Pub Date : 2022-12-22DOI: 10.1080/14480220.2022.2152471
Muhammad Hazwan Suhaimy, Wardah Azimah Haji Sumardi, Wardah Hakimah Sumardi, Muhammad Anshari
ABSTRACT Many organisations invest heavily in training. However, it is argued that only a small portion of what is learnt from training is transferred to the workplace. Using an extended Training Transfer Model, the paper examines the factors that influence the transfer of training within an apprenticeship program. In-depth semi-structured interviews with participants who had undergone the apprenticeship programme were carried out. The data were analyzed using thematic analysis, and bibliographic analysis was performed to highlight the topic’s significance and development for future research directions. The findings reveal that trainee characteristics, training design and work environment influence training transfer. Trainees with high cognitive ability, self-efficacy and motivation, who participated in a well-designed training programme and were supported by a conducive work environment, demonstrate positive transfer of training.
{"title":"An empirical study of training transfer in an apprenticeship programme for conducive workforce","authors":"Muhammad Hazwan Suhaimy, Wardah Azimah Haji Sumardi, Wardah Hakimah Sumardi, Muhammad Anshari","doi":"10.1080/14480220.2022.2152471","DOIUrl":"https://doi.org/10.1080/14480220.2022.2152471","url":null,"abstract":"ABSTRACT Many organisations invest heavily in training. However, it is argued that only a small portion of what is learnt from training is transferred to the workplace. Using an extended Training Transfer Model, the paper examines the factors that influence the transfer of training within an apprenticeship program. In-depth semi-structured interviews with participants who had undergone the apprenticeship programme were carried out. The data were analyzed using thematic analysis, and bibliographic analysis was performed to highlight the topic’s significance and development for future research directions. The findings reveal that trainee characteristics, training design and work environment influence training transfer. Trainees with high cognitive ability, self-efficacy and motivation, who participated in a well-designed training programme and were supported by a conducive work environment, demonstrate positive transfer of training.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47193677","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 : 2022-12-07DOI: 10.1080/14480220.2022.2152469
A. Gangotia, Ketan Bhatt
ABSTRACT This research was conducted among 50 participants from the tourism industry and 356 students pursuing vocational (tourism) education at the undergraduate level in government colleges of Himachal Pradesh (India). Industry professionals were sampled to identify a list of competencies that they expect in graduates, while, students were surveyed to understand whether educators are effective in delivering such competencies. The research aimed to explore the industry-academia gap in Vocational Tourism Education (VTE) at the undergraduate level. A seven-point Likert-type opinionnaire which included a list of competencies confirmed by industry professionals was used for data collection. Descriptive statistics and chi-square test were utilized for data analysis. Results led to the identification of 35 competencies that industry expects of its potential employees. The study revealed the efficiency of educators in delivering most of the generic competencies. Whilst there exists a scope of improvement in most of the generic-vocational, vocational, and applied competencies.
{"title":"Vocational education in tourism at undergraduate level in Himachal Pradesh, India: exploring the gap between industry expectations and academic deliverables","authors":"A. Gangotia, Ketan Bhatt","doi":"10.1080/14480220.2022.2152469","DOIUrl":"https://doi.org/10.1080/14480220.2022.2152469","url":null,"abstract":"ABSTRACT This research was conducted among 50 participants from the tourism industry and 356 students pursuing vocational (tourism) education at the undergraduate level in government colleges of Himachal Pradesh (India). Industry professionals were sampled to identify a list of competencies that they expect in graduates, while, students were surveyed to understand whether educators are effective in delivering such competencies. The research aimed to explore the industry-academia gap in Vocational Tourism Education (VTE) at the undergraduate level. A seven-point Likert-type opinionnaire which included a list of competencies confirmed by industry professionals was used for data collection. Descriptive statistics and chi-square test were utilized for data analysis. Results led to the identification of 35 competencies that industry expects of its potential employees. The study revealed the efficiency of educators in delivering most of the generic competencies. Whilst there exists a scope of improvement in most of the generic-vocational, vocational, and applied competencies.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558367","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}
ABSTRACT This study assesses the determinants of farmers’ participation in training at Farmers’ Training Centres (FTCs) in Northwest Ethiopia. It employed a mixed-methods research approach. The binary logistic regression and thematic methods of analysis were used to analyse the quantitative and qualitative data, respectively. The study reveals that years of schooling, land and mobile ownership, access to farmer-to-farmer extension services, membership in the Kebele cabinet, and a fair competency level of development agents were significant determinants. This study adds psychological and institutional variables to the existing literature as determinants of participation in training. It also integrates the quantitative and qualitative data to triangulate and validate the findings obtained. The study recommends that capacity building, information and communication technology (ICT), and land tenure system are the main areas of policy intervention for the government and other stakeholders to act on to promote farmers’ participation further in agricultural training programs in Ethiopia.
