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in regression analysis, my answer show insignificant.
also, my post-training outcome result is in percentage. is there any way to find the result in SPSS ?
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Intersting topic...
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What are the determinants of the development of vocational education, training of people working professionally and e-learning?
In my opinion, education, including adult education, university and vocational training, will develop mainly due to the fact that the economies of individual countries are changing faster and changing, the structure and meaning of particular sectors, branches and fields of activity in national economies, in In highly developed countries, industrial branches of the economy are transferred to countries with lower labor costs, in developed countries information, IT and ICT technologies are intensively developing, as well as Internet information services, etc.
As a result, labor markets are changing, new branches of services are emerging, new vocational professions are created in the field of Internet information services and advanced data processing in information systems.
People are increasingly changing their jobs and profession. A small part of the society throughout their lives work in one company, in one profession, in one area of ​​the host activity, in one profession. People are increasingly moving towards faster and faster changing national economies, changing jobs, businesses, cities, etc.
Therefore, people have to retrain and become more and more educated. Increasingly, adults use training and post-graduate studies to obtain a new profession, a new profession and a new interesting job.
On the other hand, universities and schools of continuing education and vocational education adapt their educational offers to the changing labor market, to the changing demand of employees employed in specific companies, at specific positions. Universities and schools, observing the rapid development of Internet information services, create study and training offers conducted via the Internet in the e-learning system. It is a convenient form of training for people primarily adults, working and often living outside a large urban agglomeration, in another city, town, village, etc., than a university city.
Do you agree with my opinion?
In view of the above, I am asking you the following question:
What are the determinants of the development of vocational education, training of people working professionally and e-learning?
Please reply
I invite you to discussion and scientific cooperation
Best wishes
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Dear Debra,
Thank you very much for your contribution to our discussion. You pointed out important issues regarding Education 4.0. Yes, the SARS-CoV-2 (Covid-19) coronavirus pandemic has greatly influenced the development of Education 4.0. Thanks for the link to your publication on the subject: Infusing Education 4.0. Characteristics in TVET Delivery: Responding to Industry 4.0. in a Higher Education Caribbean Context.
Thank you very much,
Best regards,
Dariusz Prokopowicz
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The purpose is to formulate a common research project or to plan writing research papers together, in my sabatical leave (September 2013 to February 2014).
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Well done! That is a good idea.
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Which factors affect integrated internal marketing mix? (These items or else. Please confirm the accuracy.)
-Product
-Price
-Communication
-Place
-Recruitment Practices
-Training & Development
-Reward/Motivation Systems
-Top Management Participation/Support
-Market Segmentation
-Market Orientation
..............
.......
...
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Krishnan Umachandran Thank you for your ideas and sharing your work.
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Can ESP teachers' training and developement be considered as one of the motivation elements in learning English for Academic or occupational purposes more particularly in non-native English speaking countries?
How can needs analysis identification in ESP impact learners interests in learning English for Special purposes?
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the ESP teaching is intended to develop language learning skills and structural knowledge of English under the promise of interest in content of the ESP language subject .selecting appropriate teaching materials can help to raise learner‟s motivation and keep them stimulating .Strevens (1988), an ESP specialist, gives four implications for higher motivation in ESP courses:
 Being focused on the learners‟ needs, they waste no time 
They are relevant to learners 
They are successful in imparting learning 
They are more cost-effective than General English courses.
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Dear friends
Can any one provide the follwoing paper and scale to me
Wallach, E. (1983), ``Individuals and organization: the cultural match'', Training and Development Journal, Vol. 12, pp. 28-36.
Regards
Rajwinder
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Hi Rajwinder
I did a search and most authors who have used the scale (index) did not list it. But look at this paper which is freely available on the web and you will see the 24 items on in the scale listed in page 414.
Hope this helps.
All the Best.
Nii
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Hallo we are a group of farmers, butcher, veterinarians and research people - and our project is "slaughtering without transporation of the living animal" here in Germany, Hessen, Kassel. We are in train to develop a mobile part of a slaughterhouse to do the first steps on the farm (fixation, stunning, bleeding). We would like to come into exchange with you.
A student, is working on the time between stunning and bleeding 60s and would like to have access to your phD.
My contact is: afk@agrar-regional-buero.de or +49-561-27 224
best wishes
Andrea
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Dear Faru Andrea Fink-Kessler, Unfortunately, I have not had time to answer your question. Your project about Slaughter without transportation is interesting. You can write with me at the following E.Mail address shehadeh.kaskous @ yahoo.de
Best regards
shehadeh kaskous
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How to measure after training, the development of leaders to attend emergency situations in the industry? articles, study in this area.
