Instructional skills for on‐the‐job training and experiential learning: an empirical study of Japanese firms

Despite the effectiveness of on‐the‐job training (OJT), few systematic empirical studies have been conducted on how OJT trainers instruct trainees in firms. The primary goal of this study was to investigate the characteristics of the trainer's instructional skills for OJT using survey data collected from 715 employees covering 22 firms. Results indicate that excellent OJT trainers use four types of instructional skills: (1) stretching trainee objectives, (2) monitoring their progress, (3) providing positive feedback, and (4) promoting reflection on results. The findings suggest that excellent OJT trainers facilitate trainees' experiential learning by promoting deliberate practice and reflective practice. Theoretical and managerial implications are also discussed.     

The role of cross‐cultural absorptive capacity in the effectiveness of in‐country cross‐cultural training

Based on the theory of absorptive capacity, this study examines the following question. In the context of cross‐cultural training, can the amount of previously accumulated cultural knowledge affect the ability of a trainee to absorb further learning about a new culture, thus enhancing total knowledge and presumably cross‐cultural adjustment? In‐country cross‐cultural training was hypothesized to be more effective when the training components are divided and the sessions are distributed over time – resulting in increased cultural knowledge and greater cross‐cultural adjustment. Results from an experimental design suggested that in‐country cross‐cultural training can increase cultural knowledge, when distributed over time. The results also suggested that the training group had greater differences between pre‐training and post‐training scores on cross‐cultural adjustment, but the differences were not statistically different. The results, methodology and conclusions can be generalized to a variety of populations (e.g. international managers and expatriates) and organizations (e.g. multinationals). For international managers and expatriates, the results showed that in‐country cross‐cultural training, like predeparture cross‐cultural training, is also a viable intervention for knowledge acquisition.     

Rules of engagement: the joint influence of trainer expressiveness and trainee experiential learning style on engagement and training transfer

We investigated the joint effect of trainer expressiveness and trainee experiential learning style on training transfer intentions. Extending prior research where trainer expressiveness has been established as a positive predictor of transfer, we show that trainer expressiveness is more impactful for trainees with high (vs. low) experiential learning styles. Based on our findings, trainees' experiential styles – also related to one's intuition – emerge as important enhancers of transfer intentions, and should be considered in future research and when assigning trainees to learning. In addition, we found that the effect of trainer expressiveness on transfer intentions is mediated by trainee engagement.     

Effects of work environment on transfer of training: empirical evidence from Master of Business Administration programs in Vietnam

Practical application of newly gained knowledge and skills, also referred to as transfer of training, is an issue of great concern in training issues generally and in Master of Business Administration (MBA) programs particularly. This empirical study examined the influence of the trainees’ work environment on their transfer of training, taking into account the role of trainees’ transfer strategies. The study was conducted on 167 trainees from eight MBA programs in Vietnam in 2007–2008. Path analysis and structural equation modeling were applied to examine the effects of potential factors on transfer of training. The results showed that work environment factors such as supervisory support, job autonomy and preferred support (support as needed by the trainee) were significantly associated with the training transfer. Additionally, trainee's use of transfer strategies mediated the work environment and training transfer relationship.     

Learning and skills formation in the new economy: evidence from Greece

In today’s knowledge–driven economy, education and training are considered major factors affecting a society’s level of economic attainment and growth. Lack of information–related knowledge and skills, in particular, are among the prime factors likely to delay a country’s progress towards the information society. Experience, however, has shown that an educated labour force does not automatically translate into dynamic economic development and technological innovation. The human resource potential is not a simple outcome of the education system but it is a much more complex process that involves tacit knowledge, learning by doing and on–the–job training. This means that skills and knowledge acquired depend not only on the educational system but on firm organisation and culture as well as ties between organisations. The present study examines the relationship between skill supply, firm organisation and learning by means of interviews in 23 firms in Greece. It shows that a major problem faced by SMEs in peripheral European countries is the lack of in–house capabilities and knowledge which limits the amount and type of learning that takes place. Finally, the article argues that policy–makers should institute educational policies and training programmes that will compensate for the inability of Greek firms to provide a learning environment.     

Rethinking UK small employers' skills policies and the role of workplace learning

Small business employers in the UK are widely perceived as adopting a reactive, ad hoc approach to employee skill formation. Employer reliance on workplace learning is often treated, explicitly or implicitly, as evidence of such an approach. Small employers' approaches to skill creation are investigated using data from two employer samples. Three main conclusions challenging these arguments are presented. First, small employers' skills policies are highly diverse: strategic, tactical and restrictive policies are distinguished. Second, employers perceive particular benefits in enabling workplace learning; simplistic views that a reliance on workplace learning necessarily constitutes an inferior last resort for those employers unable to provide access to external training are rejected. Third, enabling workplace learning is important to strategic employers, as well as to those attaching a lower value to skills. For some employers, the workplace is the primary source of new knowledge and skills because they are unavailable elsewhere. The prevalence, diversity and significance of workplace learning in small businesses require a reappraisal of UK small employers' skills policies. The implications for research, practice and policy are discussed.     