{"title":"Determinants of training participation at farmers training centers in Northwest Ethiopia","authors":"Ketemaw Melkamu Wonde, Abrham Seyoum Tsehay, Samson Eshetu Lemma","doi":"10.1080/14480220.2022.2152470","DOIUrl":"https://doi.org/10.1080/14480220.2022.2152470","url":null,"abstract":"ABSTRACT This study assesses the determinants of farmers’ participation in training at Farmers’ Training Centres (FTCs) in Northwest Ethiopia. It employed a mixed-methods research approach. The binary logistic regression and thematic methods of analysis were used to analyse the quantitative and qualitative data, respectively. The study reveals that years of schooling, land and mobile ownership, access to farmer-to-farmer extension services, membership in the Kebele cabinet, and a fair competency level of development agents were significant determinants. This study adds psychological and institutional variables to the existing literature as determinants of participation in training. It also integrates the quantitative and qualitative data to triangulate and validate the findings obtained. The study recommends that capacity building, information and communication technology (ICT), and land tenure system are the main areas of policy intervention for the government and other stakeholders to act on to promote farmers’ participation further in agricultural training programs in Ethiopia.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46799959","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 : 2022-11-12DOI: 10.1080/14480220.2022.2143394
Vatana Chea, Saokeo Khantey You, Sopheak Song
ABSTRACT Understanding what determines a worker’s passion for skills training has important policy implications, particularly in the current context of the fourth industrial revolution, in which knowledge is deemed obsolete within several years. The purpose of this study is to answer a specific question: are higher-ability garment workers more likely to engage in industrial skills training? To do so, we use a dataset with a final sample of 787 garment workers in Cambodia. We apply logit and cluster-standard-error Ordinary Least Square regression with the intention to participate in skills training as a dependent variable on worker ability levels, which we constructed using a series of questions adapted from the OECD’s Program for the International Assessment of Adult Competencies. Holding other things constant such as education, we found that workers with more ability are more likely to participate in skills training, while worker income is not a significant predictor.
{"title":"Are higher ability garment workers more likely to participate in industrial skills training in Cambodia?","authors":"Vatana Chea, Saokeo Khantey You, Sopheak Song","doi":"10.1080/14480220.2022.2143394","DOIUrl":"https://doi.org/10.1080/14480220.2022.2143394","url":null,"abstract":"ABSTRACT Understanding what determines a worker’s passion for skills training has important policy implications, particularly in the current context of the fourth industrial revolution, in which knowledge is deemed obsolete within several years. The purpose of this study is to answer a specific question: are higher-ability garment workers more likely to engage in industrial skills training? To do so, we use a dataset with a final sample of 787 garment workers in Cambodia. We apply logit and cluster-standard-error Ordinary Least Square regression with the intention to participate in skills training as a dependent variable on worker ability levels, which we constructed using a series of questions adapted from the OECD’s Program for the International Assessment of Adult Competencies. Holding other things constant such as education, we found that workers with more ability are more likely to participate in skills training, while worker income is not a significant predictor.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41922099","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 : 2022-08-08DOI: 10.1080/14480220.2022.2107046
Gholamhosein Falahinia, Arezoo Maleki, Z. Khalili, A. Soltanian
ABSTRACT Medication errors may arise due to insufficient information on drug use. The purpose of this study was to determine the impact of educational support on standards of medication administration regarding nursing medication errors in Intensive Care Units (ICU). The study's participants included two groups of ICU nurses. Both groups were observed using a checklist, before and two weeks after training. Educational intervention in the form of two two-hour sessions was conducted for the intervention group, while control group received no intervention. No significant differences were found in both groups before intervention (P>0.05). However, the nurses’ medication errors significantly decreased in the intervention group compared to the control group (12.7 ± 1.5 vs. 22.7 ± 3.8; p <0.01). Therefore, education of standards can result in a significant reduction in medication errors among ICU nurses. Even for ICU nurses, post-medical education is important for continuing professional education.
