ‘Low-CBT’ group in both the authentic job situation and in terms of yield in quintal/hectare gains. We obtained 31 and 41 quintal/hectares of maize for the ‘Low-CBT’ and ‘High-CBT’ groups, respectively, which are better than the baseline average 22 quintal/hectare for both groups. These findings underscore the relevance of CCBT, especially when the design principles of CBE are integrated well in the training programme (which was called ‘High-CBT level’), for improving performance, in this case gain in yield per hectare of smallholder farmers, which potentially results in the increase of household food security.

In 2012, European Union Member States committed to implement policies for the Validation of Nonformal and Informal Learning (VNFIL). In this article, we examine Austria and Italy and ask how VNFIL policies in these two countries relate to informal learning (IL) and how this can be interpreted from a workplace learning (WPL) perspective. The notion of IL in VNFIL is largely based on a psychological understanding of learning. We argue that a WPL perspective complements this understanding and serves to better understand learning at work. Based on assumptions concerning the influence of national education and training systems on VNFIL, a comparison is made along three categories: the preferred type of VNFIL, the notion of IL, and the references to workplaces. Despite preferences for summative types of VNFIL, Austria acknowledges a range of types, while Italy is still in the process of development and prefers the so-called autonomous type. Findings suggest a minimalistic understanding of IL in Austria contrasting with Italy, in which IL is seen as firmly embedded within Lifelong Learning. The references to workplaces are weak in both countries. We finally address the role of employers as a delicate issue for VNFIL, when embedded in educational policies.

This study aims to examine the key training factors that significantly impact the learning outcomes of trainees. A comprehensive framework is proposed to investigate the interrelationships among various training components, trainer performance, training usefulness, and their effects on metacognition and learning. Empirical testing of the model is conducted using the partial least squares structural equation modelling approach, analyzing data collected from 322 public servants in North India. The findings reveal that almost all the focal factors comprising a training programme, such as the usefulness of training, trainer performance and metacognition, positively influence trainees' learning. While training agencies should consider all components of the training programme, the perceived usefulness, trainer performance and trainees' metacognition are particularly influential factors in facilitating learning. Training components and trainer performance predict the usefulness of training. This study integrates all focal factors of a training programme into a comprehensive framework using employee data, explaining a significant portion (45%–64%) of the variance in trainees' learning. These findings emphasize the importance of addressing these focal factors thoughtfully when designing and implementing effective training programmes.

In Germany and Canada, the integration of immigrants into the labour market is closely related to the various approaches towards the recognition and validation of informal learning. This paper aims to analyse the informal learning measures undertaken by immigrants as well as those offered by employers in the health and information and communication technology sectors during the labour market integration process. The study focused on nurses as well as IT project managers and programmers. The comparison focuses on the occurrence and quality of the four dimensions of the dynamic model of informal learning from an individual and an organisation perspective. The results show similarities between these two perspectives regarding the relevance of the four dimensions in the integration of immigrants into the labour market. In addition, clear differences between the two investigated sectors as well as country-specific differences appear.

The present study aims to develop, validate, and cross-validate an instrument measuring three proactive social informal learning activities, namely feedback seeking, help seeking and information seeking. Prior research mainly focused on detecting or measuring the frequency of these seeking behaviours and did not consider whether the information, help or feedback that has been sought was also used. Furthermore, although these seeking behaviours were studied extensively in different research fields, the current study takes a learning perspective and interprets feedback, help and information seeking as learning activities. The questionnaire was completed by a convenient sample of 650 professionals working in higher education, consultancy, retail and food production. We performed an exploratory factor analysis (N = 230 educators) to explore the structure of the questionnaire. This was followed by a confirmatory factor analysis (N = 230 educators) to confirm the structure. Finally, we cross-validated the questionnaire in a sample of business professionals (N = 190) by testing for measurement invariance. The final questionnaire resulted in a five-factor structure measuring the (1) Use of Feedback Seeking, (2) Frequency of Help and Information Seeking, (3) Use of Help seeking, (4) Use of Information Seeking and (5) Frequency of Feedback Seeking. The current study presents a preliminary, yet promising instrument that taps into proactive social informal learning.

In this paper, we address the debate on local skills ecosystems and informal learning. We use the social ecosystem model as a tool to help us analyse the role played by various actors in learning and skills ecosystems and highlight the role of informal learning in vocational education and training. We draw on the case of craft pottery to discuss the historical shifts and transformations of ecosystems, including the centrality of informal learning occurring in different spaces and times, and subsequent transformation of the learning ecosystem. Our paper contributes in two ways. First, we add the lens of temporality to understanding of how learning and skills ecosystems are maintained and developed, in the absence of supportive government policy. Second, we show how multiple horizontal sectors contribute to reconstruct a learning and skills ecosystem, as an informal one, over time.

This paper examines the use of informal training for workers, by Australian companies and other organisations. Using survey data, it reports the prevalence of informal training and also the utilisation of different types of informal training. Differences are found by employer size, particularly for the different types. By examining qualitative responses, it is found that employers' perceptions of informal training are often not those reflected in existing literature. The paper therefore argues for a new definition of informal training which is comprehensible to employers and workers alike, so that more, and more reliable, research can be undertaken.