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I do agree with Kah Huo Leong that Post mortem technique is very relevant. I remember that I used this technique during an Action Research project I was involved with to identify the things we did right, so that we can remember to try them again in similar situation. Also, it is very helpful to note the things that should have been done differently, so that we can refine our techniques in the future. Please see the link below for more information on how to make your self familiar with bthis technique: http://www.cs.pomona.edu/classes/cs181f/supp/postmortem.html
All the very best.
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What is the impact of training and development on employee performance? The research question demands specifying the measurements of employee performance, among others. Could you please advise me resources on this issue?
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Dear researcher,
Ypu cam find many interesting articles related to this topic in the International Journal of Human Resources Development and Management (http://www.inderscience.com/jhome.php?jcode=ijhrdm).
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I'm working as an intern in the department training and development of a firm. Sometimes the trainees here are characterized by a bad, toxic attitude. Which tools, methods and models are useful in this context? 
(emphasis on detecting toxic attitudes as a basis for intervention later in time)
Satisfaction with the job and (organizational/job) commitment are important variables that influence and are influenced by job attitudes. There seems to be  conceptual confusion as to what constitutes job attitudes and what not. (some authors interpret job satisfaction/commitment as job/work attitudes)
Concerning toxic attitudes at work: mainly withdrawal and turnover intention have been identified in the literature as toxic job-related attitudes.  Although intuitively, there seems to be much more than just these two.
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@ Teresa Hand-Campbell
Thanks!  I've been reading into these US military articles on toxic leadership and must say it's very interesting and relevant.
I can recommend to others the following articles:
 Antecedents and consequences of toxic leadership in the U.S Army
 Effect of toxic leadership
 Breaking the toxic leadership paradigm in the U.S Army
 Developing and validation of the toxic leadership scale
Especially the toxic behavior typology and the TLS (toxic leadership scale) can be of practical value!
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I want to determine if teachers using technology in the classroom have a leadership  style of a transformational leadership. If so, should administrators incorporate such training to develop this type of leader?
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Hi Dawn,
One way in which you could go about your research is through using the Multifactor Leadership Questionnaire (MLQ).  This useful scale allows the participant to rate themselves on aspects of leadership that address the full range model of leadership (e.g. transformational, transactional, and laissez-faire).  In other words, once scored the MLQ provides a quantitative measure of a participant's leadership style.  
In this way, the MLQ could provide you the means to identify teachers with transformational leadership qualities, and another instrument could be used to measure willingness to use technology?
Best of luck.
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Would expanding the levels of flexibility for movements of talent between firms and within firms result in a positive productivity impact (refer section 1, page 5 on Policy Document attached). On a scale of Very Low, Low, Neither Low nor High, High, Very High, what productivity impact would most likely be the result ? Are there empirical data to support your assertion ?
Policy perspectives aimed in favour of unshackling SME’s of unnecessary strictures and empowering SME's to achieve talent-driven, outwardly-focused global competitiveness should  feature flexibility to respond to market dynamism.
Flexibility covers a wide range of issues including:
a)     Labour force training should be flexible in its delivery and not be rigidly tied to historical sectors and industries.  Training content and packages should rather be dynamically adjustable and malleable to suit emergence of new sectors and industries.  Responsive repackaging should be a key feature
b)    The picking of winners and locking in / redirecting training resources to those ends is to be discouraged.  The identification of areas of comparative advantage and repurposing  training resources to those ends is also to be discouraged.  Preference is for flexibility to be able to match market demands.  Where appropriate, then time-limited Tax Incentives may be dynamically deployed to encourage training in emergent new sectors.  However, there is a danger of having these incentives becoming institutionalised and remaining on the books way past their useful and value-enhancing period.  Constant policy and legislative re-calibration would therefore be required.
c)     Certification and training of the labour force should seek to produce an outcome where human talent is flexible and have the trained / certified individual be imbued with the capacity and capability to respond in a dynamic way to the varying job opportunities that will emerge over their lifelong working cycle.
d)    Hire and Fire practices should be reviewed to eliminate rigidity and so adjusted to build in higher levels of flexibility in order to
(1) allow for easy and smooth movement of talent dynamically between firms and sectors, reducing stickiness and enhancing responsiveness as market demands change;
(2) allow for smooth movement within firms.  As staff transition through their individual life cycles, job cycles and task cycles, Personal Productivity Performance changes and impacts their work output.; in some cases, upwardly and in some cases, downwardly.  As individuals yearn for differing work-life balance states, then the SME firm needs an ability to flexibly treat with these employee desires in order to retain talent, or attract talent.   Both individuals and firms need the capability and flexibility to adjust the form of engagement in order to align to these changing conditions.  Where, on the other hand, the firm faces declines due to market conditions they will need flexibility to change talent engagement from one form to another (eg from flat-fee compensation base to a performance-fee base). Further, as the skillset of the talent becomes mismatched with market needs, then flexibility will be needed to enable enhanced responsiveness through training and development but also through job and task modifications.  Rules for engagement, disengagement and modification of engagement would need to support innovativeness, productivity and competitiveness.
