Search results
1 – 10 of over 4000Xhevrie Mamaqi, Jesus Miguel and Pilar Olave
Education and training are critical factors for achieving the Lisbon strategy's objectives of encouraging economic growth, competitiveness and social inclusion in the European…
Abstract
Purpose
Education and training are critical factors for achieving the Lisbon strategy's objectives of encouraging economic growth, competitiveness and social inclusion in the European Union (EU). The role of continuing vocational training (CVT) and its contribution to personal development and fulfilment is increasingly recognised in EU Member States' National Reform Programmes. In this context the main objective of this paper is to establish a ranking of the importance of the competences required by CVT trainers in Spain according to national lifelong learning (LLL) standards.
Design/methodology/approach
A combination of literature review analysis and evaluation of experts' participation is used, based on two‐round e‐Delphi techniques. The literature review analysis identified the criteria, sub‐criteria and indicators that describe the trainers' basic (pedagogical) and specific (skills, abilities, aptitude/attitude and attributes) competences. The questionnaire summarises a wide range of competences and skills related to Spanish trainers. It was distributed among 20 national experts (with experience ranging from three to 30 years in informal and non‐formal training and professional profiles such as training manager, high manager, training programmer, trainers and tutors among others) in order to evaluate the importance of different competences.
Findings
The analysis of the e‐Delphi expert evaluation yields two main findings. First, it provides a unique e‐Delphi draft that contains trainers' professional competences in a non‐formal permanent learning context. Second, it also includes the evaluation of their importance by 20 Spanish experts who are considered to be a qualitative national sample.
Practical implications
The role of European and Spanish trainers has changed in the last two decades. Trainers need wide recognition of their professional profile in a LLL framework. This requires the recognition of new and renewal of traditional competences, so that they can work as professionals of non‐formal education and assume responsibilities.
Originality/value
CVT takes on a variety of forms in different countries and also within a given country. Thus the identification and anticipation of competences and skills required by trainers as important actors on whom training quality and efficiency depends is important. In this case study, the analysis of the expert evaluations shows that specific competences/skills (personal abilities, attitudes in classroom and workshop), are very important in developing a trainer's professional figure. Traditional pedagogical competences (planning, imparting and evaluation) are not forgotten, but new skills have additional characteristics such as “identification, and analysis of training needs”, “training management”, “training implementation” and participant focus.
Details
Keywords
Describes models for empirical enquiry. Since the publication ofthe CEDEFOP guides to competence in the design of enterprise trainingprogrammes the need to train a cadre of…
Abstract
Describes models for empirical enquiry. Since the publication of the CEDEFOP guides to competence in the design of enterprise training programmes the need to train a cadre of professional enterprise trainers for small business has become widely accepted throughout Europe. There is a consensus of opinion which favours a competence‐based and process‐related approach. Discusses a framework for research and describes models of the “process” of enterprise training, based on practical experience, as a basis for functional analysis to determine relevant enterprise trainer competences. Concludes that the CEDEFOP guides provide a starting point, but there is considerable scope for research into enterprise training processes, trainer competences and outcomes in different small business contexts.
Details
Keywords
Abderrahman Hassi, Giovanna Storti and Abderrahman Azennoud
Corporate trainers' credibility has been universally ignored by researchers and its significance has remained elusive across cultures. Thus, the purpose of this present paper is…
Abstract
Purpose
Corporate trainers' credibility has been universally ignored by researchers and its significance has remained elusive across cultures. Thus, the purpose of this present paper is to examine variations of trainers' credibility determinants in Canada and Morocco.
Design/methodology/approach
A comparative qualitative study with in‐depth interviews and the grounded theory approach were adopted to carry out the research. Participants in the study consisted of 60 civil servants employed in various governmental departments in Canada and Morocco.
Findings
A framework identifying distinct categories based on common determinants of trainers' credibility was constructed for each respective country. These categories were attributed the following designations: qualifications, perceived competence, perceived justice and perceived confidence for the Canadian sample; and qualifications, perceived competence, and personal attributes for the Moroccan sample. Similarities surfaced regarding some of the determinants in both cultures such as qualifications, and competence. However, Canadian respondents emphasized trainers' performance, fairness and confidence, while Moroccan trainees valued wisdom (hikma), honesty (sidk), trust (amanah) and the trainer as a role model.
Practical implications
The findings indicate that cultural values ought to be considered in trainers' credibility in efforts to enhance the level of comprehension regarding credibility determinants that could impact training success and effectiveness. It is also recommended that organizations consider taking into account the determinants of credibility during the selection process of trainers who will be primarily tasked with delivering corporate training to employees locally or in various cultural settings.
Originality/value
The paper provides groundbreaking insights as it is the first study to investigate trainers' credibility across cultures by resorting to an emic approach to provide a cross‐cultural perspective on the subject.
Details
Keywords
This article is written for practitioners. It argues that trainingpolicies should clearly be related to objectives of stimulating the roleof start‐ups, improving survival rates…
Abstract
This article is written for practitioners. It argues that training policies should clearly be related to objectives of stimulating the role of start‐ups, improving survival rates and increasing the growth potential of small firms. It argues also that the supply offer of training in Europe is somewhat below that of need. It looks at the possible reasons for this both from the demand and the supply side. It suggests that the small firm needs distinct approaches by trainers and organisers and a level of professional competence which might yet be largely missing. It identifies the necessary competences for trainer and organiser to deliver effective training. It concludes by arguing the case for the development of a professional cadre of small business trainers across Europe.
Details
Keywords
T. Brad Harris, Wonjoon Chung, Holly M. Hutchins and Dan S. Chiaburu
– The purpose of this paper was to examine the additive and joint effects of trainer directiveness and trainees’ learning goal orientation on training satisfaction and transfer.
