Search results

1 – 10 of over 191000
Article
Publication date: 1 November 1965

JOHN WELLENS

The Training Boards for Engineering and Construction have both embraced the principle that grant for apprentices is to be conditional upon the apprentice following a day release…

Abstract

The Training Boards for Engineering and Construction have both embraced the principle that grant for apprentices is to be conditional upon the apprentice following a day release course in a technical college. In Engineering this condition will come into force on 1st September 1966; in Construction, it already applies: grant will be paid only in respect of trainees attending a technical college course on day or block release. In their system, which the Construction ITB describe as transitional, and which they have adopted to get things moving quickly, no recognition in terms of grant is made for any in‐plant training — any training the company may do for manual workers on their own premises.

Details

Education + Training, vol. 7 no. 11
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 21 January 2022

Rayed A. AlGhamdi

This paper examined the evaluation of the virtual internship program for KAU IT students during the COVID-19 pandemic, 2020 summer.

Abstract

Purpose

This paper examined the evaluation of the virtual internship program for KAU IT students during the COVID-19 pandemic, 2020 summer.

Design/methodology/approach

A mixed-method survey was utilized for the data collection. Out of 164 enrolled students in the 2020 summer training program, 147 students opted to participate. This gives a response rate of 89.6% of the total students' number who could participate. In addition to collecting quantitative data, qualitative data were collected. The sources for qualitative data were survey open questions, weekly reflective writing and video recordings.

Findings

The quantitative result showed that the students were satisfied with their virtual internship. These results were further qualitatively explored and discussed under five themes: information and knowledge, work experience, live interaction, the comfort of achieving tasks and soft skills. The outcomes showed that the plan which offered students opportunities to be trained online with real companies accomplishing real work tasks was the best in fulfilling the requirements of the internship. Thus, it emphasized the importance of a strong alliance with the industry to provide useful virtual internship opportunities.

Research limitations/implications

Though this study made a novel contribution to the timely literature on the COVID-19 pandemic, it is not without its limitations. The difference in the three sample sizes makes it difficult to get in-depth comparative analysis. For future research, it is highly recommended to study the impact of online training with real existing companies on a relatively larger sample number.

Practical implications

In order for a higher educational institute to successfully adopt the proposed plans for the virtual internship, here are the reflections and lessons learned from our three plans. (1) Emphasize your efforts on extending your partnership with the private sector and computing industry. (2) The MCIT training focuses on developing technical skills; therefore, it is great to be offered to students in the computing field as extracurricular activities but not as the fulfillment of the internship program. (3) Blackboard training sessions, which cover nontechnical skills, are good to be offered prior to the internship.

Social implications

For governmental human resource agencies, it is highly recommended to further develop and invest in manpower to develop online platforms. In normal situations, these platforms act as an extra training resource. In abnormal situations such as the COVID-19 pandemic, they act as useful source for online training. For students, this sudden unexpected transition from normal to online training should enrich them with the ability to be flexible and adaptive, tune them with opportunities for independent and innovative creative work, encourage them to take risks and provide them with opportunities to do things differently. As an outcome, students will enhance their self-efficacy and capabilities.

Originality/value

Due to the COVID-19 pandemic, not only classes and internship programs have been done remotely but increasingly jobs have also gone in that direction. A virtual internship today might be good preparation for the virtual/remote work of tomorrow. For this reason, this study was conducted to add a novel contribution to the virtual internship literature.

Details

Education + Training, vol. 64 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 25 January 2024

Yuvika Singh and Shivinder Phoolka

This study aims to explore the mediating role of employee work engagement in the relationship between training and creativity in the education sector in India.

Abstract

Purpose

This study aims to explore the mediating role of employee work engagement in the relationship between training and creativity in the education sector in India.

Design/methodology/approach

The sample for this study consisted of 260 faculty members from 11 public universities in the Punjab region. Partial least squares-structural equation modeling (PLS-SEM) was utilized to test the hypotheses.

Findings

The results of the study revealed that training has a significant direct and indirect effect on employee creativity through employee work engagement. The findings suggest that training can stimulate work engagement, highlighting the importance of fostering employee engagement for enhancing creativity.

Research limitations/implications

While the method used in this study may not facilitate direct generalizations, it offers valuable insights into prevalent discursive strategies found in numerous contemporary public organizations.

Practical implications

The findings offer insights for designing targeted training interventions to enhance work engagement and foster creativity among faculty members in the education sector.

Originality/value

This study contributes to the existing literature by addressing a gap in research on the interaction between training, work engagement and creativity. As there have been limited studies on this topic in the education sector in India, this research provides novel insights and extends the understanding of how these variables are related.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 29 December 2022

Fredrick Muyia Nafukho, Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Mary E. Lockhart, Walid El Mansour, Shifang Tang, Matthew Etchells and Zhuoying Wang

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a…

4452

Abstract

Purpose

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

Design/methodology/approach

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

Findings

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Research limitations/implications

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

Practical implications

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Originality/value

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

Details

European Journal of Training and Development, vol. 47 no. 10
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 2 May 2017

Fredrick Muyia Nafukho, Mary Alfred, Misha Chakraborty, Michelle Johnson and Catherine A. Cherrstrom

The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program…

3709

Abstract

Purpose

The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents.

Design/methodology/approach

A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed.

Findings

The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning.

Research limitations/implications

Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses.

Originality/value

This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.

