Involving consumers in peer‐facilitated home‐based food hygiene training

A community‐based food hygiene initiative was piloted in the Toxteth–Granby area of Liverpool between December 2001 and March 2002. The project aimed to increase awareness and behaviour, related to poor food purchase, storage and handling practices, by actively involving members of the local community in home‐based peer‐facilitated training. Facilitators (23) were actively recruited from within the Toxteth–Granby community, and undertook a 4‐day induction and training programme, which included successful completion of the CIEH Basic Food Hygiene course. Facilitators subsequently recruited and visited nearly 1000 households (992) within the Toxteth–Granby electoral ward, undertook an observation sheet, a detailed questionnaire, and spent approximately 1 hour delivering food hygiene training. Facilitators returned to all households within an 8‐week period, and completed further observation sheets and questionnaires, for use in a comparative analysis. Facilitators and householders received incentives for their involvement in the project. Analysis of the data collected showed that general awareness of a range of food hygiene issues was high (such as hand washing before handling food), and most participants (73.8%) were able to recognise the main symptoms of food borne disease. As a result of the home‐based hygiene training there were significant changes in knowledge, attitudes, and food handling practices, including the use of refrigerators, purchase of chilled and frozen foods, washing or peeling of fruits and vegetables, and the cooking of meat‐based products. The project demonstrates that it is possible for communities to improve their food hygiene awareness and food handling behaviours through home‐based peer‐facilitated training programmes, with minimal input from professionals.     

Identifying trainers' knowledge of training transfer research findings – closing the gap between research and practice

Training professionals were surveyed concerning their knowledge of transfer of training research. Survey items were developed from an integrative literature review based on empirical findings of factors that directly or indirectly (through learning) influence training transfer. Survey results suggest that training professionals are in agreement with empirical transfer findings in the areas of training design and the work environment, but differ in their agreement of how individual differences impact transfer success and of relevant transfer evaluation findings. Training professionals were more familiar with academic transfer research when they occupied higher job positions within their organization, held a training certification and had a college degree. The results of our study and the implications for addressing the research‐to‐practice gap among training professionals are also discussed.     

Training professionals' usage and understanding of Kirkpatrick's Level 3 and Level 4 evaluations

Training professionals have long acknowledged the necessity of conducting behavior‐based (Level 3) and results‐based (Level 4) evaluations, yet organizations do not frequently conduct such evaluations. This research examined training professionals' perceptions of the utility of Level 3 and Level 4 evaluations and the factors that facilitate or obstruct their attempts to perform them. The research was conducted using Brinkerhoff's Success Case Method and Gilbert's Behavior Engineering Model as its frameworks. The three key factors identified by study participants as having an impact upon their ability to conduct Level 3 and Level 4 evaluations were the availability of resources such as time and personnel, managerial support (organizational) and expertise in evaluative methodology (individual). The research findings indicated a need to further explore how training professionals interpret Level 3 and Level 4 and how they can better develop their evaluative expertise, which in turn may increase effectiveness in gaining organizational support for evaluation efforts.     

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.     

Contextual factors that foster or inhibit para‐teacher professional development: the case of an Indian,non‐governmental organization

The appointment of para‐professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para‐teachers in India. The literature on para‐teachers is dominated by training for special needs settings, largely in developed societies. Little has been published about para‐teachers working in developing countries with children without disabilities, despite this being a common occurrence. The present research investigates how contextual factors influence the design and implementation of professional support for para‐teachers. The research participants were 12 para‐teachers and five management and administrative staff. Contextual factors included characteristics of para‐teachers, classrooms and students from under‐resourced settings; and the practices and policies found in a non‐school educational setting, here a non‐governmental organization. The study indicates that each factor has potentially enhancing and hindering effects which need to be taken into consideration when designing and implementing professional development work.     

Improving salesforce performance: A meta‐analytic investigation of the effectiveness and utility of personnel selection procedures and training interventions

Research on the effectiveness in improving salesforce performance through personnel selection procedures and training interventions was examined by meta‐analytic techniques applied with 157 predictor‐criterion effect sizes involving selection procedures and 12 effect sizes involving training interventions. Significant effect sizes, on average, were obtained for (a) composite‐domain assessment against both subjective (ratings) and objective (sales performance) criteria, (b) single‐domain assessment against both criterion types, and (c) training interventions with respect to both criterion types combined. Significant variability was found among individual effect sizes within all categories of aggregation. Of the six specific categories of single‐domain assessment considered, five yielded significant validity for each of the two criterion types. Follow‐up utility analyses revealed improvements in sales productivity of from 14.8% to 34.1% for selection procedures and of 23.1% for training. Associated dollar‐based utility estimates indicated particularly substantial dollar gains for organizations employing composite‐domain selection with rigorous selection ratios, and lesser, but still substantial, gains from single‐domain selection with rigorous selection ratios, and from training interventions. © 2001 John Wiley & Sons, Inc.     