{"title":"Impact of educational support on standards of medication administration regarding nursing medication errors in Intensive Care Units","authors":"Gholamhosein Falahinia, Arezoo Maleki, Z. Khalili, A. Soltanian","doi":"10.1080/14480220.2022.2107046","DOIUrl":"https://doi.org/10.1080/14480220.2022.2107046","url":null,"abstract":"ABSTRACT Medication errors may arise due to insufficient information on drug use. The purpose of this study was to determine the impact of educational support on standards of medication administration regarding nursing medication errors in Intensive Care Units (ICU). The study's participants included two groups of ICU nurses. Both groups were observed using a checklist, before and two weeks after training. Educational intervention in the form of two two-hour sessions was conducted for the intervention group, while control group received no intervention. No significant differences were found in both groups before intervention (P>0.05). However, the nurses’ medication errors significantly decreased in the intervention group compared to the control group (12.7 ± 1.5 vs. 22.7 ± 3.8; p <0.01). Therefore, education of standards can result in a significant reduction in medication errors among ICU nurses. Even for ICU nurses, post-medical education is important for continuing professional education.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47635253","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 : 2022-08-08DOI: 10.1080/14480220.2022.2105930
Teressa Schmidt
{"title":"Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism","authors":"Teressa Schmidt","doi":"10.1080/14480220.2022.2105930","DOIUrl":"https://doi.org/10.1080/14480220.2022.2105930","url":null,"abstract":"","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248277","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 : 2022-07-13DOI: 10.1080/14480220.2022.2094449
Z. Hojeij, Ali H. Al Marzouqi
ABSTRACT One way the United Arab Emirates uses to increase the employability skills of its nationals is by promoting and encouraging students to pursue technical and vocational education and training (TVET). This goal includes both female and male Emirati youth. However, studies show that females are still under-represented in TVET. Therefore, this study aims at exploring Emirati female students’ perceptions of their educational experiences in TVET, the challenges they faced, and their future expectations. The study followed a mixed methods design with data collected through an online survey. Findings revealed that participants have an overall positive educational experience despite the academic and cultural challenges they experience. They believe their vocational education enables them to have a better future be it a career or in continuing their education. Despite these positive influences, additional efforts are needed to improve vocational training and alter the mindset and perception of vocational education.
{"title":"Emirati female students pursuing Technical and Vocational Education and Training (TVET): Perceptions from the UAE","authors":"Z. Hojeij, Ali H. Al Marzouqi","doi":"10.1080/14480220.2022.2094449","DOIUrl":"https://doi.org/10.1080/14480220.2022.2094449","url":null,"abstract":"ABSTRACT One way the United Arab Emirates uses to increase the employability skills of its nationals is by promoting and encouraging students to pursue technical and vocational education and training (TVET). This goal includes both female and male Emirati youth. However, studies show that females are still under-represented in TVET. Therefore, this study aims at exploring Emirati female students’ perceptions of their educational experiences in TVET, the challenges they faced, and their future expectations. The study followed a mixed methods design with data collected through an online survey. Findings revealed that participants have an overall positive educational experience despite the academic and cultural challenges they experience. They believe their vocational education enables them to have a better future be it a career or in continuing their education. Despite these positive influences, additional efforts are needed to improve vocational training and alter the mindset and perception of vocational education.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412611","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 : 2022-05-26DOI: 10.1080/14480220.2022.2081241
A. Rahman, Abu Bockarie
ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills and attitudes from a training to a job. Researchers, practitioners and academics have believed for three decades that the transfer of training is approximately 20–30%. Numerous studies have been conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is as follows: What trainee characteristics influenced transfer of training by trainees back to their jobs before, during and after training?
