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This study aims to examine the relationships among structured-on-the job training (ST), mentoring, job rotation and the work environment factors on tacit knowledge transfer from training.

This study used quantitative research techniques to examine the causal relationships among the key study variables. A questionnaire-based survey has developed to evaluate the research model by drawing a convenience sample includes 239 employees working in the Arab Potash Company located in Jordan. Surveyed data were examined following the structural equation modeling procedures.

The results revealed that adapting of the ST, mentoring and job rotation in industrial firms had direct effect on the employees’ abilities to learn and transfer tacit knowledge from training to the actual work, and how these learning strategies strengthen employees’ abilities in solving work problems, improving customers’ satisfaction and quality of products and services. As well as, it affirmed the strong direct effect of work environment factors such as supervisor and peer support on the employees’ abilities to learning and transferring tacit knowledge to their jobs. However, this study showed that work environment factors have no significant mediating role on the relationship among ST, mentoring, job rotation and the employees’ abilities to learn and transfer tacit knowledge to their jobs.

The study results are opening the doors for future studies to examine the relationships among the methods of training and learning in the workplace, the work environment factors and tacit knowledge transfer from training to the jobs as prerequisites for improving the employees and organization performance. These results would be validated by conducting future research, examining larger samples of industrial companies to give more accurate data and clear explanations to the relationships among the study variables. It also suggests to replace the characteristics of work environment (supervisor support and peer support) by trainees’ characteristics (self-efficacy and career commitment) to give a better understanding to the relationships among the key study variables.

With regard to improving the employees’ competency while doing their jobs, this study developed a conceptual framework that guides managers to recognize the importance of ST, mentoring and job rotation in increasing the employees’ learning together; and giving them the chance to use the new learned experiences and knowledge to improve the organization performance and its competitive advantage. This study helps managers build a positive work environment that encourages social interaction, respect and mutual interest among employees, and increases their sense of responsibility for learning and transferring skills and knowledge to the jobs.

The training methods in the workplace go beyond immediate work performance to act as a promising tool make employees’ learning more easily and faster, and help them to transfer and retain new skills and knowledge, adapt with changing environments, build stronger relationships with stakeholders and at the same time, make the organizations ensure that employees comply with their societal goals.

The authors have noticed that large portions of the studies on training and human resources development neglected the role effect of (ST, mentoring and job rotation) on the tacit knowledge transfer from training to the jobs. Hence, these gaps in researches have motivated to develop a theoretical model that helps to examine the relationship between the two constructs. This study also suggests to examine the mediating role effects of work environment factors on the relationships among (ST, mentoring and job rotation) and tacit knowledge transfer, as well as it extends to examine the mediating role of work environment factors on transferring knowledge to jobs, attributed to the demographic variables such as gender, age, work experience and education level.

Suggests that structured on‐the‐job training, offered to operators in most divisions of the Dutch steel giant Hoogovens IJmuiden, has led to a more complete understanding of the chemical and mechanical processes involved, and a shorter induction period. Presents a case study of the way two groups of employees in the company are being trained for their jobs. Part of the training takes place on the job and part of it in an off‐the‐job course, and handbooks are found to play a major role in the actual training process. Documents were studied, and trainees, instructors, supervisors and training co‐ordinators were interviewed to find out if the training is effective on the shopfloor.

Outlines a step‐by‐step procedure to evaluate both the costs and the benefits of any training proposal. The evaluation permits owners and managers to make informed decisions about appropriate training methods. The operator is often forced to choose between informal on‐the‐job training and structured off‐the‐job training. Utilizes a financial analysis model for identifying the dollar value of both performance and training. Compares benefits and costs of two different training approaches side‐by‐side to identify the method that will deliver the maximum financial benefit.

The purpose of this paper is to explore the approaches to education and training adopted by manufacturing organisations to identify and develop a set of learning principles for the successful transition to Industry 4.0.

A case study of a manufacturing ecosystem in Queensland, Australia was undertaken, that included semi-structured interviews with a total sample of 22 manufacturing industry representatives, an analysis of secondary data including organisational documents and government reports, and embedded cases of two manufacturing organisations.

Manufacturers successfully transitioning to Industry 4.0 are distinguished by a culture which values learning, management development to understand and lead innovation, experimental learning on the job and strong links to education and training providers through internships and upskilling pathways. These four principles inform approaches to creating tailored training solutions that respond to the unique needs of diverse manufacturing organisations.

The two case studies describe exemplary high performing companies only and not companies at earlier stages of adopting Industry 4.0. Therefore, future research could include a broader spectrum of companies across the adoption spectrum. Nevertheless, considered as a study of a total manufacturing ecosystem, there is strong alignment of views of government, industry, union and education stakeholders regarding the key factors of transition to Industry 4.0.

There is a strong need for leaders of manufacturing organisations to enable a broad strategy of capability development beyond simple acquisition of new technologies. Detailed consideration and resourcing of on-the-job training and experimentation, talent attraction through innovation workplace cultures and strong relationships with education providers are important.

