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Article
Publication date: 19 July 2010

Gráinne Fadden, Rebecca Heelis and Radha Bisnauth

The purpose of this audit was to explore the experiences of 42 professionals trained over a three‐year period as trainers in behavioural family therapy. Trainers completed a…

Abstract

The purpose of this audit was to explore the experiences of 42 professionals trained over a three‐year period as trainers in behavioural family therapy. Trainers completed a questionnaire designed to explore their motivations, frustrations, sources of support and benefits they experienced through involvement with the Meriden Family Programme. Quasi‐qualitative, thematic analyses were performed on the data. The audit found numerous intrinsic motivations for being a trainer, as well as a wide range of benefits, including belief in the approach, wanting to help families, enjoyment of teaching and professional development. Frustrations encountered were disinterest of staff, lack of support and restrictions on the trainers' role. Trainers were resourceful and used various solutions to overcome these. Recommendations are made on how to manage and maintain enthusiasm and support of trainers, or other family work champions.

Details

The Journal of Mental Health Training, Education and Practice, vol. 5 no. 2
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 28 October 2020

Robin Smith Mathis

This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational…

Abstract

Purpose

This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader.

Design/methodology/approach

The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation.

Findings

Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace.

Research limitations/implications

This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader.

Practical implications

This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study.

Originality/value

This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.

Article
Publication date: 25 October 2011

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…

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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

Cross Cultural Management: An International Journal, vol. 18 no. 4
Type: Research Article
ISSN: 1352-7606

Keywords

Article
Publication date: 1 February 1983

Roger Bennett and Tad Leduchowicz

In good or bad times, training plays an important part in the development of knowledge and skill in all sectors of the economies around the world. Just as the successful…

1142

Abstract

In good or bad times, training plays an important part in the development of knowledge and skill in all sectors of the economies around the world. Just as the successful sportsperson must train to keep on winning, so too must any organisation. Whilst the effectiveness of the sportsperson's coach is reflected by success in winning events, it is often more difficult to evaluate the success or effectiveness of the organisational trainer. Many other factors come into play in determining individual and organisational performance — methods of work used; efficient supply of materials; adequate equipment; attitudes of senior management, and of customers; the whims of the market place, government policy and the world economic situation. With so many variables involved it may seem futile to bother to study effectiveness.

Details

Journal of European Industrial Training, vol. 7 no. 2
Type: Research Article
ISSN: 0309-0590

Article
Publication date: 20 December 2021

Anna Robinson and Ennie Yong

It is often voiced that parents of autistic children are the expert of their child, whereas parenting programmes target them as effective mediators for change. This paper aims to…

Abstract

Purpose

It is often voiced that parents of autistic children are the expert of their child, whereas parenting programmes target them as effective mediators for change. This paper aims to explore this unchallenged heuristic to develop an understanding of both emotional and relational needs of parents through trainersexperiences of delivering emotion-focused and autism parent training.

Design/methodology/approach

This qualitative study used a constructivist approach of grounded theory to gain an in-depth understanding of trainersexperiences from their encounters when delivering parent training. Six expert trainers were interviewed, and a two-phased coding of ground theory and an adapted thematic analysis was used.

Findings

An overarching theme emerged: emotion transformation from painful triggers, to enhanced attunement and relational repair. Four main themes containing 13 subthemes were identified. The interaction of these themes and subthemes are presented in a three-phase process model. Phase 1: uncovering painful emotions from a shared journey contained one theme: parent painful triggers. Phase 2: uncovering interpersonal rupture cycle contained one theme: relational rupture cycle within non-synchrony of attunement. Phase 3: parent–child relational repair contained two themes: repairing attachment bonds and therapist’s prizing stance.

Social implications

The authors challenge the parent as expert heuristic and propose that not all parents feel expert in neurotypical-neurodivergent intersubjectivity. The authors are curious to see whether trainers/therapists can guide parents through unprocessed emotions and non-synchrony of attunement to promote healing and relational repair, which requires further investigation.

Originality/value

To the best of the authors’ knowledge, this is the first emotion-transformation process model grounded in humanistic principles of relational acceptance and emotion theory. The authors propose that a focus on process rather than outcome is more likely to result in higher parenting self-efficacy.

