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US Navy warships are capital-intensive national defense assets that require periodic depot and intermediate level maintenance availabilities (periods). Oftentimes, ship maintenance is deferred or forgone altogether due to geopolitical strife or fiscal challenges. The impacts of missed maintenance are not only a burden on ships’ crews, but they also have a deleterious effect on current and future readiness. It is a difficult task to strike a balance between current and future readiness when insufficient resources are available to sustain a fleet of warships. This paper draws from multi-attribute utility theory (MAUT) to develop a ship maintenance decision-making model that considers attributes from the current and life cycle readiness cohorts. Using the current maintenance plans for two DDG 51-class ships entering availabilities in same fiscal year, this model determines which ship is more capable of absorbing a loss of maintenance and planned modernizations relative to the context of the decision environment. Five attributes are considered for the overall decision: mandatory maintenance, non-mandatory maintenance, mission impact from maintenance, mission impact from planned modernizations, and maintenance backlog. The model presented here is generalizable to a number of U.S. Navy ships and watercraft and can be used to inform decision-makers of the short- and long-term impacts of deferring critical maintenance.

This study aims to examine workplace learning and job satisfaction in small, commercial US banks.

Survey data collection with correlational procedure.

The study found a statistically significant relationship between the workplace learning variables and the job satisfaction variables.

Furthers the linkages between the opportunities for learning in the workplace with how satisfied employees are with their jobs. Also establishes the importance of informal and incidental learning, rather than formal learning.

Emphasizes the need for managers to make learning opportunities available to enhance overall job satisfaction. In addition, helps place the need for expenditures on non‐formal learning, not just formal learning where all the money is usually spent.

Few studies have looked at the role of workplace learning in small businesses. Very few have linked workplace learning to the things that make people feel good enough about their work to stay on with a company. This study also solidifies the need to focus on something besides “training.”

The purpose of this paper is to review the existing workplace learning measures used in empirical studies in human resource development (HRD).

By reviewing 141 studies on workplace learning published in six journals in the field of HRD, we identified nine measures for workplace learning. Tynjälä’s (2013) 3-P model of workplace learning was adopted as the framework to analyze the features of each measure in terms of presage, process and product.

Workplace Climate Questionnaire, Learning Opportunities Questionnaire, Approaches to Work Questionnaire and Self-regulated Learning in the Workplace Questionnaire belong to the presage category. Small Business Workplace Learning Survey and Workplace Learning Activities are categorized as the process dimension. The Questionnaire on Informal Workplace Learning Outcomes is in the product dimension. Informal Workplace Learning Survey and Workplace Adaptation Questionnaire are across the three categories.

The authors identified the issues of existing workplace learning measures to emphasize the importance of reliable and valid measures for workplace learning and to gain the attention of researchers concerning these issues.

The findings can provide organizations and practitioners with insights and ideas on how to prepare employees to engage in diverse learning activities, how to support their learning activities and how to combine their learning activities with the existing job structure and work system.

This study is the first to review workplace learning measures in the field of HRD. The authors review the dimensions, items and reliability of each measure, and summarize the features of nine measures in terms of presage, process and product of workplace learning.

The purpose of this paper is to investigate the effects of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborers’ cross-cultural adjustment.

This paper uses structural equation modeling to analyze the data from a sample of 258 Vietnamese laborers in Taiwan.

The results show a significantly positive impact of extrinsic motivation, workplace learning, employer trust and self-efficacy on cross-cultural adjustment.

The findings of this study provide important implications for academic researchers and organizations concerning management and development of successful foreign laborers. From a theoretical aspect, this study shows new evidence on the impacts of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborer cross-cultural adjustment. In addition, this study enriches theories in the field of self-determination motivation, workplace learning, trust and self-efficacy literature. From a practical aspect, this study provides implications for business managers to make better policies in training and managing foreign laborers.

The purpose of this study is to investigate the relationship between perceived employee training effectiveness and job satisfaction, motivation and commitment.

