Pub Date : 2020-12-28DOI: 10.1080/14480220.2020.1864444
Shazia Nauman, S. Bhatti, Faryal Jalil, Madiha Arslan
ABSTRACT Considerable research on training and employee job satisfaction has been conducted, but many questions remain unanswered. In particular, research has yet to explain the underlying mechanism that leads to job satisfaction. This research investigated how training influences job satisfaction via employees’ commitment and performance. To test the proposed hypotheses, a time-lagged two-wave study was used. Data were collected from employees (N = 219) working in Pakistan’s civil society organizations (CSOs). Results fully supported the proposed serial multiple-mediation model. Training at work is indirectly linked to job satisfaction via affective commitment and job performance. This study illustrated that training provided by organizations increases employees’ commitment to their job and that this commitment enhances their job performance which in turn increases job satisfaction. Implications of the study are discussed.
{"title":"How training at work influences employees’ job satisfaction: roles of affective commitment and job performance","authors":"Shazia Nauman, S. Bhatti, Faryal Jalil, Madiha Arslan","doi":"10.1080/14480220.2020.1864444","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864444","url":null,"abstract":"ABSTRACT Considerable research on training and employee job satisfaction has been conducted, but many questions remain unanswered. In particular, research has yet to explain the underlying mechanism that leads to job satisfaction. This research investigated how training influences job satisfaction via employees’ commitment and performance. To test the proposed hypotheses, a time-lagged two-wave study was used. Data were collected from employees (N = 219) working in Pakistan’s civil society organizations (CSOs). Results fully supported the proposed serial multiple-mediation model. Training at work is indirectly linked to job satisfaction via affective commitment and job performance. This study illustrated that training provided by organizations increases employees’ commitment to their job and that this commitment enhances their job performance which in turn increases job satisfaction. Implications of the study are discussed.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"61 - 76"},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664077","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 : 2020-12-28DOI: 10.1080/14480220.2020.1864447
A. Reich, D. Rooney, Amanda L. Lizier
ABSTRACT Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks – Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.
{"title":"Using technology integration frameworks in vocational education and training","authors":"A. Reich, D. Rooney, Amanda L. Lizier","doi":"10.1080/14480220.2020.1864447","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864447","url":null,"abstract":"ABSTRACT Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks – Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"93 - 106"},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44873828","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 : 2020-12-23DOI: 10.1080/14480220.2020.1864441
Oriana Pittman Caines, E. Sanli
ABSTRACT There is a lack of published research examining ways to mitigate the effects of attention on human error prevalence in the marine setting. Evidence from the aviation industry, a very similar field, shows that attention does impact performance, especially when more than one task is to be completed at the same time. Much like pilots, mariners are constantly completing tasks concurrently, and thus need to be able to disperse their attention over multiple sources of incoming information. Manipulating attention through effective education is proposed to reduce the rates of human error at sea. The relationship between attention, dual-task learning, and human information processing is explored in an attempt to provide a foundation for future researchers to dive deeper into this issue and create a curriculum that focuses on instilling attention allocation skills in novices.
{"title":"Dual-task training to offset technologically induced human error: justification and call for further research","authors":"Oriana Pittman Caines, E. Sanli","doi":"10.1080/14480220.2020.1864441","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864441","url":null,"abstract":"ABSTRACT There is a lack of published research examining ways to mitigate the effects of attention on human error prevalence in the marine setting. Evidence from the aviation industry, a very similar field, shows that attention does impact performance, especially when more than one task is to be completed at the same time. Much like pilots, mariners are constantly completing tasks concurrently, and thus need to be able to disperse their attention over multiple sources of incoming information. Manipulating attention through effective education is proposed to reduce the rates of human error at sea. The relationship between attention, dual-task learning, and human information processing is explored in an attempt to provide a foundation for future researchers to dive deeper into this issue and create a curriculum that focuses on instilling attention allocation skills in novices.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"47 - 60"},"PeriodicalIF":0.5,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59818221","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 : 2020-12-23DOI: 10.1080/14480220.2020.1864446
D. C. Lantu, Haifa Labdhagati, Muhammad Wafi Razanaufal, Felicia Dwirahma Sumarli
ABSTRACT Investing in human capital, especially in leadership development programs, has become the focus of many corporations. However, due to a lack of proper training evaluation, many companies fail to measure the impact of the training. Through evaluation, companies can also identify part of the training which still lacks and subsequently improve it. This study sought to evaluate a leadership development program held by one of Indonesia’s state-owned enterprise corporate universities, conducted on the behavior level of Kirkpatrick’s training evaluation model. With 360-degree feedback complemented by in-depth interviews of selected participants, the study found that the participants improved their leadership competencies after the training. This study gives rise to a simple and straightforward method for evaluating a leadership program.
