Ten years of competency-based training: the experience of accredited training providers in Australia

This article examines ten years of implementation of competency- based training (CBT) in the vocational education and training sector in Australia. It begins by explaining the meaning of CBT in Australia in the 1990s, and the way in which CBT is organised, and then describes the findings of two national research projects carried out during the period 1995– 1997. The first project reported on the extent of CBT pen-etration and the second examined the effects of CBT on teaching and learning. Finally the article speculates on the future direction of CBT in Australia, with the introduction of ‘training packages’.     

A review of twenty years of competency‐based training in the Australian vocational education and training system

In this paper, the author reflects, both as an academic researcher and as a senior practitioner, on the experience of competency‐based training (CBT) in the Australian vocational education and training system. She seeks to draw conclusions about the Australian experience using a typology drawn from the academic literature which focuses on the philosophical, educational, technical and market aspects of CBT. She concludes that, despite many improvements over the past 10 years, some potential problems remain. The system is controlled overly tightly by the interests of industry and it also exhibits some inflexibilities. Both of these act to disadvantage some groups of learners. Teachers and trainers do not have adequate skills to work skilfully and critically with CBT, leading to thin pedagogy and a narrow focus on assessment of individual items of performance.     

Employer training in Australia: current practices and concerns

This paper presents and analyses results from a research project on current trends in employer training in Australia. While the formal vocational education and training (VET) system is well‐researched, the everyday training that happens in workplaces is relatively under‐researched in Australia. Using some of the results of an employer survey undertaken in 2015, the paper describes and analyses employer‐based training across a range of industry areas. The survey included groups of questions on a range of matters, including the reasons why employers train, and how these relate to employers’ perceptions of their operating environment, and the structures they have in place to manage and organize training. Detailed data are provided about three specific forms of training: in‐house training and learning; the use that employers make of external providers of training; and employers’ use of nationally recognised training – training from the VET system. Finally the paper reports what managers said about the barriers to providing more training. The paper analyses the findings in relation to the literature and also identified changes over time in training practices in Australian companies. Implications for training policy and practice, as well as for future research, are identified.     

A study focusing on American expatriates’ learning in host countries

This study examines the learning process and situations while expatriates are living and working in a foreign country. The survey was conducted on 70 American expatriates via individual e‐mails and the World Wide Web. The study found that expatriates gained the culture of their host country through reflective learning. Cross‐cultural training programs should be examined based on expatriates’ actual needs. Finally, several learning situations that would be helpful in reducing expatriates’ cultural difficulties are: previous cross‐cultural experience, language competency, long‐term relationships with the host people, and information about the host country originating from the home country as well as the host country.     

Self‐regulated learning and training effectiveness

In recent years, training has shifted towards a more learner‐centred perspective. At the same time, rapidly changing workplaces emphasize the importance of self‐regulatory processes in the workplace. In the light of these trends, this research investigates the role of self‐regulated learning in training effectiveness. A theoretical model in which self‐regulated learning plays a central role in training evaluation was developed and validated using the structural equation method with a sample of 137 individuals. The results indicate that self‐regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings indicate that the concept of self‐regulated learning plays a key role in the relationship between training context variables and organizational outcomes and offer new insights into the way organizations can improve training effectiveness.     

Barriers to implementing e‐learning: a Kuwaiti case study

The paper reports on a research project that encompasses two key objectives: (1) finding out about the barriers affecting or preventing e‐learning from being adopted by companies as an integral part of their workforce's training and learning processes and (2) establishing a comparison between the barriers and the e‐learning implementation models found in Kuwait and in the practice of Western companies. The practices from Western countries are used as a benchmark for the Kuwaiti experience. The collection of the primary data was carried out through the use of semi‐structured questionnaires with human resources managers as well as IT managers in charge of the e‐learning of 11 of the largest companies in Kuwait. The research results show that the key implementation barriers in Kuwait are (1) lack of management support; (2) language barriers; (3) IT problems; and (4) workload and lack of time. From these, two are common to Western countries (technology and time). The remaining two (management support and language barriers) are specific to Kuwait. Regarding the comparison between the two implementation models, the key finding was that the usual e‐learning development cycle (plan–design–integrate–improve) was not followed in Kuwait. The planning, designing and improving stages were largely ignored, with the emphasis resting almost completely on integrating the e‐learning tools and processes in the rest of the organization. This finding was found to be in line with barrier number one – lack of management support. The key lesson learned from this research is that the problem of e‐learning implementation in Kuwait is not so much one of knowing what the barriers are but one of knowing what the appropriate management processes should be for companies to achieve business success. The paper also provides recommendations for an e‐learning development plan to fit the current business environment in Kuwait.     