Implementing on‐the‐job training: critical success factors

Post Offices Inc. in The Netherlands has developed and implemented a new instruction model for the training of desk employees. The quality of the new instruction model was assessed by means of the evaluation model of Jacobs and Jones for on‐the‐job training. It is concluded that the implementation of the training model has not been completely successful. Critical success factors, such as the performance of the mentors as well as the quality of the self‐study material, have to be improved. Mentors are expected to serve as a behavioural model, to provide feedback, arrange an adequate environment for self‐study, motivate trainees for self‐study and evaluate trainees’ progress on a regular basis. This study shows that mentors must be fully convinced of the benefit of a new instructional model, if not, the implementation will not be successful. Besides, the study shows that the quality of the self‐study material depends very much on the similarity between the knowledge needed in work and the knowledge presented in the self‐study material.     

Business Cultural Intelligence Quotient: A Five‐Country Study

Cultural intelligence (CI) has often been linked to performance at the individual, team, and firm levels as a key factor in international business success. Using a new measure of CI, the business cultural intelligence quotient (BCIQ), our study provides empirical evidence on several key antecedents of CI using data on business professionals across five diverse countries (Austria, Colombia, Greece, Spain, and the United States). The findings suggest that the most important factors leading to cultural intelligence, in order of importance, are the number of countries that business practitioners have lived in for more than six months, their level of education, and the number of languages spoken. We find that cultural intelligence varies across countries, suggesting that some countries have a higher propensity for cross‐cultural business interactions. By teasing out the common antecedents of BCIQ among professionals, our findings may help with screening and training professionals for international assignments. Future research may examine the environmental (country‐specific) factors associated with a higher propensity for cultural intelligence (such as immigration, cultural diversity, languages spoken, and international trade) to explain the effect of country of origin on cultural intelligence in the professional community. © 2016 Wiley Periodicals, Inc.     

The transfer of training at macro level in least developed countries: a case study of the ‘brain‐drain’ in Eritrea

Over the past four decades, governments in the least developed countries (LDCs – a categorization adopted by the United Nations) have been attempting to improve the skills and knowledge of their public servants by providing local and international training programs. Despite these training activities, however, many LDCs continue to experience acute shortages of high‐level technical and managerial skills. This is because LDCs are increasingly unable to retain trained personnel employed in the public sector, resulting in a ‘brain‐drain’. The present study critically assesses that part of a major human resource development project implemented in Eritrea, an LDC, between 1998 and 2005, which provided overseas scholarships for 674 public servants. Almost two‐thirds did not return to Eritrea, and the study seeks to establish the reasons for nonreturn. It identifies from the literature five factors that appear to influence return and examines the relationship between these and nonreturn. Economic and political conditions and lack of peace and stability were significant in explaining changes in nonreturn. The results point to the areas of change needed to enable LDCs to retain highly qualified nationals. These areas involve significant changes in government policy, but training providers themselves may be able to take some steps to minimize the lack of benefit from their human resource development investment. The conclusion is that the retention and effective utilization of trained people by LDCs remains challenging. In theoretical terms, the concern of this study can be seen as a macro‐level expression of the transfer problem.     

大商业物流本科创新人才培养体系研究

本文从现代商业发展潮流探讨物流专业人才培养方向,提出大商业物流这一崭新概念,并就大商业物流管理专业创新人才培养目标、培养模式、培养体系、课程体系、实践教学体系进行了深入研究;而且对实施方案提出加强产学研合作培养大商业物流创新型人才的具体举措。     

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.     