{"title":"Was the training effective? Evaluation of managers’ behavior after a leader development program in Indonesia’s best corporate university","authors":"D. C. Lantu, Haifa Labdhagati, Muhammad Wafi Razanaufal, Felicia Dwirahma Sumarli","doi":"10.1080/14480220.2020.1864446","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864446","url":null,"abstract":"ABSTRACT Investing in human capital, especially in leadership development programs, has become the focus of many corporations. However, due to a lack of proper training evaluation, many companies fail to measure the impact of the training. Through evaluation, companies can also identify part of the training which still lacks and subsequently improve it. This study sought to evaluate a leadership development program held by one of Indonesia’s state-owned enterprise corporate universities, conducted on the behavior level of Kirkpatrick’s training evaluation model. With 360-degree feedback complemented by in-depth interviews of selected participants, the study found that the participants improved their leadership competencies after the training. This study gives rise to a simple and straightforward method for evaluating a leadership program.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"77 - 92"},"PeriodicalIF":0.5,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454774","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 : 2020-09-01DOI: 10.1080/14480220.2020.1860308
B. Clayton, R. Harris
ABSTRACT Academic journals communicate research findings, share knowledge and stimulate debate. They are the representative academic ‘voice’ for a discipline, reflecting its knowledge base. This paper examines all 350 articles published in the International Journal of Training Research from 1993 to 2019 to highlight significant trends over 27 years. It analyses the 462 authors, the article types and methodological characteristics, and their key themes and sub-themes. Analysis of authorship over time reveals rises in the proportions of females publishing, of international contributors from 30 different countries, of contributors affiliated with universities and of multiple authorship. Two-thirds of the articles were qualitative research or expository. Key themes were on political, organisational and structural change and on students, followed by vocational knowledge, learning and instruction, and vocational teachers. Studying the themes and sub-themes over time showed how their relative popularity in research has tended to parallel policy developments in the VET sector.
{"title":"VET research: where have we been? A qualitative content analysis of an Australian vocational education journal, 1993 to 2019","authors":"B. Clayton, R. Harris","doi":"10.1080/14480220.2020.1860308","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860308","url":null,"abstract":"ABSTRACT Academic journals communicate research findings, share knowledge and stimulate debate. They are the representative academic ‘voice’ for a discipline, reflecting its knowledge base. This paper examines all 350 articles published in the International Journal of Training Research from 1993 to 2019 to highlight significant trends over 27 years. It analyses the 462 authors, the article types and methodological characteristics, and their key themes and sub-themes. Analysis of authorship over time reveals rises in the proportions of females publishing, of international contributors from 30 different countries, of contributors affiliated with universities and of multiple authorship. Two-thirds of the articles were qualitative research or expository. Key themes were on political, organisational and structural change and on students, followed by vocational knowledge, learning and instruction, and vocational teachers. Studying the themes and sub-themes over time showed how their relative popularity in research has tended to parallel policy developments in the VET sector.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"285 - 301"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49291569","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 : 2020-09-01DOI: 10.1080/14480220.2020.1860309
R. Harris, B. Clayton