The study examined the responses of 134 employees and lower managers, of five large Greek organizations, after they had completed a training program. The questions asked contained information about the employee attitudes towards tvhe training received, as well as their attitudes towards their employers.

The results of the study provide support to the hypotheses proposed, indicating that there is a significant correlation between the employee perceived training effectiveness and their commitment, job satisfaction and motivation. Additionally, high correlations were found between the latter three variables.

The study is limited to examining employee feelings, not taking into account their personal characteristics, which may be important.

The implications of the findings of this study for managers and especially for Human Resource professionals are quite significant, given their roles in funding, designing and delivering training interventions. Not only does it appear to be important, offering training programs to one's employees but, the training program content must be perceived as effective and of value to those participating in it. This will have a positive effect, according to the findings of this study, on key employee attitudes, which appear to be related to a greater or a lesser extent, in the pertinent literature, to organizational performance outcomes including, productivity, turnover and absenteeism

The study is ground‐breaking, given that there are no prior studies examining the relationship between the variables considered in the present one.

A relatively recent development in the field of corrosion prevention has been the advent of the volatile inhibitor, although it is true to say that inhibition may occur when the normally volatile inhibitor is in the solid or gaseous state. Inhibitors are chemical substances which will reduce the intensity of the anodic or cathodic reactions. The most important class of chemical agents used function by changing the electrochemical processes occurring at the metallic surfaces, e.g. chromates, nitrites and phosphates.

This study aims to mediate the impact of workplace stress and job satisfaction on nurses’ perception of training. It sheds light on the links between job satisfaction, Certified Nursing Assistants’ perception of training and workplace stress in nursing homes.

A cross-sectional questionnaire was distributed in 12 different elderly home care centres in Northern Cyprus during September to October 2017. The sampling frame consists of 317 full-time Certified Nursing Assistants who completed measures of perception of training, job satisfaction and workplace stress. This paper used structural equation modelling to test a theoretical model and hypothesis.

The findings emphasize that Certified Nursing Assistants’ perception of training has a positive impact on their job satisfaction and negative impact on workplace stress while workplace stress mediates the relationship between their perception of training and job satisfaction. The results indicate that while the motivation for training and support for training have an effect on job satisfaction, access to training and benefits for training do not yield any significant impact on it and workplace stress plays a mediating role.

This study confirms that the CNAs’ perception of training and job stress affect the emergence of job satisfaction, and workplace stress mediated the relation between training and satisfaction posited by social exchange theory.

The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research.

Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome.

This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes).

Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences.

This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.

Active preparations are being made for the issue of a third edition of the World List of Scientific Periodicals. The last edition of this scientific reference work, issued in 1934 and covering the years 1900–1933, is now out of print though still in constant demand. It contains upwards of 33,000 titles of journals and includes the holdings of some 180 libraries in Great Britain and Ireland. The new edition, which is designed to include all the scientific and technical periodicals that appeared during the period 1900–1947 as well as the holdings of additional libraries, will therefore be considerably larger. Librarians are being asked to co‐operate as before by sending particulars of all those journals on their shelves that do not appear in the second edition or are shown there as having no location in this country to: The Secretary, World List of Scientific Periodicals, c/o The Zoological Society of London, Regent's Park, London, N.W.8, from which office further information may be obtained.

This article focuses on group work with children using a board game format. Combining the principles of group work and board games helps to engage and motivate children and adolescents to address and work through their difficulties. Lifegames are a series of six therapeutic board games developed for group work with children and adolescents who encounter adversity in their life as a consequence of bereavement, family break up, poor relationships, bullying, chronic illness or obesity. The games facilitate the understanding and disclosure of the complex feelings experienced by children and young people when they are confronted with traumatic life events. The games encourage and assist the participants to obtain and maintain behavioural change. Lifegames are a means to assist professionals in their group work with children and adolescents.