The use of the Persian translation of the Learning Transfer System Inventory in the context of agricultural sustainability learning in Iran

The Learning Transfer System Inventory considers 16 factors likely to influence the transfer of training to the workplace. This study uses the Persian translation of the inventory and applies it to agricultural sustainability learning in Iran. The aim is to examine the internal structure and predictive ability of the inventory as translated into Persian. The agricultural context was chosen because of its importance to Iran and because agricultural human resource interventions have failed to give serious attention to connecting training to practice. A valid and reliable tool for evaluating the transfer of learning among farmers can be helpful. A sample of 159 participating farmers was surveyed. Exploratory factor analysis revealed an 11‐factor structure among specific scales and a five‐factor structure among the general scales. The regression results indicated that about 82 per cent of the variability in the farmers’ sustainability learning transfer is predicted by six inventory factors including motivation to transfer, performance self‐efficacy, supervisor support, performance‐outcomes expectations, opportunity to use and supervisor sanctions. The findings suggest that the Persian translation of the inventory has both internal and predictive validity and can be used either as a tool to diagnose training needs or as a means of evaluating existing learning programs.     

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.     

Evaluating training effectiveness in India: Exploring the relationship between training components,metacognition and learning outcomes

This study aims to examine the key training factors that significantly impact the learning outcomes of trainees. A comprehensive framework is proposed to investigate the interrelationships among various training components, trainer performance, training usefulness, and their effects on metacognition and learning. Empirical testing of the model is conducted using the partial least squares structural equation modelling approach, analyzing data collected from 322 public servants in North India. The findings reveal that almost all the focal factors comprising a training programme, such as the usefulness of training, trainer performance and metacognition, positively influence trainees' learning. While training agencies should consider all components of the training programme, the perceived usefulness, trainer performance and trainees' metacognition are particularly influential factors in facilitating learning. Training components and trainer performance predict the usefulness of training. This study integrates all focal factors of a training programme into a comprehensive framework using employee data, explaining a significant portion (45%–64%) of the variance in trainees' learning. These findings emphasize the importance of addressing these focal factors thoughtfully when designing and implementing effective training programmes.     

The career path to instructional design project management: an expert perspective from the US professional services sector

There are well‐documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the ‘must have’ skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in‐depth literature review. In addition to enhancing knowledge of instructional designers’ competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice.     

Delivering training strategies: the balanced scorecard at work

Aligning the value of training to organizational goals is an emerging need in human resource management. This study, aiming at expanding the research on training evaluation from a strategic management perspective, examines whether the use of the Balanced Scorecard approach can enable an effective delivery of training strategies, thus strengthening the link between training and organizational goals. The research was based on action research methodology. Researchers worked for about 12 months with three healthcare organizations. The research findings indicate that the balanced scorecard: (1) allows visualization of a clearly focused and internally consistent map of cause‐and‐effect relationships, turning the functional training efforts into strategic results; (2) effectively supports the training function both in managing training processes and in delivering targeted organizational outcomes; (3) offers a specific set of critical measures for evaluating the training function's performance; and (4) permits the fostering of a sound alignment between training programme objectives and functional goals. Various theoretical and practical implications are discussed.     

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.     

Cultural factors and beliefs influencing transfer of training

Most organizations invest in people for training. Training effectiveness is arguably constrained because of inadequate transfer of learning from the training environment to the workplace environment. Training‐job relevance and the extent of transfer have been found limited. Although performance is affected by a number of factors, training is often used as a solution to all problems. Trying to fix non‐training problems with training solutions is futile, yet often attempted in the context of Nepal. Thus, the growing recognition of the problem of inadequate transfer of training has been recognized as a compelling issue. This article presents a brief discussion of the data and corresponding findings pertaining to one of the research questions included in a recent doctoral study. The purpose of the study was to examine the extent of transfer of learning from the training environment to the workplace environment, and identify cultural factors and beliefs held by stakeholders influencing such transfer in the context of civil and corporate sector organizations in Nepal. What are the cultural factors and beliefs that influence the extent of transfer of training? This was one of the questions that prompted the study.     