Incompetency training: Theory, practice, and remedies

“Incompetency training” includes formal and informal instruction that consciously (purposively) or unconsciously imparts knowledge, attitudes, beliefs, and behavior (including procedures) that are useless, inaccurate, misleading, and/or will lower performance outcomes of the trainee versus no training or training using alternative training methods. “Imparts” in the definition refers to exposing a trainee to incompetency training; such exposure is not a guarantee that the training increases the trainee's incompetence. This editorial is to stimulate research interest among scholars in incompetency training theory, evidence, and the efficacy of remedies. The editorial offers an early workbench model of incompetency training theory. The theory includes the proposition that executives and associates in firms, academia, and government organizations consciously as well as unknowingly offer incompetency training in many contexts. Increasing trainees' vigilance and ability to recognize exposure to incompetency-training may help trainees to decrease the effectiveness (impact) of exposures to incompetency training—advancing incompetency training theory and knowledge of incompetency training practice may be necessary conditions for remedying negative outcomes that follow from trainees receiving such training. Available evidence supports the first proposition and, to a limited extent, the second proposition.     

Understanding frame‐of‐reference training success: a social learning theory perspective

Employing the social learning theory (SLT) perspective on training, we analysed the effects of alternative frame‐of‐reference (FOR) training protocols on various criteria of training effectiveness. Undergraduate participants (N = 65) were randomly assigned to one of four FOR training conditions and a control condition. Training effectiveness was determined via trainee reactions, learning and rating accuracy. The results partially supported the study hypotheses: compared to the control group, the more comprehensive FOR training conditions evidenced: (1) significantly higher rating accuracy; (2) significantly higher levels of learning; and (3) more favorable reactions to the training. The discussion focuses on the implications of the results for protocol development when designing FOR training programs.     

Consulting knowledge and organisation's absorptive capacity: A communication chain perspective

This study investigates the communication chain of consulting knowledge constituted by consultants and internal lecturers. We analyse the differences between consultants and internal lecturers in their capability of knowledge training and discuss its influence on organisations' absorption of consulting knowledge. Based on a Mann–Whitney U test of data from 47 quality management consultants and 235 internal lecturers in Taiwan, we found that internal lecturers significantly exhibited weaker capability than consultants, especially in knowledge structure, knowledge transformation, trainee orientation and training ethics. The capability gap was disadvantageous for organisations to absorb consulting knowledge and suggestions for improving this problem were provided finally.     

How identification facilitates effective learning: the evaluation of generic versus localized professionalization training

Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees’ motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new generic professionalization training program (NGP) – which tapped into distal work identities, and a standard local professionalization program (SLP) – which spoke more to localized work identities, on participant's motivation to transfer their learning to the workplace. The study found that, compared to participants on the SLP (n = 31), participants on the NGP (n = 35) indicated a reduction in 4 measures (perceived utility of training; workplace participation; relatedness and workplace identification). The authors draw on the social identity approach to illustrate how a reduction in these variables is indicative of a reduction in motivation to transfer learning to the workplace. In short, training which does not speak to meaningful localized identities results in reduced motivation to transfer compared to training that does speak to those identities. More broadly, the study demonstrates the capacity of the social identity approach to meet the increasing demands of training researchers for a comprehensive, multi‐dimensional, theoretical framework through which to understand the interplay of trainee and contextual factors that contribute to effective learning and performance in the workplace.     

专业知识应用价值视角下的ERP沙盘教学模式

ERP沙盘实训课程在经管类专业中的实施使同学们巩固了专业知识和专业管理技能,提升了综合素质并帮助同学们更深刻地理解管理学专业的精髓。     

The missing link? Understanding the relationship between individual and organisational learning

This article recognises that individual learning plays a key role in organisational learning. It identifies that there has been little empirical research to date exploring the interaction between individual and organisational learning. New research is presented from a company engaged in organisational learning, by a case study investigation utilising qualitative and quantitative research methods. The article explores key issues in training and development related to the interaction of individual and organisational learning, and concludes that individual learning is related to organisational learning through a range of factors including positive learning climate, active informal learning by individuals, and effective communication of skills and knowledge.     

Entrepreneurship Education and Training in Higher Educational Institutions in Ghana

This study aims to evaluate entrepreneurship education and training in higher educational institutions in Ghana. The purpose is to come out with an innovative approach to teaching entrepreneurship. The mixed method research design was used to collect and analyze data from five out of ten polytechnics selected randomly. Chi-square analysis was used to explore the variables. The study revealed a continual usage of the traditional passive and the incremental teaching approach to entrepreneurship. This approach was observed to affect students’ ability to practically apply their knowledge and skills acquired through education and training. It is recommended that attention should be drawn to the globalized art of science of teaching and learning of entrepreneurship. To promote a strong educational system in teaching and learning of entrepreneurship, constant innovation should be encouraged. This would assist in producing competent graduates with employability skills.     

Exploring the relation between work domains and work‐related learning: the case of the Dutch police force

The principal aim of this study is to explore the relations between work domains and the work‐related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and at different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. Homogeneity analysis use of Alternating Least Squares (HOMALS) analysis showed work‐related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work‐related learning presented here.     

