Search results

1 – 10 of over 3000
Open Access
Article
Publication date: 21 March 2022

Emilija Oleškevičiūtė, Michael Dickmann, Maike Andresen and Emma Parry

The purpose of this literature review is to critically analyze, synthesize and integrate the currently fragmented literature concerning the factors affecting the international…

1500

Abstract

Purpose

The purpose of this literature review is to critically analyze, synthesize and integrate the currently fragmented literature concerning the factors affecting the international transfer of individual career capital (CC).

Design/methodology/approach

This paper is a systematic literature review of the factors affecting the international transfer of individual CC from/for expatriates, repatriates and other employed highly skilled migrants and return migrants. The findings are classified based on the Social Chronology Framework (SCF) proposed by Gunz and Mayrhofer (2015).

Findings

This systematic literature review suggests that the international transfer of individual CC, which can be expressed both as (1) individual-level transfer across different organizations located in different countries as the direct use and application of CC and (2) individual knowing-how transfer to other individuals within organization, is affected by the individual, organizational and broader contextual-level factors that are bound by the aspect of time. The authors summarize the findings by presenting a model of the factors affecting the international transfer of individual CC.

Originality/value

The authors align the CC framework (Defillippi and Arthur, 1994) to the SCF (Gunz and Mayrhofer, 2018) by explaining the factors affecting the international transfer of individual CC that go beyond the qualities of CC, including the Being, Space and Time domains. Moreover, the authors critique the current focus on the international CC transfer in the present suggesting that future research should explore this phenomenon as a more dynamic process. Finally, the authors contribute to the literature on the global mobility of highly skilled employees' by highlighting gaps in the knowledge of the international transfer of CC and presenting a future research agenda.

Details

Journal of Global Mobility: The Home of Expatriate Management Research, vol. 10 no. 3
Type: Research Article
ISSN: 2049-8799

Keywords

Open Access
Article
Publication date: 5 December 2023

Jon Ohlsson

The aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own…

Abstract

Purpose

The aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own organizations.

Design/methodology/approach

This is a case study of a leadership development program conducted during 2020–2022. The program was focused on how to lead and manage learning and knowledge processes in organizations, and offered a mix of theoretical perspectives and practical collaborative sessions. Data were collected through interviews and the participants' written reflections on their learning experiences. Total number of interviews was 13.

Findings

Overall the participants showed many examples of how they applied theories and practical tools that they had learned during the program in their own organizations. The participants experienced different types of challenges regarding knowledge transfer, but also potential meta-knowledge transfer through dialogue.

Practical implications

Pedagogical organizing of leadership development point to a need for supplementary dialogue between the leader of the development program and both the participating leader and manager.

Originality/value

This study shows that meta-knowledge transfer is not a simple matter of moving codified knowledge from the development program to new settings. Knowledge about others' knowledge requires and stimulates subject-to-subject relations between people through which new knowledge potential is created. These findings confirm and enhance previous studies that indicate the need for social support for soft-skill knowledge transfer.

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

Open Access
Article
Publication date: 26 July 2023

Giuseppe Russo, Alberto Manzari, Benedetta Cuozzo, Alessandra Lardo and Francesca Vicentini

This study aims to investigate the impact of technologies on the knowledge transfer process. In particular, the authors aim to analyze the topic of knowledge brokers and the…

1220

Abstract

Purpose

This study aims to investigate the impact of technologies on the knowledge transfer process. In particular, the authors aim to analyze the topic of knowledge brokers and the relationship between broker and digital tools in the knowledge transfer process in the sport context. The study developed, therefore, aims to investigate the creating of this environment for knowledge transfer and knowledge sharing between man and machine, looking to improve the planning of technical sports projects of the clubs.

Design/methodology/approach

This paper presents a qualitative approach aimed at analyzing how platforms and the players’ agents can be useful tools in the knowledge transfer process. The research was conducted through a survey with a structured questionnaire via e-mail to 64 managers at the head of clubs playing in the Italian Series B basketball in the 2021–2022 championship. The total number of questions administered is 21.

Findings

The results demonstrate how sports directors, for the construction of a technical sports project, in addition to learning off the pitch by interactions with media, fans, pressure management, leadership skills, positive attitude, tolerance, understanding of other opinions, background and cultures, see the athletes’ agents as the main stakeholder of the managers. The research resulted, by the clubs’ managers, in both formal learning and informal-type learning. Informal learning, by far the most frequently used and most important in the general learning process of executives, is identified in the use that executives make of information available on digital platforms and of the fiduciary relationships that management has with players’ agents.