Article
Publication date: 1 October 1996

Jenni Gilleard

The number of part‐time trainers is unknown but within some training specialisms they can form a substantial cohort. Often, however, their development is not supported adequately…

939

Abstract

The number of part‐time trainers is unknown but within some training specialisms they can form a substantial cohort. Often, however, their development is not supported adequately, if at all, within their working environments. Considers self‐development from the individual perspective of six English as a Second Language (ESL) peripheral trainers. Explores how a profession’s attitude towards its members and self‐actualization can influence the development of its practitioners. Also considers the significance of the internal impact of the organization on restricting the possibilities of self‐development. The implication is that professions need to be more supportive of peripheral trainers; that organizations need to be more imaginative and responsive towards engendering self‐responsibility for personal learning; and that individual trainers need to be more strategic and proactive in facilitating their own self‐development.

Details

Journal of European Industrial Training, vol. 20 no. 7
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 5 May 2023

Fay Rachel Sweeting and Terri Cole

Police training is in a period of transition, requiring new recruits to already have, or work towards, a policing degree. However, recruitment procedures have not significantly…

Abstract

Purpose

Police training is in a period of transition, requiring new recruits to already have, or work towards, a policing degree. However, recruitment procedures have not significantly changed in the past few decades. With psychometric testing commonplace in North America and Australasia to help ensure the right recruits are selected, this research seeks to understand if police trainers feel there is scope for a similar process in the United Kingdom (UK).

Design/methodology/approach

Twenty-five police training staff across four different police forces took part in a total of six focus groups to discuss views on this and other areas of recruitment.

Findings

Results indicated that police trainers are concerned about the quality and aptitude of recruits. Support was given for the introduction of formal psychometric testing to prevent unsuitable candidates from successfully joining and/or to give trainers better insight into the personalities of their students.

Originality/value

There was general concern from female trainers that the police environment new recruits entered still bore elements of covert sexism. Trainers' views on reforms to police recruitment, the implications of this and areas for future study are discussed.

Details

Policing: An International Journal, vol. 46 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 1 April 1982

Roger Stuart and Len Holmes

For a number of years now, parties to management learning events (and we include learners as well as trainers!) have been involved in debates as to the “best” trainer styles—as…

Abstract

For a number of years now, parties to management learning events (and we include learners as well as trainers!) have been involved in debates as to the “best” trainer styles—as defined by the type of relationships that can be established between trainer and learner. Our own ex‐perience has indicated that there is no single, best, “all‐purpose” trainer style, but that successful trainers are likely to be those:

Details

Journal of European Industrial Training, vol. 6 no. 4
Type: Research Article
ISSN: 0309-0590

Article
Publication date: 1 April 1983

Tad Leduchowicz and Roger Bennett

It is only right that in the present financial climate consideration should be given to assessing and improving trainer effectiveness. The training function can absorb…

Abstract

It is only right that in the present financial climate consideration should be given to assessing and improving trainer effectiveness. The training function can absorb considerable resources in the organisation and apparently yield very little in return. On the other hand, it can produce real and lasting benefits and influence directly and indirectly the organisation's prosperity.

Details

Personnel Review, vol. 12 no. 4
Type: Research Article
ISSN: 0048-3486

Article
Publication date: 3 October 2019

Samantha Flynn, Richard P. Hastings, Rachel McNamara, David Gillespie, Elizabeth Randell, Leisa Richards and Zac Taylor

The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their…

Abstract

Purpose

The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their empathy and attitudes towards people with learning disabilities (LD) and challenging behaviour (CB).

Design/methodology/approach

A phased approach was taken to the development and testing of the intervention. Initially, the existing literature was reviewed, the theoretical background of the intervention was developed, and then the intervention was designed. A pilot study was undertaken, followed by further development, and a large-scale randomised controlled trial (RCT).

Findings

WCW had a small positive effect on staff empathy 20 weeks after the intervention, and small to moderate effects for other staff reported outcomes (e.g. positive empowerment attitudes and positive work motivation). Being trained by people with LD and CB encouraged staff to reflect on the impact they have on the people they support. The trainers with LD valued their role, and saw benefits beyond this (e.g. friendships).

Research limitations/implications

It is possible to carry out high-quality RCT evaluations of social care practice, and research should continue to generate evidence in this way, as in healthcare settings. However, there were difficulties in retaining participants.

Practical implications

People with LD can be actively involved in the co-production and delivery of social care training.

Social implications

Employment and a fair wage can increase the confidence and empowerment of people with LD.

Originality/value

This is the first large-scale RCT of an intervention that aimed to improve empathy/change attitudes in social care staff who work with people with LD and CB.

Details

Tizard Learning Disability Review, vol. 24 no. 4
Type: Research Article
ISSN: 1359-5474

Keywords

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