Given that Industry 4.0 technologies such as robotics and AI are now rapidly diffusing into other industry sectors, the research has broader implications for education and training for the future of work. These technologies could produce stark differences between efficiency versus innovation-oriented adoption strategies. Whilst the former could displace workers, the latter can open pathways for upskilling, product and process innovation and cross sector employment.

Through the ecosystem level case approach, multiple stakeholder perspectives provide triangulated insights into advanced manufacturer's education, skills and training strategies, uncovering four learning principles that underpin the approach of manufacturers successfully transitioning to Industry 4.0. The findings have practical implications for policy makers and industry bodies supporting the transition to advanced manufacturing and provide manufacturing managers with insights into successful education and skill strategies that can be adapted to specific organisational needs.

This paper aims to describe how structured on‐the‐job training (S‐OJT) was implemented to develop new‐hire engineers at the Kuwait National Petroleum Company.

The paper describes a case study on the development, implementation, and evaluation results of an extensive case study in an organization.

The results show a reduction in development time and increased confidence in the skills of the new‐hire engineers, among other outcomes reported.

The case study can assist other advanced training and human resource development practitioners to develop high‐skilled technical employees who may require different approaches to ensure a depth of conceptual and job‐related information.

The intent of the case study is to assist other advanced training and human resource development practitioners in developing high‐skilled technical employees. Such employees require different approaches to ensure a depth of conceptual and job‐related information. The case study shows how one organization addressed this issue.

Previous studies have examined the impact of gender on training opportunities, but only within the context of Western societies. This study explores the effect of gender on access to company training in Taiwanese high‐tech firms. It finds that although males enjoy a slight advantage over females in obtaining training, there are no significant gender‐based differences. Females in Taiwan appeared to be more successful in accessing company training than their counterparts in the USA and the UK. Higher labour‐market status is offered as a potential reason for such relative success. Consistent with human capital theory, a direct relationship is found to exist between seniority and the probability of receiving training.

The purpose of this study is to explore how training, job tenure and education-job and skills-job matches impact employees’ turnover intention by using a representative national sample from the Korean Labor and Income Panel Study in which 1,531 individuals were followed from 2003 to 2014.

A hierarchical-regression analysis was conducted to examine the relationships among training, job tenure, education-job match, skills-job match and turnover intention. This analysis focused on 12 year-to-year time points from 2003 to 2014 (one for each year), and the data were measured for each individual.

The results from the hierarchical-regression analysis supported the hypotheses that on-the-job training, off-the-job training, distance training, job tenure and education-job and skills-job matches are significantly associated with turnover intention.

The findings of this study, based on human capital theory and firm-specific human capital theory, contribute to an understanding of how training and the education-job and skills-job matches may impact turnover intention in a non-Western context. It also provides a longitudinal perspective of the impact of training on employee turnover intention to inform human resource development professionals when planning employee training.

Examines the situation for women workers in Australia after a ten‐year focus on training. The National Training Reform Agenda is discussed and the position of women in the Australian workforce explained. Comparative statistics on workplace training and some qualitative studies that illuminate workplace practice are examined.

Proposes to provide a description of the factors that underlie retention and to develop a model of the process of retention.

A qualitative study was conducted in a selected number of occupational areas. Interviews were conducted with apprentices and trainees employed under a contract of training; apprentices/trainees who had recently completed their contract of training; employers/workplace supervisors and teachers/trainers.

Provides information about a range of factors and how they combined to shape the process of retention. Recognises that some of the identified factors are more amenable to interventions to enhance retention than others.

The study did not attempt to cover all occupations in which apprentices are employed, or to provide any ranking of importance of factors in relation to the retention process. The study encourages a holistic understanding of the process of retention and emphasises the dynamic nature of this process over the period of a contract of training.

A useful source of information for those concerned with designing interventions that target factors that are most amenable to promoting enhanced retention in apprenticeships.

This paper addresses the often neglected process of retention and offers some guidance in the design of interventions to promote retention in apprenticeships.

The strength-based approach is promulgated as a management practice that improves individual productivity and performance. This study's purpose is to explore the prospective applicability of the strengths-based approach to managing and developing employees in small businesses. The study focuses on four domains of practice: selection, training, performance evaluation and task assignment.

The study employed semi-structured, face-to-face interviews to obtain data. The units of analysis were managers and employees of small businesses. Eleven managers and 19 employees were interviewed. Data analysis involved thematic analysis with the NVivo 12 software program.

First, the small businesses used a strengths-based approach for employee selection during employees' temporary status of employment and in employee task assignment. However, managers did not employ a strengths-based approach to employee selection during selection interviews, training or performance evaluations. Second, the managers perceived strengths identification as a difficult task. Based on personal observations, they perceived employees' positive character traits, job-related skills and work-related efficiency as employee strengths.

This study informs managers about a potential alternative to the traditional weakness-based management practice. The findings and conceptual arguments suggest that a strengths-based approach can provide a cost-effective alternative to the resource-intensive approaches commonly employed to enhance employee productivity and performance.

The study provides the first empirical evidence on the prospective applicability of the strengths-based approach to small businesses and explores conceptually the suitability of the said approach to this context.