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It depends (as a favourite answer of the economists)...
Rostislav Kapelyushnikov, Andrei Kuznetsov, Olga Kuznetsova, (2011),"Diversity within capitalism: the Russian labour market model", Employee Relations, 33(4): 395 - 412.
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my research topic is impact of human capital on project success.....My dependent variable is project success and independent are training and development, trust, teamwork, human capital and employee participation.My supervisor asked me to run CFA....My all variables are observed bt employee participation is unobserved....I don't know how to run CFA on the data?
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Besides above , here is beneficial book for you:
Byrne, B. M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge.
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I working on the construction of a model to define a training management systems for a simulation train. My question is about how obtain the expertise of train drivers. Thanks for yours suggestions.
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From an academic perspective, the expert in expertise is K. A. Ericsson.  He has a complete Cambridge Handbook on the topic:
Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (Eds.). (2006). The Cambridge handbook of expertise and expert performance. Cambridge University Press.
In it you will find the formal definition of expertise as based on deliberate practice which differentiates expertise from more general experience. From the literature, there are five such requirements of practice, each necessary, and combined all sufficient to qualify as the deliberate practice upon which lies the foundation of expertise. These include:
1. A greater objective that motivates performance improvement. This requirement is critical because deliberate practice in itself is not inherently motivating (Ericsson et al., 1993a). As such, individuals must identify some larger instrumental objective for their practice in order to motivate themselves to engage in it, day in and day out. 
2. The tasks to be practiced must be understandable after brief instruction. More complex tasks must be decomposed into component pieces in order to be completely understood so that the patterns which enable rapid and accurate recall of the solution, or application of the solution to a new problem can be properly organized and stored (Ericsson et al., 1993a). 
3. Individuals should receive immediate feedback on performance (Trowbridge & Cason, 1932). Feedback is critical, because people experiment with new methods and refine existing methods when presented with negative feedback (Chase & Ericsson, 1981) (VanLehn, 1991), a process that continuously upgrades the sophisticated pattern recognition and matching systems that are developed by experts.
4. Repeatedly perform the same or similar tasks. This requirement returns us to where we started, which is that practice does make perfect. But practice, and especially deliberate practice requires time, energy and focus. The dedication and motivation to repeatedly perform the same task is one of the key distinctions that separates experts from people with mere experience (Ericsson et al., 1993a). 
5. The design of the task must account for knowledge and limitations of the individual. A pitcher that performs well against right-handed batters, but not against left-handers must practice deliberately practice pitching to left-handed batters in order to advance to an expert level where he can perform well against any comer. While design of deliberate practice tasks are ideally facilitated by an instructor (Baltes & Kliegl, 1992), the literature is quick to point out that the alternative of self-directed learning activities can be equally powerful for individuals with the creativity to develop new challenges for themselves and the discipline to overcome them (Glaser & Bassok, 1989) (Wagner, 1991). As novices navigate the trajectory toward expertise, finding existing challenging lessons or knowledgeable instructors becomes increasingly difficult, and Glaser (1996) highlights how this transition is often accompanied by an individual’s increasing control over their own learning.
Practice under these five characteristics can be described as “deliberate practice”, and increases performance within a domain (Gibson, 1969) (Ericsson et al., 1993a). But it takes time. Research in the area has converged on the “10-year rule” (Chase & Simon, 1973). While not hard and fast, the “10-year rule” suggests that it takes a minimum of 10 years of deliberate practice for a novice to ascend to the rank of expert.  
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I am working on a conceptual model (three independent variables as Organizational development, career development and training & development) and the dependent variable is 'Change Agent'. I have asked questions 5 questions on each of independent variables but for dependent variable I didn't ask any question. Now I wanted to know is there any possibility to estimate the model using the responses of independent variables only (by using AMOS)?
Note: If anybody has any relevant research paper in this regard then do share kindly.
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Read this manuscript. Chapter 3 from my book on Structural Equation Modeling using Amos.
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I will prefer the recommendations in HR perspective including the references. 
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I am sending some references of  papers you really should see. Hope you'll find it useful...
Vidal-Salazar, M., Hurtado-Torres, N., & Matías-Reche, F. (2012). Training as a Generator of Employee Capabilities. The International Journal of Human Resource Management, 23(13), pp. 2680-2697.
Ubeda-García, M., Marco-Lajara, D., Sabater-Sempere, V., & García-Lillo, F. (2013). Does Training Influence Organizational Performance? Analysis of the Spanish Hotel Sector. European Journal of Training and Development, 37(4), pp. 380-413. doi:DOI 10.1108/03090591311319780
Tannenbaum, S., & Yukl, G. (1992). Training and Development in Work Organizations. Annual Review of Psychology, 43, pp. 399-441.
