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The purpose of this paper was to examine whether there is a relationship between goal attainment and overall training satisfaction among vocational education and training (VET) completers, and in turn whether this relationship varies across the different goals for undertaking training in a VET course.

A request was made to the National Centre for Vocational Education Research in Australia for access to the unit record data from the 2016 Student Outcomes Survey. Approval was obtained. The final sample comprised 149,632 students who completed a VET course in 2016, where 55 per cent of the sample were women and the average age was 36.55 years (SD=13.17).

Students who achieved or did not yet know whether they had achieved their training goal were more satisfied with their overall training compared with those who partly achieved their goal, who in turn were more satisfied than those who did not attain their goal across the various training goals. However, participants who were training for personal reasons or reasons other than for employment or pursuing further study, and either partly achieved, did not achieve or did not know yet whether they had achieved their training goal reported the lowest levels of training satisfaction, although these participants were still satisfied overall with their training.

These results highlight the importance of understanding the impact of goals on achievement-related activities and should be used to inform learning and teaching approaches as well as the provision of support services in the VET sector.

This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

The purpose of this paper is to explore the definition, prevalence, antecedents, consequences and coping behaviours associated with apprenticeship bullying in the building and construction industry.

The sample comprises 13 participants aged between 22 and 27 (M=23.8, SD=1.26) who were all men who had completed their apprenticeship within the past five years. Participants completed an individual semi-structured interview in which several themes and sub-themes were identified.

Four characteristics (intention to harm, imbalance in power, repeated behaviours, target interpretation) and two types (personal, work-related) were identified by participants as fundamental to the definition of apprenticeship bullying. Being the target of bullying was found to be commonplace during an apprenticeship. Several antecedents were identified at the individual level (age, personality, physical appearance, work ethic, work performance) along with factors at the organisation level (culture and leadership style) that determined whether bullying would occur. The consequences of apprenticeship bullying included poor individual (personal and work-related) and organisational outcomes. Targets of apprenticeship bullying also tended to use avoidance coping.

This study has provided clarification on the characteristics and behaviours associated with apprenticeship bullying, as well as identified the antecedents and consequences of apprenticeship bullying from the perspective of past apprentices in the building and construction industry.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Four characteristics (intention to harm, imbalance in power, repeated behaviors, target interpretation) and two types (personal, work-related) were identified as fundamental to the definition of apprenticeship bullying. Being the target of bullying was found to be commonplace during an apprenticeship. Several antecedents were identified at the individual level (age, personality, physical appearance, work ethic, work performance) along with factors at the organization level (culture and leadership style) that determined whether bullying would occur. The consequences of apprenticeship bullying included poor individual (personal and work-related) and organizational outcomes. Targets of apprenticeship bullying also tended to use avoidance coping.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.