Abstract
Purpose
The purpose of this paper was to examine the additive and joint effects of trainer directiveness and trainees’ learning goal orientation on training satisfaction and transfer.
Design/methodology/approach
Survey responses from a sample (N = 243) of undergraduate business students enrolled at a large US university were examined.
Findings
Trainer directiveness and trainee learning goal orientations each additively predicted training satisfaction and transfer over and above one another and study controls. Further, trainer directiveness and trainee learning goal orientation jointly predicted satisfaction and transfer, such that the positive relationship between trainer directiveness and both outcomes was accentuated (more positive) when learning goal orientations were high (compared to low).
Practical implications
This study suggests that scholars and practitioners need to be mindful of both trainer and trainee characteristics when evaluating potential training programs. In addition to selecting competent trainers, organizations might be well-served to encourage trainers to use a directive style. Further, organizations might be able to boost the positive effects of trainer directiveness on trainee satisfaction and transfer by priming (or selecting on) trainee learning goal orientations.
Originality/value
With few exceptions, prior research has devoted comparatively little attention toward understanding how trainer characteristics influence training outcomes. Of this research, even less considers possible interactions between trainer and trainee characteristics. The present study provides an initial step toward addressing these gaps by examining the additive and joint influences of trainer directiveness and trainee learning goal orientations. Results support that additional variance in training satisfaction and transfer can be explained by considering both trainer and trainee characteristics in tandem.
Details
Keywords
Dan S. Chiaburu, Tomas G. Thundiyil and Gonzalo J. Muñoz
The purpose of this paper is to explore individual and contextual predictors of emotional support potential in training.
Abstract
Purpose
The purpose of this paper is to explore individual and contextual predictors of emotional support potential in training.
Design/methodology/approach
Relative weight analysis was used to assess the importance of individual (trainee regulatory focus) and contextual (trainer competence) predictors of emotional support potential in training.
Findings
Individual differences in self‐regulation including promotion and prevention focus explained emotional support potential to a greater extent than did trainer competence.
Research limitations/implications
For future research, further testing the current propositions can emphasize broader contextual predictors (e.g. support from trainees' social context).
Practical implications
A number of studies have indicated that social aspects of training are important; however, no one has yet examined predictors of emotional support. Consequently, understanding an individual's regulatory focus and personality can be an important way to improve emotional support potential.
Originality/value
This is the first study to examine predictors of emotional support potential in a training context and links trainee regulatory focus to this outcome.
Details
Keywords
The increasing internationalization of business and the developmentof a single European market will have implications for training anddevelopment. Looks at the implications for…
Abstract
The increasing internationalization of business and the development of a single European market will have implications for training and development. Looks at the implications for trainers of working with managers from other countries and cultures. Applies the research of Hofstede, Laurent, Tayeb and others and suggests that there are a number of cross‐national and cross‐cultural implications from training participants from other countries. These relate to the content of training, training methods, expectations about the provision of training, trainer competences and language skills. These form challenges which trainers will need to consider.
Details
Keywords
Niklas Schulte and Meinald T. Thielsch
The training of highly skilled officers in rescue forces is essential for success and performance of fire brigades in their daily work. The purpose of this paper is to develop a…
Abstract
Purpose
The training of highly skilled officers in rescue forces is essential for success and performance of fire brigades in their daily work. The purpose of this paper is to develop a validated instrument assessing the quality of leadership trainings in firefighter education.
Design/methodology/approach
In Study 1, relevant factors of teaching quality in this specific context are established using semi-structured interviews (n=5 trainer, n=59 trainees), and a pool of corresponding survey items is tested in a pilot sample (n=7 trainer, n=26 trainees). In Study 2 (n=263 trainees), we select best-fitting items and explore the structure of latent variables via exploratory factor analyses. Study 3 (n=45 trainer, n=380 trainees) tests this structure by means of confirmatory analyses and validates the questionnaire using scales from other evaluation instruments for higher education.
Findings
Analyses resulted in a six-dimensional questionnaire reflecting relevant training processes and outcomes. Results suggest that the newly created Feedback Instrument for Rescue forces Education (FIRE) meets all relevant psychometric quality criteria.
Originality/value
By examining critical factors of training quality, the authors enhance the understanding of critical processes in programs for rescue forces education. The developed questionnaire provides trainers and educational institutions with a validated tool to measure these relevant processes and the desired training outcomes. Therefore, the FIRE scales can contribute to an ongoing improvement of rescue forces trainings.
Details
Keywords
Describes one area of the Custom & Excise organization and itsintroduction of a competency‐based approach for its staff. Looks at theproblems involved in trying to use competences…
Abstract
Describes one area of the Custom & Excise organization and its introduction of a competency‐based approach for its staff. Looks at the problems involved in trying to use competences where the highly‐trained staff show an adverse reaction to it. Ultimately, because of this, it was adandoned for a more flexible personal development plan (PDP). This is now running successfully and the staff voluntarily involve themselves in the scheme as it would appear more relevant to them than the competence model. Trainers must conclude that flexibility is the key when using training methods for staff.
Details
Keywords
The changing perception of the nature of managerial jobs has hadprofound implications for management trainers and developers. Somemanagers′ role has evolved from task managers to…
Abstract
The changing perception of the nature of managerial jobs has had profound implications for management trainers and developers. Some managers′ role has evolved from task managers to people and role player. Trainers can no longer rely solely on provision of the task‐related management training; rather they are expected to become familiar with people, self and career development skills and expertise. The need for positive transfer has placed yet another obligation on management trainers. Nowadays, they are expected to acquire relevant skills and expertise which enable them to empower the trainees to transfer the acquired knowledge skills, values, attitudes and behaviour to the workplace.
Details