This edition is the last that we are editing in this journal. The time has come after eight years to pass the editorial baton to new editors. It is fitting therefore that the papers included here should speak to the value of vocational education and training (VET) and VET research. Issues on this theme continue to be raised and debated frequently in most countries, and in almost all (exceptions being the Germanic-speaking nations) the concerns revolve around perceived low status and how it could be elevated. In the European Union, two recent surveys provide very interesting reading on Europeans’ views about initial VET (Cedefop, 2017) and adult learning and continuing VET (Cedefop, 2020). The first survey involved 35,646 face-to-face interviews with citizens of the Member States. It provided data on citizens’ opinions on awareness, attractiveness, experience and effectiveness of VET in the EU. Results revealed considerable variation between countries on awareness of VET, ranging from 46% to 91% of respondents acknowledging that they know what VET is. The research indicated that EU citizens tend to have a positive attitude towards VET, its quality and effectiveness. Respondents valued upper secondary VET as a way to find jobs, strengthen the economy, help reduce unemployment and tackle social inclusion. However, it continues to suffer from lack of esteem: VET is often perceived as a less attractive learning option compared with general education and it is still considered a second choice for second-rate students. VET is often seen as a type of education that can lead to a job quickly but not necessarily a well-paid, well-regarded job (p. 16). The second survey focused on adult learning and continuing VET (CVET), defined as any learning activities undertaken by adults (employed or not) with the intention of improving their knowledge or skills. More than 40,000 interviews were held with a random sample aged 25 and over in the European Union, Norway and Iceland. At least two-thirds of the adults in every Member State agreed that their government should prioritise investment in adult learning. Some 70% believed that adult learning and training would become more important to career progression over the next decade, and 88% stated their job required them to keep their skills constantly up to date. The benefits they saw were stated as support for their personal development, necessary for career progression and when seeking a job, a path to a higher income and a help in reducing unemployment. They expressed positive perceptions of availability, access and information. In most countries, family was regarded as the key source of support for participating, though in the Netherlands, UK and Norway it was the employer, in France, professional or sector associations, and in Luxembourg, government. Despite this positive image of learning and training, adults in 22 of the 30 countries stated that their main reason for not participating was that they had no need!
{"title":"The value of vocational education and training","authors":"R. Harris, B. Clayton","doi":"10.1080/14480220.2020.1860309","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860309","url":null,"abstract":"This edition is the last that we are editing in this journal. The time has come after eight years to pass the editorial baton to new editors. It is fitting therefore that the papers included here should speak to the value of vocational education and training (VET) and VET research. Issues on this theme continue to be raised and debated frequently in most countries, and in almost all (exceptions being the Germanic-speaking nations) the concerns revolve around perceived low status and how it could be elevated. In the European Union, two recent surveys provide very interesting reading on Europeans’ views about initial VET (Cedefop, 2017) and adult learning and continuing VET (Cedefop, 2020). The first survey involved 35,646 face-to-face interviews with citizens of the Member States. It provided data on citizens’ opinions on awareness, attractiveness, experience and effectiveness of VET in the EU. Results revealed considerable variation between countries on awareness of VET, ranging from 46% to 91% of respondents acknowledging that they know what VET is. The research indicated that EU citizens tend to have a positive attitude towards VET, its quality and effectiveness. Respondents valued upper secondary VET as a way to find jobs, strengthen the economy, help reduce unemployment and tackle social inclusion. However, it continues to suffer from lack of esteem: VET is often perceived as a less attractive learning option compared with general education and it is still considered a second choice for second-rate students. VET is often seen as a type of education that can lead to a job quickly but not necessarily a well-paid, well-regarded job (p. 16). The second survey focused on adult learning and continuing VET (CVET), defined as any learning activities undertaken by adults (employed or not) with the intention of improving their knowledge or skills. More than 40,000 interviews were held with a random sample aged 25 and over in the European Union, Norway and Iceland. At least two-thirds of the adults in every Member State agreed that their government should prioritise investment in adult learning. Some 70% believed