Work‐related continuing education and training: participation and effectiveness

Abstract

Purpose

Within the context of policies on developing the workforce of the government health sector in England, this paper aims to investigate participation in work‐related continuing education and training (WRCET), its pedagogy and effectiveness. Individual and organizational characteristics associated with effective WRCET are examined.

Design/methodology/approach

The paper employs a cross‐sectional study, using data from annual large‐scale National Staff Surveys of 2006 and 2009. Based on detailed occupational groups, the authors classify respondents to high‐ and low‐skilled staff and develop four dependent variables that combine specific types of training with respondent assessments of the effectiveness of their training for their professional development. Probit regressions models are estimated for both groups of workers, controlling for individual and organizational characteristics.

Findings

Participation in WRCET increased between 2006 and 2009 for both groups with differential patterns of participation across four types of training. Applying an effectiveness criterion eliminates relative change in participation rates between the groups and results in only about a quarter of those who participated in WRCET rating it as effective. Appraisal and particularly membership of positively rated work teams are strongly associated with training being rated as effective.

Originality/value

This is the first use of this large‐scale data set to appraise health sector policies on WRCET. Distinguishing between participation alone and whether participation is perceived as effective has benefits in appraising training policies and identifies appraisal and membership of positively rated teams as factors associated with effective WRCET. Use of an effectiveness criterion shows very large differences between participation alone and participation in effective WRCET.

Citation

Thomas, H. and Qiu, T. (2012), "Work‐related continuing education and training: participation and effectiveness", Journal of Workplace Learning, Vol. 24 No. 3, pp. 157-176. https://doi.org/10.1108/13665621211209258