The Concept and Application of Managerial Competence in Developed and Developing Economies: A Two Country Analysis

Abstract

This paper reviews the concept of managerial competence as applied in transportation management in developing and developed economies, using Boyatzis' (1982) model of effective job performance. Boyatzis postulated that effective performance of a job is the attainment of specific results or outcomes required by the job through specific actions while maintaining or being consistent with policies, procedures, and conditions of the organizational environment. Literature search and interviews with managers with extensive experience in Nigeria and the United Kingdom reveal that Boyatzis' constructs are valid within the developed economies. However, within the developing economies, it is found that modifications are required to accommodate cultural and socio-political realities and to match the skills of individuals with their current and future roles in an organization. The study also found that there are similarities in competency requirements between the two countries. It is concluded with a recommendation that management methods be adapted rather than adopted, via such strategies as the community concept approach which emphasizes, for example, on the job training with formal theoretical reinforcement at later stages, and that practical universality of management strategies may be a myth.     

Human resource development to facilitate experiential learning: the case of Yahoo Japan

Although work experiences are recognized as important mechanisms for developing leaders in organizations, existing research has focused primarily on work assignments rather than on human resource development (HRD) systems that promote experiential learning of managers. The primary goal of this study was to develop an HRD model for facilitating experiential learning by examining the case of Yahoo Japan, which has transformed its HRD system based on experiential learning theory. The results indicate that Yahoo Japan has promoted experiential learning at the individual level by introducing new HRD systems consisting of four elements: reflection support (one‐on‐one meeting and coaching training), assignment support (HRD meeting and job rotation), assessment support (360‐degree appraisal and one‐on‐one meeting assessment) and visionary support (a vision and values). Although these elements are closely associated with each other, reflection support plays a key role in the HRD system. The proposed model is discussed from theoretical and practical viewpoints.     

Ladder of competencies for education middle managers in England

Utilising new empirical research this study adapts an existing literature-based competency framework into a hierarchy of competencies needed for education middle managers in England to be effective in their role. The study involved a national survey (n = 164) of further education middle managers and is the first quantitative study investigating the role since 2002. The original contribution of the study is the development of a new ladder of competencies for education middle managers which outlines a suggested ordering of competency development with due consideration to prior training and qualifications. This can enable an improved approach to recruitment, selection and development of education middle managers. The paper presents parameters for consideration when developing competency frameworks for roles more widely which include: prior training, experience, expectations, and challenges of the post-holder as well as the external working environment. It highlights the value of such considerations and demonstrates the importance in paying due regard to them.     

Supply Chain Management Competency and Firm Financial Success

Supply chain management (SCM) plays a major role in creating (or destroying) shareholder value by influencing the three major drivers of firm financial performance: revenue, operating costs, and working capital. Yet, the relationship between SCM competency and firm financial performance is not well‐established. Drawing on the resource‐based view of the firm, this study assesses this relationship using Delphi‐style opinion data from AMR Research’s Supply Chain Top 25 rankings to assess SCM competency and Altman’s (1968) Z‐score statistic as the measure of financial success. The study findings show that firms recognized by industry experts for SCM competency have significantly higher Z‐scores than their close competitors and industry averages.     

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.     

Why do firms train? Empirical evidence on the relationship between training and technological and organizational change

We explore the relationship between training and innovation using key insights from the resource‐based approach, organizational learning and labour studies. By using data from 304 large enterprises in Italy, the study highlights a twofold role of training in favouring technological and organizational changes. First, training plays a role in allowing the acquisition and the assimilation of new knowledge. Consequently, firms in which the provision of training is part of a bundle of high‐performance management practices are more likely to undertake technological and organizational changes and to develop new competencies internally. Second, training supports firms in the assimilation of technological and organizational changes. Consequently, firms that undertake these changes exhibit a superior participation rate for employees and greater time intensity of their training programmes. Firms' inclination to develop new competencies internally does not affect, however, the intensity of training, thereby suggesting that organizational learning processes do not start by a broad involvement of employees in formalized training programmes.     

The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors

Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes resulting from informal learning is scarce. Therefore, the main purpose of this study is to explore how learning conditions in the workplace are related to these informal learning outcomes of police inspectors in particular. A mixed method study, including a survey among 390 police inspectors and interviews with nine police inspectors, was set up to explore this relation. Overall, the results of the survey study suggest that the learning conditions ‘information’, ‘feedback’, ‘reflection’ and ‘coaching’ are good predictors for the acquisition of ‘generic learning outcomes’ and ‘organizational level learning outcomes’. The learning condition ‘coaching’ is also strongly associated with ‘job‐specific learning outcomes’. These results are in accordance with the perception of the interviewed police inspectors.