that adult learning and training would become more important to career progression over the next decade, and 88% stated their job required them to keep their skills constantly up to date. The benefits they saw were stated as support for their personal development, necessary for career progression and when seeking a job, a path to a higher income and a help in reducing unemployment. They expressed positive perceptions of availability, access and information. In most countries, family was regarded as the key source of support for participating, though in the Netherlands, UK and Norway it was the employer, in France, professional or sector associations, and in Luxembourg, government. Despite this positive image of learning and training, adults in 22 of the 30 countries stated that their main reason for not participating was that they had no need! ","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"185 - 190"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43395992","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 : 2020-09-01DOI: 10.1080/14480220.2020.1864445
J. Mullan, C. Rolleston
ABSTRACT India’s informal economy accounts for more than half the country’s GDP but is characterised by low levels of skills, and considerable barriers to skills development for workers. The Government of India has implemented ambitious policy initiatives for upskilling, designed to catalyse ‘formalisation’ of the economy, and improve productivity. However, evidence on skills development remains weak. Drawing on systematic review methodologies, this article reviews and synthesises the literature on the practical barriers to upskilling. It finds that access to, and quality of, training (especially for women) are serious limitations, while skills are often under-utilised in the absence of supportive labour market and wider business environment conditions. Training is often insufficiently linked to labour market and learner needs, and the capacity of the training system is limited. Government should increase investment in training for the informal sector, and consider strengthening incentives for training providers to focus on improving training quality and relevance.
{"title":"Barriers to skills development in India’s informal economy","authors":"J. Mullan, C. Rolleston","doi":"10.1080/14480220.2020.1864445","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864445","url":null,"abstract":"ABSTRACT India’s informal economy accounts for more than half the country’s GDP but is characterised by low levels of skills, and considerable barriers to skills development for workers. The Government of India has implemented ambitious policy initiatives for upskilling, designed to catalyse ‘formalisation’ of the economy, and improve productivity. However, evidence on skills development remains weak. Drawing on systematic review methodologies, this article reviews and synthesises the literature on the practical barriers to upskilling. It finds that access to, and quality of, training (especially for women) are serious limitations, while skills are often under-utilised in the absence of supportive labour market and wider business environment conditions. Training is often insufficiently linked to labour market and learner needs, and the capacity of the training system is limited. Government should increase investment in training for the informal sector, and consider strengthening incentives for training providers to focus on improving training quality and relevance.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"211 - 230"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41789692","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 : 2020-09-01DOI: 10.1080/14480220.2020.1860302
Sarojni Choy, Darryl Dymock, Anh Hai Le, S. Billett
ABSTRACT Although vocational education and training (VET) can lead to lucrative and fulfilling careers and plays a vital role in skilling workers for contemporary workplaces, it continues to have a low status in schools, among parents and in the wider community. Many countries are now seeking to enhance the status of VET to increase its uptake by school-leavers. The study reported here investigated factors that shape students’ decisions about post-school options and their views about promoting VET as a viable post-school option. Interview and survey data from 176 students from 11 schools and three VET institutions located in metropolitan and regional communities are analysed and discussed. Their decision-making is influenced mainly by the information they received from familiars (parents, teachers and friends). They suggest more detailed information about the utility and status of VET and the occupations it serves may assist young people to consider it as a viable option.
