Search results

This study aims to investigate the formative evaluations of the training programmes of a Portuguese national railway public company for an entire calendar year. The aim is to uncover alternative configurations for the design of training programmes to create better levels of evaluation. This study is based on the following research question: What are the configurations that lead to the success and or failure of trainers and trainees? Among those, are there any common designs that generate the success and or failure of both trainers and trainees?

This study used matched data from an entire calendar year to examine the trainers and trainees’ evaluations of 429 training events. This study also used a fuzzy-set qualitative comparative analysis (fsQCA) to provide configurations that generate the success or failure of trainers and trainees. This methodology offers alternative pathways to the same outcomes and thus gives managers different options to reach similar results.

The results show that there are more configurations that lead to trainers’ success (five) than to its absence (four). However, the configurations that lead to trainees’ success (three) are less than those that lead to its absence (six). The findings indicate that a single common configuration exists that leads to high evaluations.

This study does not address summative evaluations. Regarding data, the study acknowledges the use of self-evaluations for trainees, although they serve as a proxy for a learning evaluation. The generalisation of the results outside the Portuguese railway company’s context is not possible.

The proposed analysis is applicable to other settings without restrictions. Managers may replicate this study’s approach in their organisations to uncover the alternative configurations that lead to the success or failure of trainers and trainees. They may adopt the ones that lead to successful outcomes and avoid the ones that lead to undesired ones.

This study is innovative because it addresses concurrently the success or failure of trainers and trainees that is only possible by using the fsQCA method. This study opted to use this method to provide alternative pathways to extreme outcomes: the most successful or the most unsuccessful. These multiple pathways are better results compared to traditional quantitative statistical methods that only provide a single estimated solution to the presence of the dependent variable; for example, a regression analysis or structural equation modelling.

Aims to bring a new angle to, in fact to complete the triangle of, industrial training studies, which have focused on training institutions and the firms. The third angle, the trainees, has often been neglected, appearing only as figures, enrolment, drop‐outs, graduates, etc. A comprehensive policy on industrial training would be incomplete without appraising experience of trainees and taking their views seriously. Examines research based on three surveys among potential, current and past trainees. The experience and views of the trainees should be taken as a major parameter in technical and vocational education (TVET) strategy, planning and programme implementation. Finds that trainees have expressed clear views on the relevance of the TVET programmes they have attended/are attending, and on the quality of public and private training. Findings of the surveys have some relevance to labour market policy, specifically on mobility, labour turnover, labour market information and employment of women.

For a number of years, BP Chemicals′ Grangemouth site has demonstrated the company′s commitment to developing young people by running a variety of Youth Training programmes. Induction into the company is mandatory for all employees, and youth trainees are no exception. The two‐week induction programme introduces trainees to company and site rules and procedures as do many induction programmes. This one, however, goes further by beginning training which will help to integrate trainees quickly into their new jobs. They learn about using the telephone and about becoming an effective member of a team. Additionally, they take an active part in selecting their new work placements by interviewing line managers, for which they receive training. They are also given guidance in the selection of suitable dayrelease college courses. The induction programme is reviewed and assessed on completion. This enables continuing improvement as well as ensuring that the rest of the two years of the YT programme meets the needs of trainees, managers and the company.

The importance of adapting training styles and methods to trainees′ learning styles is discussed. Such an approach should provide a basis for training strategies which can help trainers improve the performance of an organisation′s training programmes.

In international terms, no other country except Sweden has devoted relatively as much as Canada to manpower training. During 1972, for example, training expenditures as a percentage of gross domestic product were: Sweden 43%, Canada 37%, France 15% and the US 09%. Although the Canadian and American economies are similar in many other respects, approximately three‐fourths of one per cent of the Canadian labour force is in training at any one time during the year, compared with one‐half of one percent in America (and one percent in Sweden). In addition, Canadian government expenditures on training per labour force member are approximately twice that of the United States. Clearly, such an important policy raises many issues: How did the policy evolve? What are its objectives? What are the different forms of training, and how are they financed? Who obtains training and is it economically worthwhile? Is there a rationale for government involvement in training?

The purpose of this paper is to determine the impact of an integrated Medical Leadership Programme (MLP) on a cohort of participating specialty doctors and the NHS services with which they were engaged.

