Search results

The authors illustrate that there are significant differences in the wage performance across companies in relation to the digital content of their production and training activities.

Using company-level data from three waves of the Continuing Vocational Training Survey (2005, 2010 and 2015), this paper provides an overview on European firms implementing training and the magnitude of their training effort.

The authors conduct a regression analysis documenting that a wage premium of 9% is associated with companies undertaking training and that an additional 8% is paid by firms arranging training for IT skills-intensive workers. The latter effect is pervasive across sectors and is not strictly related to industry exposure to the digital transformation.

The authors assess the wage effect of training, in relation to the digital content of firm production or job tasks, using a large set of European companies (112,000), from countries with different degree of specialisation and institutional setting. The analysis covers a significant period of time of the last wave of digitalisation (2005, 2010, 2015).

By older adulthood, the majority of individuals will have experienced at least one traumatic event. Trauma-informed care (TIC) is proposed to improve effectivity of health-care provision and to reduce likelihood of services causing retraumatisation. This study aims to assess the effectiveness of staff training in TIC in older adult services.

TIC training was delivered across eight Older Adult Community Mental Health Teams in the same UK organisation. Questionnaires were administered before and after training: a psychometrically robust measure, the Attitudes Related to Trauma-Informed Care, was used to assess TIC-related attitudes, and a service-developed scale was used to measure changes in TIC competence. Data was analysed using linear mixed effects modelling (LMM). Qualitative data regarding the impact of training was gathered one month after training through a free-text questionnaire.

There were 45 participants, all of whom were white British. LMM on pre- and post-data revealed that staff training significantly increased competencies across all measured TIC domains. Overall, staff attitudes were also significantly more trauma-informed after training. Qualitatively, staff identified time as the only additional resource required to deliver the skills and knowledge gained from training.

Training was found to be effective in increasing TIC-related skills and attitudes. Organisations aiming to become trauma-informed should consider staff training as one aspect of a wider development plan.

To the best of the authors’ knowledge, this paper is the first to examine TIC training for staff working in Older Adults Mental Health Services. Recommendations for services aiming to develop a trauma-informed culture have been provided.

Organizational diversity training is designed to enhance employees' skills and competencies regarding diversity and its management. The question of its effectiveness, and the conditions under which it thrives, remains a matter of debate. Unlike previous studies that have predominantly focused on the perspective of training participants, this study shifts the lens to the viewpoints of diversity training providers in Germany – a country where the formal requirement for diversity management was implemented relatively recently. The primary objective is to ascertain the critical factors influencing training effectiveness from the providers' perspective.

This research draws upon case studies based on document analysis and qualitative interviews with diversity training providers across Germany.

The investigation reveals that the effectiveness of diversity training, as perceived by providers, hinges on several key factors: the organizational environment (including the widespread recognition of diversity issues and the presence of an organizational diversity framework), the attributes of diversity trainers (notably their personal familiarity with diversity) and the setting and design of the training (such as venue, duration and a blend of instructional approaches). A notable barrier to achieving effective training outcomes is the lack of supportive conditions within client companies, exemplified by limited training budgets, which impedes the accurate assessment of training effectiveness.

This study marks a novel contribution to the field by explicitly focusing on the perspective of diversity training providers in Germany. It provides new insights into the importance of the organizational context surrounding diversity education within the private sector.

This study examines the case of an initial training, called “Dojo”, invented and implemented at a production site in the Czech Republic. It clarifies the initial training program implementation process and offers a conceptual framework for cooperative management of subsidiary activities at the site and firm.

This study conducts an in-depth analysis of qualitative data from the Czech production site over a five-year period. The theoretical base is the theorization and labeling phase of management innovation (MI), the final phase of which legitimizes a new management practice. Interview data, archival data, pictures and financial data are used for the analysis.

To legitimize the Dojo in the operational flow controlled by the site and firm, the Czech production site acquires validation of the Dojo from employees and board members of the Japanese and European headquarters, helping the site build trustful relationships with them. Training programs, process standardization and skills standardization of the workers offer benefits to the trainees, production site and firm.

The authors offer theoretical insights into MI at the subsidiary-level, which past studies have not differentiated at the firm-level. The authors also provide details of the implementation and management of initial training for newly hired blue-collar workers at the production site. The findings complement related literature on human resource management and operational management.

Errors are increasingly recognized as beneficial to the learning process and are more frequently integrated into training curriculums. Despite this growing interest, the work carried out so far offers little evidence highlighting the psychological qualities implicit in learning from error. By focussing on the role of specific trainee’s attributes [i.e. learning goal orientation (LGO) motivation to learn and metacognition], this study aims to better understand the reasons why some trainees benefit more (than others) from being confronted with errors during training.

A total of 142 trainees took part in this study by participating in a training on interviewing techniques that also exposed them to various committable errors, and by completing questionnaires at two different times (i.e. before and after training).

Results of bootstrap regression analysis highlights three main findings: LGO is positively linked to learning from errors; a significant portion of the link between LGO and learning from error is explained by motivation to learn and metacognition; and these effects are presented in the form of a double-mediated model which suggests two different explanatory pathways (i.e. motivational and cognitive).

To the best of the authors’ knowledge, this study is among the first to offer insight on the psychological attributes influencing learning from errors and to bring forward the role of two underlying mechanism that are linked to this specific type of learning. It also invites researchers and practitioners to reflect on the best ways to make use of errors in training and promote the value of personal attributes on trainees’ learning experience.

