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Article
Publication date: 26 July 2021

Raphael Papa Kweku Andoh, Daniel Yeboah Mensah and Emmanuel Afreh Owusu

Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill…

Abstract

Purpose

Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill acquisition during training is not given the needed attention in the training literature. This study aims to examine the influence of trainers’ pedagogical competencies such as delivery, trainees’ involvement, use of visual aids and body language on trainees’ assimilation of training content.

Design/methodology/approach

The data are analyzed from 425 respondents in an online survey. This study uses structural equation modeling in testing the hypotheses following validity and reliability tests.

Findings

This study finds that trainers’ pedagogical competencies such as trainee involvement and body language have a significant influence on trainees’ assimilation of training content, but others such as the trainers’ delivery and use of visual aids do not have a significant influence on assimilation of training content.

Practical implications

Professionals responsible for training should endeavor to use trainers who have been proven to be pedagogically competent, especially involving trainees during training and use of body language and not just experts in the topics/areas they provide training. Trainers themselves should on their part do well to acquire pedagogical skills in addition to the content knowledge they possess to enhance their training effectiveness particularly, trainees’ assimilation of training content.

Originality/value

As a phenomenon rarely given attention, this study urges learning and development researchers and practitioners as well as human resource management professionals to give attention to the pedagogical competencies of trainers during training and trainees’ learning.

Details

Journal of Workplace Learning, vol. 34 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 31 August 2010

Muhammad Awais Bhatti and Sharan Kaur

The purpose of this study is to highlight the role of individual and training design factors on training transfer.

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Abstract

Purpose

The purpose of this study is to highlight the role of individual and training design factors on training transfer.

Design/methodology/approach

A review of the literature is conducted, and this review highlights a dual role of perceived content validity in the form of increasing self‐efficacy and the role of trainees' reaction. The study suggests that transfer design factors improve performance self‐efficacy and reaction measures work as a bridge between content validity and transfer motivation. In addition, the role of transfer design in training transfer theory is explained.

Findings

A combination of variables is proposed, suggesting further investigation to build a strong training transfer theory. The study highlights the dual role of perceived content validity as a factor to develop positive trainee reaction and increase trainee performance self‐efficacy. Furthermore, the study proposes that transfer design and perceived content validity increase trainee performance self‐efficacy, which leads to maximizing training transfer through transfer motivation. The study also explains that perceived content validity influences transfer motivation through trainee reaction, and proposes a framework coupled with future research directions.

Research limitations/implications

The suggested framework provides a theoretical basis for researchers to build a strong training transfer theory. This conceptual paper elaborates the role of perceived content validity, transfer design, reaction, performance self‐efficacy and transfer motivation to substantiate training transfer theory. Future researchers should test the proposed framework empirically and highlight other factors that could increase the efficacy and motivation levels of trainees in order to maximize training transfer.

Practical implications

Transfer design factors in this paper provide practical implications for training transfer in general and training professionals in particular. Thus, training transfer is maximized through positive trainee reaction, which is an important facet of training. Another factor, i.e. perceived content validity, not only develops positive reaction but also increases the efficacy level of trainees. Therefore, in order to increase the performance self‐efficacy and motivation level of trainees, training professionals should focus on the content and transfer design factors to maximize training transfer.

Originality/value

This conceptual paper contributes to the existing training transfer literature by suggesting a combination of variables that provides a theoretical basis for building a strong training transfer theory.

Details

Journal of European Industrial Training, vol. 34 no. 7
Type: Research Article
ISSN: 0309-0590

Keywords

Book part
Publication date: 19 March 2013

Michael N. Karim and Tara S. Behrend

Learner control is a widely touted and popular element of e-learning, both in the educational and organizational training domains. In this chapter, we explore the concept…

Abstract

Learner control is a widely touted and popular element of e-learning, both in the educational and organizational training domains. In this chapter, we explore the concept of learner control, highlighting its multidimensional and psychological nature. We examine the theoretical basis for the effects of learner control on learning and engagement. Next, we provide the reader with empirically based recommendations for designing learner-controlled training. We conclude by discussing how learner control research may be adapted to accommodate a variety of instructional methods, such as textbooks, mobile learning, and Massive Open Online Courses (MOOCs).

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Article
Publication date: 7 February 2020

Svenja Richter and Simone Kauffeld

This paper aims to provide an understanding of influencing motivation and volition in the transfer of learning within the context of technical training in different…

Abstract

Purpose

This paper aims to provide an understanding of influencing motivation and volition in the transfer of learning within the context of technical training in different countries by controlling predictors.