Details

European Journal of Training and Development, vol. 41 no. 4
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 1 February 2003

Michelle Wallace

The National Training Reform Agenda (NTRA) (1989‐1996) was the first iteration of a series of reforms designed to make the Australian workforce more skilled, efficient and…

Abstract

The National Training Reform Agenda (NTRA) (1989‐1996) was the first iteration of a series of reforms designed to make the Australian workforce more skilled, efficient and productive. This paper critically examines how women became “(un)known” in these policy texts in relation to work and training. It also examines contemporaneous practices in some workplaces that assigned certain work identities to women and examines how the women resisted or acquiesced to these assigned identities within the discursive field of the workplace. Comparisons of the positioning effects of policy and workplace practices are made and an argument is presented regarding the marginalisation of women within seemingly benign policy discourses and organisational practices.

Details

Equal Opportunities International, vol. 22 no. 1
Type: Research Article
ISSN: 0261-0159

Keywords

Article
Publication date: 1 April 1978

Erik Frank and Charles Margerison

How far is training in your organisation concerned with developing individual skills or developing the overall performance of people to work together in the organisation more…

Abstract

How far is training in your organisation concerned with developing individual skills or developing the overall performance of people to work together in the organisation more effectively? Traditionally, training has been concerned with developing individual skills. The emphasis has been upon apprentice training where people develop the technical expertise to do particular tasks. Alongside this ran the professional training required for accountants and others so that a company had individuals with specific knowledge to undertake functional roles.

Details

Journal of European Industrial Training, vol. 2 no. 4
Type: Research Article
ISSN: 0309-0590

Article
Publication date: 26 April 2022

Pallavi Deshpande and Anugamini Priya Srivastava

This study aims to review the role of green training and green work life balance (GWLB) on sustainable organizational performance (SOP) with a moderating variable “Emotional…

1337

Abstract

Purpose

This study aims to review the role of green training and green work life balance (GWLB) on sustainable organizational performance (SOP) with a moderating variable “Emotional Intelligence” (EI).

Design/methodology/approach

For the development of the construct of the present study, a Scopus database was selected and research papers published in indexed journals were considered. Relevant keywords were selected and literature was searched on green training, EI, SOP, GWLB. The literature was reviewed to find out the linkage and possibility of development of integrated model. The main focus was on highlighting the relevance of green training on GWLB and its influence on SOP.

Findings

SOP can be achieved with the intervention of EI and GWLB; further green training is one of the influential practices of human resource development (HRD) which helps to develop the green behavior.

Research limitations/implications

It can give new insight to the organization for application of green human resource practices for SOP. Development and designing the cohesive environmental work culture and willingness to protect environment through green training can be implemented by HRD. Perhaps, the application of green training encourages GWLB.

Practical implications

Quantitative research and cross sectional study is required to find out the intervening role of EI and work–life balance between green training and SOP across a broader range of sectors.

Originality/value

This research extends the literature review and developed a new integrated model which shows the link between green training and SOP.

Details

European Journal of Training and Development, vol. 47 no. 5/6
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 4 January 2011

Anne Marie Cullen

The purpose of this paper is to consider the impact of the shift to a service‐based economy on the employability of unemployed job seekers, specifically focussing on skill…

1728

Abstract

Purpose

The purpose of this paper is to consider the impact of the shift to a service‐based economy on the employability of unemployed job seekers, specifically focussing on skill acquisition and utilisation. The article considers the provision of training opportunities for unemployed people who are seeking to re‐enter the workplace, and whether such training is taking into account the skills demanded in interactive service work. The article also considers the views of unemployed people towards interactive service work.

Design/methodology/approach

The study employs a qualitative approach drawing on interview and focus group data gathered from policymakers, training providers and unemployed job seekers.

Findings

The data suggests there is little existing training provision for interactive service work for unemployed job seekers and that where it does exist it is not geared towards the skills demands of employers. It is also apparent from the research that unemployed job seekers hold a negative view of employment in the interactive service sector, due to both objective and subjective factors.

Research limitations/implications

The research is limited to one geographical region and research in other regenerating cities could offer potentially different insights.

Practical implications

The article enjoins with policy debates which are focussing on skills training to enhance employability, considering the importance of apposite skills training. The article also examines the practical and attitudinal barriers to employment that prevent many unemployed jobseekers from gaining access to service sector employment.

Originality/value

The article offers a valuable contribution to ongoing debates surrounding access to employment in the service sector for unemployed job seekers.

Details

Employee Relations, vol. 33 no. 1
Type: Research Article
ISSN: 0142-5455

Keywords

Article
Publication date: 1 June 2015

Christian Voegtlin, Stephan A. Boehm and Heike Bruch

The purpose of this paper is to examine, theoretically and empirically, whether an employee training program can enhance the collective perception of empowerment of work units…

6241

Abstract

Purpose

The purpose of this paper is to examine, theoretically and empirically, whether an employee training program can enhance the collective perception of empowerment of work units within an organization. The authors hypothesized that training participation relates to empowerment by enhancing the potency, meaningfulness, impact, and autonomy of the employees.

Design/methodology/approach

The authors collected data at two time points, before and after the training intervention. Over the two periods, the sample consisted of an average of 2,383 employees nested in 36 work units of a large multinational company.

Findings

The results indicated a positive relationship between training participation and increased levels of collective psychological empowerment, with differential effects on the dimensions of empowerment.

Practical implications

This study provides evidence of the positive relationship between training and empowerment, suggesting training effects across levels of analysis. The results indicated dimensions of empowerment that are more and such that are less prone to training. Such knowledge may help to inform organizations in developing training strategies. The authors provide recommendations for a respective training program.

Originality/value

This is one of the first studies to investigate the relationship between training participation of individual employees and shared empowerment perceptions within their work units, adding an important antecedent to the research on empowerment. In addition, the authors propose ways of how individual employees can affect shared perceptions among work-unit members. The study offers insights into the development of empowered work units, the vertical transfer of training across levels of analysis and implications for training programs.

Details

International Journal of Manpower, vol. 36 no. 3
Type: Research Article
ISSN: 0143-7720

Keywords

1 – 10 of over 191000