This study aims to synthesize existing findings in the gig worker training literature and identify the training rationales adopted by these studies, using a synthesized framework of organizational training rationales. This study seeks to delineate the rationales behind gig worker training and highlight unaddressed training needs within digital platforms, ultimately proposing a research agenda for future studies in this area.

A systematic review methodology is adopted to synthesize and analyze empirical, peer-reviewed studies on gig worker training.

The systematic review reveals that competency and economic rationales are predominantly adopted in gig worker training studies, with the relationship rationale, common in traditional training, notably absent. This study also outlines seven future research directions to highlight identified challenges and unaddressed training needs.

To the best of the author’s knowledge, this study is the first work that systematically reviews existing findings on gig worker training.

In the construction sector, site excavation is one of the most dangerous and challenging activities. Proper training can be an effective way to mitigate excavation hazards. Virtual reality (VR) has been used as an effective training tool to enhance safety performance in various industries. However, little attention has been paid to the potential of this technology for construction excavation safety training.

This study proposes an immersive VR training system for excavation safety and hazard identification. The proposed VR training system was compared with a health and safety manual via a controlled experiment.

Results based on scores obtained immediately after training indicate that VR training significantly enhanced practical performance, knowledge acquisition and self-efficacy. Results also show that knowledge was retained four weeks after training. In addition, VR training outperformed health and safety manuals regarding knowledge retention.

This study measures the practical performance to evaluate the effectiveness of the proposed VR training system. Also, this study compares the VR training system with a traditional training method by measuring knowledge acquisition and retention. The results demonstrate the potential of VR as a training tool for excavation safety and hazards.

Studies highlight that poor labour supervision and inadequate labour training facilities are the primary factors that result in labour skill shortages and productivity-related challenges among construction firms. This study aims to assess the construction supervisors’ abilities in providing work-based training elements and evaluating labour skills in construction.

A construction supervisory training programme was newly designed with a set of labour training exercises using comprehensive approaches. A total of 64 construction supervisors were trained to deliver the labour training components for more than 250 labourers working on 23 construction projects in Sri Lanka. The supervisors’ competencies were assessed using a detailed marking guide developed through expert discussions and literature reviews.

The results show the detailed cross-section of a wide range of competencies of the construction supervisors in providing labour training elements with the levels of standards/descriptions. The generalisability of the study applications and the reliability of the results were ensured using statistical tests and expert reviews. The findings further describe the impacts of the well-improved competencies of construction supervisors on labour working patterns and work outputs.

Though the study findings were limited to the Sri Lankan construction sector, the study applications can have a considerable impact on the current/future practices of the construction sector in developing countries as well as other developing industries.

The study outcomes may contribute to a rapid increase in the number of construction supervisors becoming certified assessors of National Vocational Qualifications up to certain levels. This paper describes the further extensive implications and future scopes of the study elaborately.

The study adds new characteristics and values to construction supervision practices that can be remarkable in achieving higher levels of performance and productivity in labour operations. Importantly, the study contributes to adorning the job role of construction supervisors with the title of “labour training expert”.

The purpose of this study is to present a training system on smart phones to develop fashion and textile concepts among the female students with severe hearing impairment and then to determine the effectiveness of the training system in developing fashion and textile concepts among the female students with severe hearing impairment.

The analytical descriptive methodology and experimental methodology were used to examine the training system in developing fashion and textile concepts among the female students with severe hearing impairment.

The findings of this study indicate that the training system on smart phones was effective in developing fashion and textile concepts among the female students with severe hearing impairment.

This study has some limitations such as limited sample size, lack of control group and lack of long-term.

This study provides practical implications for educators, researchers and practitioners in terms of using smart phone applications in educational processes for people with disabilities.

This study has social implications for people with disabilities as it provides them with access to education through smart phone applications which can help them develop their skills in fashion and textile design.

This study presents an original model of a training system on smart phones for developing fashion and textile concepts among the female students with severe hearing impairment, which can be used as a reference for other studies related to this field.

In the realm of construction education, the investigation of immersive learning and extended reality (XR) technologies has experienced a surge in recent times. Nevertheless, there remains a notable lack of comprehension surrounding the most efficient ways to integrate these technologies into tailored teaching approaches for vocational construction training. This research study aims to pinpoint the key factors that construction vocational education and training (VET) providers must consider when introducing XR technologies into their training schemes.

This study conducted an in-depth literature review to develop an initial framework to summarise training, technology and institutional factors influencing the educational-technology integration of XR technologies in VET. In addition, this study utilised a Delphi technique, including semi-structured group discussions and two rounds of online follow-up questionnaires, to capture VET experts’ judgements on the importance of decision-making criteria.

This study has identified the critical factors to be considered in the VET sector when adopting XR technologies. Findings revealed institutional factors were the most important criteria for participants, followed by training and technology factors.

The current decision-making process focuses on selecting XR technologies rather than evaluating their performance after implementation. Therefore, more research is needed to monitor the implementation of this technology in curricula from a senior management perspective. This will help to understand the cost and value factors related to the value proposition of XR technologies in courses.

To ensure the success and long-term viability of the technology-curriculum interface, it is important to consider factors such as the availability of technical and educational support, data security and cost-effectiveness. It is also crucial to focus on ease of use and content development that emphasises instruction to create engaging content for learners.

The potential impact of this study is underpinned by two facts: (1) it constitutes the first effort made in the field to comprehensively elicit VET expert judgements in relation to XR technologies, and (2) it offers decision-making criteria that are at play in seeking to take advantage of high-cost technologies that are rapidly evolving. While there is no simple checklist for XR implementation, this study takes a step further to identify significant factors influencing XR integration in vocational construction training.