This was a qualitative study designed to obtain rich textual data on a novel training intervention. Semi-structured interviews were conducted with participating MLP trainees at fixed points throughout the programme in order to capture their experiences. Resulting data were triangulated with data from extant documentation, including trainees’ progress reports and summaries of achievements. Recurring discourses and themes were identified using a framework thematic analysis.

Evidence of the positive impact upon trainees and NHS services was identified, along with challenges. Evidence of impact across all the domains within the national Medical Leadership Competency Framework was also identified, including demonstrating personal qualities, working with others, managing services, improving services and setting direction.

Data were drawn from interviews with a small population of trainees undertaking a pilot MLP in a single deanery, so there are inevitable limitations for generalisability in the quantitative sense. Whilst the pilot trainees were a self-selected group, it was a group of mixed origin and ability.

The study has provided valuable lessons for the design of future leadership programmes aimed at doctors in training.

Identifying the effectiveness of an innovative model of delivery with regard to the Medical Leadership Curriculum may assist with medical staff engagement and support health service improvements to benefit patient care.

This paper aims to explore the extent to which participation in a previous graduate recruitment programme affects graduates’ organisational affective commitment and their desire to remain.

With the support of a Portuguese organisation that annually operates a trainee programme to attract the best graduates from top universities, a questionnaire with human resource management (HRM) practices, affective commitment and turnover intention scales was used, with data collected from 168 recent recruited graduates representing two groups: graduates with previous participation in the trainee programme and graduates non-trainees.

Despite the company’s expectation that graduate trainees would present higher levels of affective commitment and lower intentions to voluntarily leave than employees recruited by traditional procedures, the t-test results show no significant differences between groups. However, correlations for both groups show a significant positive association between perceived HRM practices and affective commitment and a negative relation with turnover intention. These results suggest that placing a high value on HR practices leads to reinforcement of employment relations and a decrease in the desire to voluntarily leave.

The findings suggest the need for organisations to rethink their recruitment strategies and raise an interesting question with regard to organisational strategy: is it useful or fair to create two groups of graduates within the same organisation, because we may be promoting the development of two micro-cultures?

The study with this specific group is needed because of an increased implementation of trainee programmes all over Europe as a means of attracting graduates. The literature is scarce, focusing only on trainees’ attitudes compared to those recruited through traditional procedures.

Trainees’ motivation to transfer the training imparted is an important constituent in determining required training outcomes in organizations. The purpose of this study is to examine the effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training.

Research hypotheses were tested using a survey. A questionnaire was used to collect data from employees of an Indian governmental power transmission organization, attending any one soft skills training programme in the past year. Out of the 500 questionnaires distributed, 389 were deemed useable for the study, producing an effective response rate of 77.8 per cent.

The findings establish a direct and positive association between trainee characteristics, training attitudes and need analysis with transfer motivation.

This study contributes to extant literature by examining associations in hitherto underexplored areas such as that of training attitudes and training need analysis with transfer motivation. In addition, the findings provide insights into challenges pertaining to transfer motivation in soft skills training initiatives.

The purpose of this paper is to analyse the effectiveness of entrepreneurship training programmes targeting post‐graduate students.

The approach takes the form of a case study of an entrepreneurship training programme, to assess its effectiveness. For this purpose the paper concentrates on the number of firms created and industries chosen by individuals. Additionally, attention is focused on non‐starters, analysing the main reasons behind the decision not to set up a firm. Several sources were used to accomplish the objectives: an assessment report provided by the deliverers of the programme, an interview with the person responsible for the programme and interviews with programme participants.

Two editions of the programme “Começar” are closely scrutinized, including a self‐assessment made by developers of the programme. Results show a success rate of 41 per cent, but non‐starters benefit from the competencies developed in the programme, allowing them to change their careers or to increase their effectiveness in the labour market.

The paper presents some limitations. First, this programme is not compared at the same level of analysis, against others. The literature concludes that the entrepreneurial context is relevant in assessing the level of entrepreneurship. Second, a control group who had an idea but did not benefit from entrepreneurship assistance is not followed. Third, the timeframe of analysis is not too long. A longitudinal study will overcome this problem.

The case study can help promoters to design more effective programmes, especially those targeted at postgraduates. Combining classes with experience in the field could help young graduates to overcome their vulnerability which is due to their youthfulness and lack of work experience.

The paper identifies good practice in entrepreneurship training programmes. Additionally, it analyses the effectiveness of these programmes, measured by perceived effectiveness from the point of view of participants and by the number of firms created, an area so far characterized by scant research.