Originality/value

The results demonstrate the valuable opportunities for executives, coaches, managers and clubs to strategically manage learning and knowledge sharing. Improving and managing knowledge-sharing strategies would help increase knowledge, not only of the sports directors but also of the entire club, thus improving the absolute quality of the game within the Italian basketball divisions. The authors have developed an innovative framework regarding the construction of a “typed sports technical project”, and the authors have identified a series of crucial phases capable of determining the creation of a new roster of athletes.

Details

Journal of Knowledge Management, vol. 27 no. 11
Type: Research Article
ISSN: 1367-3270

Keywords

Open Access
Article
Publication date: 25 May 2021

Susanne Tafvelin, Henna Hasson, Karina Nielsen and Ulrica von Thiele Schwarz

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature…

2151

Abstract

Purpose

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.

Design/methodology/approach

In the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.

Findings

Using Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.

Practical implications

Making sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.

Originality/value

The findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

Details

Leadership & Organization Development Journal, vol. 42 no. 6
Type: Research Article
ISSN: 0143-7739

Keywords

Open Access
Article
Publication date: 24 January 2024

Rickard Enstroem and Rodney Schmaltz

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands…

Abstract

Purpose

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

Design/methodology/approach

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

Findings

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

Originality/value

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 24 July 2021

Silvia Ivaldi, Giuseppe Scaratti and Ezio Fregnan

This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a…

7930

Abstract

Purpose

This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures.

Design/methodology/approach

The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced.

Findings

The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress.

Research limitations/implications

The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting.

Practical implications

The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences.

Social implications

Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions.

Originality/value

The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

Details

Journal of Workplace Learning, vol. 34 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 28 February 2023

Sarah Schönherr, Robert Eller, Andreas Kallmuenzer and Mike Peters

Organisational learning drives tourism organisations towards more sustainable tourism. Digital transformation also provides opportunities for sustainable tourism development. This…

4359

Abstract

Purpose

Organisational learning drives tourism organisations towards more sustainable tourism. Digital transformation also provides opportunities for sustainable tourism development. This study aims to combine these perspectives and explore how digital transformation enables organisational learning to contribute to sustainable tourism, following organisational learning theory (OLT).

Design/methodology/approach

Based on a critical realist paradigm, this study focuses on developing an in-depth understanding of organisational learning in tourism organisations. Thirty qualitative interviews with tourism organisations participating in an executive development programme (EDP) show how tourism organisations create, retain and transfer knowledge.

Findings

This study demonstrates that the EDP initiates knowledge creation through content transmission and exchange, triggers knowledge retention through utilisation of digital technologies and reinforces digitalisation through data value creation. Furthermore, this study enables knowledge transformation as implementation, which contributes to the three pillars of sustainable tourism and facilitates the development of networks encouraging sustainable tourism.

Originality/value

This study identifies approaches that enable economic, social and environmentally sustainable tourism development by facilitating collaborations via digital transformation, digital technologies that guide guest streams, online mobility offers and online environmental awareness campaigns that reduce environmental impacts. Thus, this study strengthens OLT and has implications for organisational learning and tourism policymakers.

Content available
Book part
Publication date: 29 August 2017

Abstract

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

Open Access
Article
Publication date: 10 November 2023

Helen Poltimäe, Kärt Rõigas and Anneli Lorenz

The purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.

Abstract

Purpose

The purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.

Design/methodology/approach

The authors used an internship questionnaire designed for the University of Tartu in Estonia. Responses were obtained from 178 students across different disciplines – humanities and the arts, social sciences, natural sciences and medicine – who had recently taken an internship. Based on current academic literature, the authors create a three-level model: antecedents-processes-outcomes. The antecedents and processes were both differentiated into three factors and tested with a structural equation model.

Findings

The model demonstrates that there are different antecedents that have an effect on internship outcomes, but these only work through internship processes. For example, the objective of the internship and clarity of instructions will only have a positive effect if there is relevant support from the supervisor at the employing company and if the student can use the knowledge and skills gained at university.

Research limitations/implications

The study is based on survey data filled in by students, i.e. based on self-perception. Based on the results of the study, the authors claim that an active role and initiative-taking by students in finding suitable internships should be further encouraged.

Originality/value

Whilst previous studies have used a two-level model of internship (or a three-level model for students satisfaction as an outcome) the authors create and test a three-level model measuring competency development as the outcome of an internship.

Details

Education + Training, vol. 65 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

1 – 10 of over 3000