Storey, D. (2004). Exploring the Link among Small Firms between Management Training and Firm Performance: A Comparison Between the UK and Other OECD Countries. International Journal of Human Resource Management, 15(1), pp. 122-130.
Salas, E., & Cannon-Bowers, J. (2001). The Science of Training: A Decade of Progress. Annual Review of Psychology, 52, pp. 471-499.
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations: What Matters in Practice. Psychological Science in the Public Interest, 13(2), pp. 74-101. doi:10.1177/1529100612436661
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I want to know how the organization used a training and development programs and what it effect to the organization as a feedback of this program.
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For delivering the customer expectations, it is essential that employees have the requisite skills to perform the job assigned to them as per the job description. Just theoretical knowledge is not enough. Employees need to have the skills to do their jobs, i.e. technical, analytical and people skills. this necessitates requisite training by trained and competent professionals. Training helps people to improve their competencies, and is necessary for doing still  better on the job in present and future.  Good training received also leads to better performance appraisal, which leads to employee satisfaction, and even engagement. A well trained person goes up high in his own esteem, and derives better job satisfaction from his work. Often, skills become obsolete also due to the emergence of new technology, which changes fast in some industries. So, employees need to update their skills to cope with the new challenges. trining helps in the requisite updation of skills.
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Are cross-sectional studies carried out at a single point in time or in a relatively short time frame? In your opinion, does data collection over a period of five years fit with the characteristics of a cross-sectional study? Can you indicate some bibliographic resources indicating the maximum time frame for a cross-sectional data collection?
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Cross-sectional studies are non-experimental, descriptive research that is carried out at a single point in time and data are collected once, by surveys and questionnaires (Shanahan, 2010; Salkind, 2010). These studies are simple and inexpensive to conduct, but do not show how respondents change over time; additionally, causation cannot be inferred (Salkind, 2010). A longitudinal study would show changes over time. The cross-sectional sequential design is one in which sampling is carried out among different groups from each time data are collected. According to Salkind (2010), “cross-sectional sequential designs do not repeat observations on the same people from the cohort; rather, different groups are examined from one testing time to the next.” (p. 6).
So, if, for example, you collect data for a year for the purpose of comparing changes, then the study is longitudinal. On the other hand, if you collect data over a length of time (say 1 month, 1 year or more, etc) and if the intent is to explore a variable such as participants’ reaction to something and not changes in participants’ reactions - then the study would be considered primarily cross-sectional and, in particular, sequential cross-sectional.
Ref.:
Salkind, N. (2010). Cross-sectional design. In N. Salkind (Ed.), Encyclopedia of research design. (pp. 314-315). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.library.capella.edu/10.4135/9781412961288.n96
Shanahan, M. (2010). Cross-sectional design. In A. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research. (pp. 268-269). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.library.capella.edu/10.4135/9781412957397.n99
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Often, managers have the impression that research by academics is of no use for them as their problems and the real world is very different from that envisaged in research. On the other hand, some believe that managers need to understand the latest theories to manage with greater impact. Any observations in this regard?
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I would say yes, the more researches you read, the latest techniques you can use and the better results you may achieve.
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There are many ways of explaining the complexities of the concepts to students; story-telling is one of them. But the teller must keep certain points in mind while selecting a story and narrating it so to illustrate her/his formulations. For example, it should not be too long or complex. I was wondering what all is needed to make our story as a very attractive medium of teaching and learning in higher education.
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Dear Dr. Sani:
The novelist Miguel de Cervantes, one of the world´s best storytellers, distinguished two types of stories: those attractive for their content and those whose beauty lies in the way of narrating. In higher education, a deductive structure is recommendable: state a general principle, and illustrate it with concrete examples. Those examples can often (though not always) take the form of brief stories. In such stories, the content must be 100% relevant to the general idea being illustrated, and the mode of narrating must be memorable, tasteful, orderly, and even humorous.
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Today, management students expect the teacher to entertain them by becoming trainers, storytellers, and entertainers. I do not know if that is happening in other disciplines as well.
i believe, management education focuses on building analytical skills for analyzing problems holistically so that correct decisions can be taken in view of the various dimensions of the problem concerned. Management education therefore has to be distinguished from training; the latter focuses on developing mainly execution skills. If the students have strong foundations of management education, they can learn execution skills more fully. Therefore, it is risky to make business schools just training grounds. Some percentage of training approach could be OK, but we must guard against complete skill focus approach. That would produce poor analyzers.
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A healthy blend of theoretical material and practical skills can go a long way. Management education is certainly very helpful, since it provides you with the tools to tackle real situations, understand them, and identify courses of action. In addition to that, practical cases can help put into practice the theoretical background acquired through education.
This blend of management education and management practice will develop over time and lead to effectvie action. Action that is both subjective and objective, since Management is both an art and a science.