实践教育体制下财经类专业人才评价体系研究

经济和信息的全球化,给我国经济快速发展带来了新的机遇,同时也给我国财经类人才培养带来了全新的挑战。财经类专业作为应用型和实践性很强的专业,应侧重于高层次、应用型经济管理类人才的培养。在实践教育体制下,构建财经类专业人才培养评级体系必须突破现行评估体系结构性问题限制。高校应加快推进教育改革,优化人才评价方式,更新人才评价内容,扩大人才评价主体,建立科学的评价过程,使学生的知识、实践能力和综合素质满足经济社会发展需求。     

独立学院金融专业人才培养模式的研究

目前,我国金融业迫切需要与国际金融接轨的金融人才,然而独立学院金融专业人才培养中存在师资队伍规模和素质有待提高,金融人才培养与社会需求脱节,人才培养层次模糊且评价方式单一等问题。加强师资队伍建设,提高教学与科研水平,加强实践教学环节,注重金融学与其它相关学科的交叉融合,形成独立学院金融人才培养的特有优势,才能提高我国金融人才数量和质量,满足社会需求。     

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.     

Transfer of training: a case‐study of outsourced training for staff from Bhutan

The article examines the perceptions of managers, academics and technical staff in relation to the transfer of training resulting from their participation in out‐country training funded by Bhutan's Ministry of Education. Out‐country training refers to in‐service education, training and professional development programs, especially in relation to technical education, higher education and specialization courses undertaken abroad. The objective was to evaluate the effectiveness of out‐country training over a five‐year period to gauge the level of training transfer among three different types of participants. The methodology included surveying 149 Bhutanese out‐country training participants between 1999 and 2003. A representative sampling technique was used to select 58 academics, 46 managers and 45 technical support staff for inclusion in the survey. Semistructured in‐depth interviews were also conducted with 19 of these trainees across the three categories. Results of the study indicate high initial levels of motivation in all trainees, but a change in attitude toward their training once it was underway. On return to the workplace, participants reported even less confidence in their ability to transfer their learning compared to their confidence reported before the program began.     

Cross‐Functional Influence and the Supplier Selection Decision in Competitive Environments: Who Makes the Call?

This paper presents the results of a multiple‐case study that examines how procurement and engineering personnel share priorities, have a common vision, and influence the supplier selection decision in competitive environments of varying risk and uncertainty. We interviewed 113 procurement and engineering respondents from 26 different companies/business units across up‐, mid‐, and downstream segments of the oil and gas industry. Following a middle‐range theorizing approach, we develop a series of working propositions and theoretical frameworks, utilizing goal congruence theory to sharpen proposition development and create suggested extensions for theory. In general, we find that engineering personnel tend to dominate cross‐functional decision making in higher risk environments and that more equal arrangements exist when both risk and uncertainty are low. When competitive environment risk is low but uncertainty is high, considerable disagreement arises over which function “leads” this decision. Higher risk environments drive higher goal congruence through shared vision and consensus on who makes supplier selection decisions.     

What predicts skill transfer? An exploratory study of goal orientation,training self‐efficacy and organizational supports

Results from a study examining the predictors of skill transfer from an instructional to a work environment are presented. Prior research indicates that skill transfer is a function of both individual and contextual factors. A total of 186 employees from a work organization were surveyed on individual dimensions (goal orientation, training self‐efficacy) and contextual factors (supervisor and peer support). Pre‐training motivation was proposed as proximal training outcome and further connected to the distal outcome, skill transfer. Analyses with structural equation modeling using EQS indicate that individual dimensions, such as mastery‐approach goal orientation and training self‐efficacy, are related to pre‐training motivation. Also, contextual factors, such as peer support, predicted both pre‐training motivation and skill transfer, while supervisor support was unrelated to either pre‐training motivation or skill transfer. Pre‐training motivation, in turn, was related to skill transfer. Implications for theory and practice are discussed.     

Learning to perform? A comparison of learning practices and organizational performance in profit‐ and non‐profit‐making sectors in the UK

To date, much of the research on employee development activities and organizational performance has been conducted in private sector organizations, with the largely untested assumption that the same findings will apply to other sectors. This paper addresses the deficit by describing a study comparing differences in the use of employee learning practices between profit‐making and non‐profit‐making organizations, and examining the relationship between these learning practices and multiple dimensions of organizational performance. The study data was gathered through conducting structured telephone interviews with senior training and development managers in 368 UK organizations from a range of sectors. It was found that non‐profit‐making organizations had greater engagement in individual employee learning practices than profit‐making organizations, but no differences were found in terms of team learning practices or engagement in strategic needs analysis and evaluation activities. The analyses also indicated that individual learning practices showed a stronger relationship with performance in the non‐profit‐making organizations, whereas team learning practices were more significant for the profit‐making companies. The learning practices collectively accounted for greater variance in organizational performance in the non‐profit‐making organizations. The study implies that the functional aims of organizations need to be taken into account when examining the learning practice–organizational performance relationship.