Fostering enterprise architecture education and training with the enterprise architecture competence framework

Enterprise architecture (EA) implementation refers to a set of activities ultimately aiming to align business objectives with information technology infrastructure in an organization. EA implementation is a multidisciplinary, complicated and endless process, hence, calls for adequate education and training programs that will build highly skilled personnel (called enterprise architects) with diverse competencies. This development of domain‐specific competencies is also supported by European policies on education and vocational training. To this end, the authors present training uses of the Enterprise Architecture Competence Framework (EA‐CF). EA‐CF is a proposed conceptual model that describes EA competencies in compliance to the European e‐Competence Framework (e‐CF). The authors argue that EA stakeholders can consult the framework regarding competencies they want to underpin and thus identify the corresponding skills, knowledge and attitudes that result as learning outcomes in EA courses and training programs.     

The Global Awareness Curriculum in International Business Programs: A Critical Perspective

Designing educational sequences that enhance the cognitive, behavioral, and critical skills of a diverse learning community seeking global competencies, requires mindfulness of different international educational models, a tailored curriculum designed to build different types of awareness learning, and clarity in targeted outputs keeping in mind a range of potential occupations and life situations in which such skills will be used. This article outlines conceptual frameworks for global awareness sequences in international management programs, building on existing cross-cultural research, training literature, and comparative analysis of different higher education models. It updates global competence learning frameworks to include recent advances in cultural intelligence, critical reflexivity, and post-colonial perspectives on management education. It calls attention to changing student demographics as a catalyst for moderate curriculum reform, especially a rehabilitation of core global awareness knowledge components eclipsed by cross-cultural courses and humanities requirements. A curriculum for business students with a sequential and/or simultaneous implementation of three pedagogical dispositions (knowledge, behavior, and critical acculturation) is discussed.     

Evaluating the contribution of competency‐based training: an enterprise perspective

The article reports the findings of a national evaluation study conducted in 1998 of the contribution of competency‐based training (CBT) to outcomes in vocational education and training in Australia. The study found that CBT has made significant contributions to employers, its main benefit being that learning can be achieved on‐the‐job. Thus the key advantage for enterprises is relevant training where relevance means ‘specific skills for specific jobs’. The conclusion is drawn that three key issues in relation to the practice of competency training in Australia need to be addressed: (i) recognition of the role of the expert practitioner in augmenting, and thus improving, CBT; (ii) recognition of the limitations of CBT with regard to the provision of knowledgeable skill; and (iii) recognition of the importance of defining learning in terms of outcomes and process.     

高职会计专业职业技能内涵、培养思路与实践探究

高职会计专业三项职业技能的培养是一项复杂的系统工程,从提高职教质量路径及高职教育的实际来看,会计专业职业技能的培养应从以下方面开展工作:即推动尝试教产合作、校企一体化办学模式,促进优势互补;推行工学结合、校企合作的人才培养模式、加强实践教学,切实提高"实训"、"实习"的教学效果;改革课程体系、教学内容和教育教学模式提升学生的职业技能;改进职业教育技能评价考核方法,激发学生的学习热情;打造一支稳定优质的专兼职相结合的师资队伍;准确全面理解高职会计专业职业技能内涵内容,各方协同作战全方位地做好工作。     

Team‐based learning and training transfer: a case study of training for the implementation of enterprise resources planning software

While traditional models of training such as behavioral modeling (BMT) have been found to enhance training transfer, research suggests that more active learning strategies such as error management (EMT) and team‐based learning (TBL) may be more effective. This paper analyzes BMT, EMT and TBL strategies to train employees on new enterprise resources planning (ERP) software and discusses which training leads to successful procedural and declarative knowledge transfer, knowledge retention and application, and tangible business outcomes. TBL was predicted to be the most effective training type, as it models several components needed to use ERP software in the actual job setting. Overall and procedural knowledge as well as knowledge application scores improved most for TBL participants, while declarative knowledge improved the most in the EMT condition. During training, all conditions showed significant improvement in knowledge application; however, the TBL condition showed the highest knowledge application gains. This paper discusses the elements of TBL that support its use as an effective strategy to increase knowledge transfer in an organizational context.     

The moderating role of self‐efficacy in the organizational culture–training transfer relationship

This paper aims to examine the combined effects of self‐efficacy and organizational culture on employees' transfer of knowledge/skills acquired through training. The questionnaires were distributed to 252 newly hired employees working in a service organization in Greece. Each of the independent variables examined added incrementally to the prediction of training transfer. Moreover, self‐efficacy was found to act as a moderator in the organizational culture–training transfer relationship. High self‐efficacy was found to strengthen both achievement culture–training transfer as well as humanistic culture‐training transfer relationships, whereas low self‐efficacy weakened these relationships. The study has practical implications by providing insights into ways of engaging employees in transferring the skills acquired during training. This investigation extends previous research by demonstrating that self‐efficacy acts as an accentuating factor in the relationship between organizational culture orientations and new hires' transfer of training.