Design/methodology/approach

In six countries, employees from one automotive company’s service centres were asked to complete two online questionnaires after a blended learning training program with technical content (t1: 7 to 12 days after the training, t2: 5 to 7 weeks after). In total, 441 technical staff members participated.

Findings

Results suggest that motivation and volition mediate the effects of peer support, content validity and supervisor support on training transfer after a technical training. The outcomes show that peer support has an important influence on motivation and that national culture is less important than company culture.

Research limitations/implications

The results should be tested further in different trainings, companies and countries.

Originality/value

This is one of the first international studies to confirm peer support and content validity as predictors for motivation to transfer after technical training. It is also the first instance of exploring possible mediation by motivation and volition on peer support and content validity after technical training in an intercultural context.

Details

European Journal of Training and Development, vol. 44 no. 4/5
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 6 March 2020

Batia Ben-Hador, Udi Lebel and Uzi Ben-Shalom

The initial purpose of this research was to evaluate the effectiveness of intra-organizational training for developing leadership skills and the techniques used to…

Abstract

Purpose

The initial purpose of this research was to evaluate the effectiveness of intra-organizational training for developing leadership skills and the techniques used to assimilate course content. The study aims to understand incongruities in training and assess their impacts on training effectiveness.

Design/methodology/approach

Qualitative research methods were used to assess a five-day course in the Israeli Defense Forces entitled, “Developing leadership skills in the spirit of the Bible.” Triangulation of data was achieved through observations, interviews and conversations with participants. Grounded theory and thematic analysis were used, respectively, to interpret and analyze the data.

Findings

Results suggest that the course did not support the development of leadership skills. The analysis revealed two themes representing different domains: form (training techniques) and content (values). Combining the two themes indicates an incongruity between the declared and actual content of the training course. Further, this incongruity is supported by the training techniques that were used in this course.

Practical implications

A clash of values may ensue that leads to long-term confusion and difficulties for participants of the training course and the organization.

Originality/value

The study makes several theoretical contributions to the literature focusing on the importance of congruence between declared and real training content, and between form and content.

Details

European Journal of Training and Development, vol. 44 no. 4/5
Type: Research Article
ISSN: 2046-9012

Keywords

Open Access
Article
Publication date: 12 January 2021

Eva Davidsson and Martin Stigmar

Previous research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is…

Abstract

Purpose

Previous research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

Design/methodology/approach

A syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

Findings

The results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Practical implications

Our results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

Originality/value

We seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

Details

Education + Training, vol. 63 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 9 November 2012

Anastasios D. Diamantidis and Prodromos D. Chatzoglou

The purpose of the paper is to highlight the training factors that mostly affect trainees' perception of learning and training usefulness.

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Abstract

Purpose

The purpose of the paper is to highlight the training factors that mostly affect trainees' perception of learning and training usefulness.

Design/methodology/approach

A new research model is proposed exploring the relationships between a trainer's performance, training programme components, outcomes of the learning process and training usefulness. The validity of this model is tested empirically adopting the structural equation modelling approach, using data from 126 employees who have participated in different training programmes.

Findings

All the factors that constitute a training programme (trainer performance, training environment and training goals, content, material, process) have been found to affect both learning outcomes and training usefulness.

Research limitations/implications

The long‐term results of a training programme are not examined.

Practical implications

Although all the aspects and components of the training programmes should be carefully considered by the training programme designer, training process and trainer performance have the strongest direct and indirect effect (respectively), on both learning outcomes and training usefulness.

Originality/value

In this study, all the factors that constitute a training programme are incorporated in a single model using data from small and medium‐sized enterprises. Overall, the final model can explain 39 and 60 percent of the variance in learning and training usefulness, respectively.

Details

European Journal of Training and Development, vol. 36 no. 9
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 29 October 2019

Elenise Martins Rocha, Giancarlo Medeiros Pereira and Diego Augusto de Jesus Pacheco

This paper aims to examine the impact of predictive gamification, through a sales simulator game, as a strategy to minimize sales problems in organizations.

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Abstract

Purpose

This paper aims to examine the impact of predictive gamification, through a sales simulator game, as a strategy to minimize sales problems in organizations.

Design/methodology/approach

This empirical study was executed in a large global company that produces and markets footwear for B2B and B2C markets. The company operates in more than 18 countries and adopts the gamification to train 7,600 sellers and 10,052 professionals directly linked to the sales area. The methodology adopted followed a qualitative and exploratory approach based on an in-depth case study analysis.