{"title":"Exploring trainee characteristics affecting transfer of training: vocational training of media employees in Pakistan","authors":"A. Rahman, Abu Bockarie","doi":"10.1080/14480220.2022.2081241","DOIUrl":"https://doi.org/10.1080/14480220.2022.2081241","url":null,"abstract":"ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills and attitudes from a training to a job. Researchers, practitioners and academics have believed for three decades that the transfer of training is approximately 20–30%. Numerous studies have been conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is as follows: What trainee characteristics influenced transfer of training by trainees back to their jobs before, during and after training?","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838680","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 : 2022-04-12DOI: 10.1080/14480220.2022.2063155
Andre Hattingh, S. Hodge, Timothy J. Mavin
ABSTRACT This paper investigates how flight instructors view the utility of competency-based education/training (CBE/T) during the training of new pilots. A total of ten flight instructors were interviewed and analysed through an interpretive paradigm of grounded theory. The findings indicate flight instructors of all experience levels have difficulty engaging with competency texts and have a limited theoretical understanding of CBE/T. The findings suggest possible incorrect practices are being employed by instructors. More importantly, the study highlights a concern that the current industry understanding of CBE/T directly relates to learning and safety, with a potential for negative outcomes. The paper questions if CBE/T is an appropriate model for training new pilots.
{"title":"Flight instructor perspectives on competency-based education: insights into educator practice within an aviation context","authors":"Andre Hattingh, S. Hodge, Timothy J. Mavin","doi":"10.1080/14480220.2022.2063155","DOIUrl":"https://doi.org/10.1080/14480220.2022.2063155","url":null,"abstract":"ABSTRACT This paper investigates how flight instructors view the utility of competency-based education/training (CBE/T) during the training of new pilots. A total of ten flight instructors were interviewed and analysed through an interpretive paradigm of grounded theory. The findings indicate flight instructors of all experience levels have difficulty engaging with competency texts and have a limited theoretical understanding of CBE/T. The findings suggest possible incorrect practices are being employed by instructors. More importantly, the study highlights a concern that the current industry understanding of CBE/T directly relates to learning and safety, with a potential for negative outcomes. The paper questions if CBE/T is an appropriate model for training new pilots.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42242229","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 : 2022-02-11DOI: 10.1080/14480220.2022.2032268
B. Boughton, Frances Williamson, Sophia Lin, Richard J. K. Taylor, Jack Beetson, B. Bartlett, P. Anderson, S. Morrell
ABSTRACT The prevalence of low to very low adult English literacy levels in First Nations communities in Australia continues to be an issue, despite ten years of government-supported Foundation Skills training provided through the national vocational education and training system. This study examines an innovative First Nations community-controlled approach to improving adult literacy training, utilising an internationally recognised mass campaign model. Literacy improvements were assessed for 63 participants in 6 communities, using validated pre- and post-tests aligned to the Australian Core Skills Framework (ACSF). Overall, 73% of participants improved their literacy, defined as moving up at least one level on one or more of six ACSF indicators. The number of lessons completed and entry ACSF literacy levels were significantly associated with literacy progression, with previous school education positively associated but not statistically significant. The minimum number of lessons associated with literacy improvement is estimated as 47–49 (80–83% of lessons).
{"title":"Measuring adult English literacy improvements in First Nations communities in Australia","authors":"B. Boughton, Frances Williamson, Sophia Lin, Richard J. K. Taylor, Jack Beetson, B. Bartlett, P. Anderson, S. Morrell","doi":"10.1080/14480220.2022.2032268","DOIUrl":"https://doi.org/10.1080/14480220.2022.2032268","url":null,"abstract":"ABSTRACT The prevalence of low to very low adult English literacy levels in First Nations communities in Australia continues to be an issue, despite ten years of government-supported Foundation Skills training provided through the national vocational education and training system. This study examines an innovative First Nations community-controlled approach to improving adult literacy training, utilising an internationally recognised mass campaign model. Literacy improvements were assessed for 63 participants in 6 communities, using validated pre- and post-tests aligned to the Australian Core Skills Framework (ACSF). Overall, 73% of participants improved their literacy, defined as moving up at least one level on one or more of six ACSF indicators. The number of lessons completed and entry ACSF literacy levels were significantly associated with literacy progression, with previous school education positively associated but not statistically significant. The minimum number of lessons associated with literacy improvement is estimated as 47–49 (80–83% of lessons).","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42211451","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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