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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.

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.

Despite “decent work” being pertinent, as situated in the International Labour Organisation's “Decent Work Agenda”, one of its substantive elements on the need for safe work environments remains a concern for semi-skilled construction workers. Evidently, sustainability learning objectives within this element must be identified and implemented as a remedy. Therefore, the aim of the reported study was to reveal sustainability learning objectives that are significant towards attaining safe work environments, through also assessing statistically significant differences due to demographic variables.

The design of this research followed a quantitative questionnaire survey strategy to obtain insights from semi-skilled workers and site/project managers in Zimbabwe.

Knowledge of relevant prevention strategies to foster positive physical and mental well-being in the workplace was considered the most critical sustainability learning objective. Semi-skilled workers revealed the most interest in objectives that affected their socio-economic beings while site/project managers preferred those that had more economic value to the organisations they work for. Educational levels are also critical when instituting any training interventions.

The absence of a database for semi-skilled workers was a limitation towards achieving the practical significance of the findings. Due to semi-skilled workers significantly contributing to unsafe work environments, structured on-the-job training schemes that are sufficiently planned, monitored and controlled are recommended.

The determination of sustainability learning objectives for construction semi-skilled workers, through on-the-job training schemes, will contribute to the improvement of safe work environments.

The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency‐based education, training and assessment, and to theorize the failure to make the training useful.

A case study of education and training in the international maritime domain was conducted. Data sources include historical documents, rules and regulations concerning MET, syllabi, handouts, sample questions, field notes, an ethnographic study in a maritime college and interviews conducted with experienced mariners and course lecturer.

There are contradictions in the education and training system that do not allow the targeted objectives to be fulfilled. Fundamentally, the assessment system has changed the objectives of the education and training practices from learning skills and knowledge required on‐board ships to passing competency examinations.

The practical implication of this research is valuable for the International Maritime Organization, marine administration and maritime training institutes to think over the competency‐based system in practice today and how to improve the present maritime training and assessment system in order to achieve its authentic objectives.

This research identified and bridged the gap in literature and research of competency‐based training and assessment in the maritime domain and provides practical solutions for improving this system.

The National Training Reform Agenda (NTRA) (1989‐1996) was the first iteration of a series of reforms designed to make the Australian workforce more skilled, efficient and productive. This paper critically examines how women became “(un)known” in these policy texts in relation to work and training. It also examines contemporaneous practices in some workplaces that assigned certain work identities to women and examines how the women resisted or acquiesced to these assigned identities within the discursive field of the workplace. Comparisons of the positioning effects of policy and workplace practices are made and an argument is presented regarding the marginalisation of women within seemingly benign policy discourses and organisational practices.

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional materials and provides detailed information, including examples, on five types of job performance aids, three types of instruction sheets, and two types of modules. Checklists of considerations that affect the quality of finished products are also provided. Job performance aids (JPAs)provide procedural or factual guidance in the performance of tasks. They store essential details in a variety of functional forms for use just before or during task performance. Research shows that JPAs are a cost‐effective supplement or alternative to training. They reduce the time needed to master task performance and facilitate the transfer of learning from the training setting to the job. Instruction sheets assure that all trainees have the same complete and accurate information for performing practical work and for completing assignments. These sheets also help manage large groups of trainees with diverse abilities who are working simultaneously at several different tasks. Modules are carefully structured documents which facilitate self‐directed and self‐paced learning. While their components may vary, modules typically include learning objectives, an introduction, instructional content, directions, learning activities, and test questions with feedback answers. With modules, trainees assume personal responsibility for their progress. Regardless of the care used in their preparation, all types of instructional materials must be evaluated prior to general use. Presents a comprehensive quality control procedure for confirming effectiveness and value. This was prepared to enhance both formal classroom instruction and individual study. Figures, tables, checklists, appendices, and a glossary of keywords and terms, supplement the text in explaining the content.

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.