Findings

Results indicated that the use of predictive gamification allowed mitigating future problems, in average, four months in advance of the arrival of the new products at the points of sale. The main findings included improvement in sales arguments, product knowledge and sales closure. The company assigns the results to the implementation of the gamification and the possibility to simulate the evaluation of the level of readiness of the sales force resources. For this, the following three primary variables emerged: adequate definition of training content, analysis of the learning process and simulation of store reality.

Research limitations/implications

The authors introduced to the sales training literature the concept of predictive gamification. The predictive gamification allows anticipating and reducing future problems before the arrival of the new products in the market, improving the argument of sales, the knowledge about the products and the ratio of sales conversion of stores.

Practical implications

First, the content design of gamification needs to be carefully projected before the simulator development, considering the target audience and its particularities. Second, the construction of evaluation activities needs to consider contexts, actions and results. Third, monitoring the paths taken by the seller in the simulator environment is requisite. Fourth, the analysis of the results of vendor responses in the simulator environment can be obtained through learning management system reports. Fifth, the development of game simulators with advanced technologies may be done with low investment.

Originality/value

The findings have implications for the field vis-à-vis three main research gaps identified in the literature discussing gamification in sales training. First, the authors identified best practices from the application of gamification in sales training. Second, they showed the sales qualification processes, which can be improved by applying gamification. Third, they presented strategies of use of gamification as an approach allied to the training of sales professionals to generate enhanced sales results.

Details

Journal of Business & Industrial Marketing, vol. 35 no. 5
Type: Research Article
ISSN: 0885-8624

Keywords

Article
Publication date: 1 June 2006

Tony Lingham, Bonnie Richley and Davar Rezania

With the increased importance of training in organizations, creating important and meaningful programs are critical to an organization and its members. The purpose of this…

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Abstract

Purpose

With the increased importance of training in organizations, creating important and meaningful programs are critical to an organization and its members. The purpose of this paper is to suggest a four‐phase systematic approach to designing and evaluating training programs that promotes collaboration between organizational leaders, trainers, participants and evaluators.

Design/methodology/approach

The paper presents a case study of a leadership training program conducted at a Midwestern corporate university. Analysis of the qualitative data from interviews with participants and field notes during the first two iterations of the program highlight three major aspects that were then used to develop a unique measure for the evaluation of subsequent iterations. The case study was conducted over a period of 31/2 years involving a total of 175 managers.

Findings

A main finding in this study was that content was three times stronger than applicability. This finding was critical in understanding the learning focus of the program and the significance of developing a unique evaluation system that is both meaningful and important to the organization and its members.

Practical implications

The four‐phase approach to develop unique evaluations involving both content and applicability would be of value to human resource professionals involving in designing training programs for career development of managers.

Originality/value

This four‐phase approach focuses on learning and development at the individual and organizational levels. It aligns with Kolb's experiential learning theory and is a process that provides a feedback system for organizations to engage in double‐loop learning to improve the design, delivery and evaluation of their training programs.

Details

Career Development International, vol. 11 no. 4
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 31 May 2013

Jing Guo, Qinling Huang, Zhaoqian Gu, Xiaowei Yu, Xie Gao and Lihua Tang

This paper aims to analyze the effectiveness of the subject librarian literacy training and put forward suggestions for the improvement of the subject librarian literacy…

Abstract

Purpose

This paper aims to analyze the effectiveness of the subject librarian literacy training and put forward suggestions for the improvement of the subject librarian literacy training based on the satisfaction degree survey for the CALIS III Subject Librarian Literacy Training.

Design/methodology/approach

On the basis of the satisfaction degree survey for the CALIS III Subject Librarian Literacy Training, this paper elaborates on the design of the survey, analyzes effectiveness of the training according to the survey results, and further advances suggestions for the enhancement of the subject librarian literacy training.

Findings

As an essential part of the library user service, subject services are highly demanding of subject librarians' literacy and capabilities. The subject librarians should thus own great abilities to be qualified for the innovative subject service work. Although the CALIS III Librarian Literacy Training and Qualification Certification Program, a vital executive program, has made great achievements, the training still needs to be further improved concerning the schedules, teaching atmosphere, training forms, training content, etc., to enhance the subject librarians' ability, raise the service standards and promote the fast and sound development of librarianship in China.

Originality/value

This paper offers detailed information on how to design a satisfaction degree survey for the subject librarian literacy training, analyzes the effectiveness of the librarian literacy training, and finally makes suggestions for the enhancement of the subject librarian literacy training.

Details

Library Management, vol. 34 no. 4/5
Type: Research Article
ISSN: 0143-5124

Keywords

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