{"title":"Understanding student decision-making about VET as a pathway: an Australian study","authors":"Sarojni Choy, Darryl Dymock, Anh Hai Le, S. Billett","doi":"10.1080/14480220.2020.1860302","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860302","url":null,"abstract":"ABSTRACT Although vocational education and training (VET) can lead to lucrative and fulfilling careers and plays a vital role in skilling workers for contemporary workplaces, it continues to have a low status in schools, among parents and in the wider community. Many countries are now seeking to enhance the status of VET to increase its uptake by school-leavers. The study reported here investigated factors that shape students’ decisions about post-school options and their views about promoting VET as a viable post-school option. Interview and survey data from 176 students from 11 schools and three VET institutions located in metropolitan and regional communities are analysed and discussed. Their decision-making is influenced mainly by the information they received from familiars (parents, teachers and friends). They suggest more detailed information about the utility and status of VET and the occupations it serves may assist young people to consider it as a viable option.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"250 - 266"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49264051","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 : 2020-09-01DOI: 10.1080/14480220.2020.1860303
G. Mosely, C. Wrigley, Tom Key
ABSTRACT Over the last twenty years, tertiary education in Australia has radically changed. Major growth in the sector and federal government policy and funding changes have resulted in an increase of providers and a diversification of the quality of education available on the market, particularly in vocational education. Although change presents insecurity and ambiguity for education providers, it also presents an opportunity for proactive and adaptable providers to transform and disrupt the sector by designing an innovative value creation strategy to diversify or target their offering. To understand the current landscape, this paper explores the business models of 50 Australian tertiary education providers and groups these into seven business model typologies. Focusing on public vocational education providers, the paper identifies the ability of their current business model to meet skills-based gaps in the future, including their future customers, and states potential ‘white space’ opportunities for innovation.
{"title":"White spaces for innovation in tertiary education: Australian public provider perspectives","authors":"G. Mosely, C. Wrigley, Tom Key","doi":"10.1080/14480220.2020.1860303","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860303","url":null,"abstract":"ABSTRACT Over the last twenty years, tertiary education in Australia has radically changed. Major growth in the sector and federal government policy and funding changes have resulted in an increase of providers and a diversification of the quality of education available on the market, particularly in vocational education. Although change presents insecurity and ambiguity for education providers, it also presents an opportunity for proactive and adaptable providers to transform and disrupt the sector by designing an innovative value creation strategy to diversify or target their offering. To understand the current landscape, this paper explores the business models of 50 Australian tertiary education providers and groups these into seven business model typologies. Focusing on public vocational education providers, the paper identifies the ability of their current business model to meet skills-based gaps in the future, including their future customers, and states potential ‘white space’ opportunities for innovation.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"191 - 210"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47191523","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 : 2020-09-01DOI: 10.1080/14480220.2020.1860304
Jennifer Smith, Mashrura Musharraf, Allison Blundon, B. Veitch
ABSTRACT To prepare personnel for offshore emergencies, safety training should focus on transferability. Virtual environment (VE) training is designed to support the transfer of acquired egress skills to novel offshore emergencies. Decision trees (DT) are useful tools to evaluate training transfer. DTs use performance data collected during VE training to model participants’ behavioural patterns. A DT that reflects ideal behaviour is used as a benchmark to compare the compliance of the participants’ data-informed behavioural patterns. Employing the diagnostic and predictive capabilities of DTs can indicate whether a person is capable of responding to a wide variety of emergencies using inference. This paper demonstrates the use of DTs as a curriculum design and assessment tool to determine if the VE training adequately prepared participants to transfer their egress skills to new emergencies in the same virtual setting.
{"title":"Preparing for skill transfer: a decision tree tool for curriculum design and assessment of virtual offshore emergency egress training","authors":"Jennifer Smith, Mashrura Musharraf, Allison Blundon, B. Veitch","doi":"10.1080/14480220.2020.1860304","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860304","url":null,"abstract":"ABSTRACT To prepare personnel for offshore emergencies, safety training should focus on transferability. Virtual environment (VE) training is designed to support the transfer of acquired egress skills to novel offshore emergencies. Decision trees (DT) are useful tools to evaluate training transfer. DTs use performance data collected during VE training to model participants’ behavioural patterns. A DT that reflects ideal behaviour is used as a benchmark to compare the compliance of the participants’ data-informed behavioural patterns. Employing the diagnostic and predictive capabilities of DTs can indicate whether a person is capable of responding to a wide variety of emergencies using inference. This paper demonstrates the use of DTs as a curriculum design and assessment tool to determine if the VE training adequately prepared participants to transfer their egress skills to new emergencies in the same virtual setting.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"267 - 284"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49561391","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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