Your search found 2631 results.

Descriptors:
On the Job Training; Educational Research; Human Capital; Economic Research; Transfer of Training; Productivity; Economics; Interdisciplinary Approach

Abstract:
Although the transfer of on-the-job training to the workplace belongs to the realm of educational research, it is also highly related to labour economics. In the economic literature, the transfer of training is based on the theoretical framework of human capital theory and has been extensively analysed empirically in econometric studies that take account of unobserved heterogeneity of workers and the selectivity in training participation. The aim of this paper is to give an overview of the underlying theoretical paradigm in economics, and the challenges faced in empirical research. The economic literature finds that participation in training is beneficial for both the participating workers and their employers, although there is also evidence that selectivity of workers matters. Despite this progress in the economic literature, the underlying processes through which training leads to a higher productivity remain unclear. We argue that this "black box" offers opportunities for multi-disciplinary research projects on the transfer of training that relate the perspectives of educational and economic research. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Social Psychology; Job Skills; Transfer of Training; Educational Research; Behavior Change; On the Job Training

Abstract:
The article deals with the question under which conditions people change their behavior through vocational trainings or not. Following the demand of more theory-driven investigations in transfer research (Blume, Ford, Baldwin, & Huang, 2010) we wish to add the perspective of social psychology. We therefore illustrate how well-known concepts from social psychology hold untapped potential to improve transfer research by explaining the underlying mechanisms of factors that support (or hinder) the transfer of newly trained behavior and skills on the job. In choosing social psychological theories that have so far only scarcely been considered with regard to explaining training transfer we combine them with well known concepts in transfer research. We give furthermore hints for implications and tools to foster transfer in practice. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Employment Level; On the Job Training; Foreign Countries; Feedback (Response); Incidence; Employment Potential; Human Capital; Older Workers

Abstract:
This paper investigates whether on-the-job training has an effect on the employability of workers. Using data from the Netherlands we disentangle the true effect of training incidence from the spurious one determined by unobserved individual heterogeneity. We also take into account that there might be feedback from shocks in the employment status to future propensity of receiving firm-provided training. We find that firm-provided training significantly increases future employment prospects. This also holds for older workers, suggesting that firm-provided training may be an important instrument to retain older workers at work. (Contains 15 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Speech Language Pathology; Allied Health Personnel; Genetics; Knowledge Level; Self Esteem; Attitudes; Genetic Disorders; Communication Disorders; Information Sources; Work Experience; On the Job Training; Independent Study; Newspapers; Periodicals; Client Characteristics (Human Services); Children

Abstract:
The purpose of this study was to determine (a) the general knowledge bases demonstrated by school-based speech-language pathologists (SLPs) in the area of genetics, (b) the confidence levels of SLPs in providing services to children and their families with genetic disorders/syndromes, (c) the attitudes of SLPs regarding genetics and communication disorders, (d) the primary sources used by SLPs to learn about genetic disorders/syndromes, and (e) the association between general knowledge, confidence, attitudes, the number of years of experience working as an SLP, and the number of children currently provided services with genetic disorders/syndromes on SLPs' caseloads. Survey data from a nationwide sample of 533 SLPs was analyzed. Results showed SLPs earned a median knowledge score about genetics of 66% correct responses. Their mean confidence and attitude ratings were in the "unsure" categories while they reported they learned about genetics from three main sources, (a) self-study via web and internet-based searches, (b) on-the-job training and (c) popular press magazines and newspapers. Analyses revealed that Confidence summary scores, Attitude Summary scores, the number of children with genetic disorders/syndromes on SLPs' caseloads are positively associated with the ratings of participants with the highest Knowledge scores. Learning outcomes: Readers will be able to (a) explain the important links between developmental and communication disabilities and genetics, (b) describe the associations between knowledge about genetics and confidence, attitudes, and the number of children with genetic disorders/syndromes on their caseloads, and (c) outline the clinical and theoretical implications of the results from this study. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Robotics; Social Change; Computer Attitudes; Influence of Technology; Technological Advancement; Science and Society; Automation; Futures (of Society); Semiskilled Workers; On the Job Training; Unskilled Workers; Interpersonal Competence; Economic Development

Abstract:
Everyone has an opinion about technology. Depending on whom you ask, it will either: a) Liberate us from the drudgery of everyday life, rescue us from disease and hardship, and enable the unimagined flourishing of human civilization; or b) Take away our jobs, leave us broke, purposeless, and miserable, and cause civilization as we know it to collapse. The first strand of thinking reflects "techno-utopianism"--the conviction that technology paves a clear and unyielding path to progress and the good life. The technology critic Evgeny Morozov dubs today's brand of technology utopianism "solutionism," a deep, insidious kind of technological determinism in which issues can be minimized by supposed technological fixes. On the other side stand the growing ranks of "techno-pessimists." Some say that technology's influence is greatly overstated, seeing instead a petering out of innovation and its productive forces. Another techno-dystopian strand sees the "rise of the robots" as a threat not just to blue-collar jobs but also to knowledge work. The author argues that automation will engender neither utopia nor dystopia, but humans alone are responsible for our society's economic future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Goal Orientation; Feedback (Response); Control Groups; Experimental Groups; Labor Force Development; Work Environment; Transfer of Training; Trainees; Job Training; On the Job Training; Quasiexperimental Design; Employees; Performance Based Assessment

Abstract:
Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi-experimental between-groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance-based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance-based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Social Work; Caseworkers; Scientific Attitudes; Social Sciences; Social Change; Interdisciplinary Approach; On the Job Training; Staff Development; Teamwork; Cooperation; Intellectual Disciplines; Professional Identity; Professional Education; Neuropsychology; Science and Society; Research Methodology

Abstract:
Shifts in the ways that science is being undertaken and marshaled toward social change argue for a new kind of professional competence. Taking the view that the science of social work is centrally about the relationship of research to social impact, the authors extend Fong's focus on transdisciplinary and translational approaches to science, illustrating ways that national and international priorities are exerting enormous influence in structures for and expectations of science relevant to social work. The authors also emphasize the growing centrality of transformational research, focusing in particular on the interdependence of education and impact. The intent is to stimulate reflectiveness regarding social work's preparedness to support and indeed amplify a robust culture of high impact science, including more confident, clearly articulated roles and skills in this contemporary scientific landscape. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Trainers; Intention; Electronic Learning; Learning Experience; School Community Relationship; On the Job Training; Student Attitudes; Computer Attitudes; Measures (Individuals); Validity; Models; Predictor Variables; Organizational Culture; Employee Attitudes; Questionnaires

Abstract:
Several models have been proposed in the literature to understand e-learning acceptance in which social environmental factors are not primarily addressed. This paper aims to improve understanding of what social forces influence employee's attitude and intention of e-learning adoption within an organizational context. Drawing upon the institutional theory, this study proposes a model to examine three social environmental factors of coercive, normative and mimetic pressures within the e-learning context. An empirical study involving 172 subjects and the partial least square method was conducted to test this model. The results indicate that normative and mimetic pressures significantly influence the attitude and intention of adopting e-learning, while coercive pressures appear not to. Attitude plays a mediating role between both normative and mimetic institutional pressures and e-learning adoption. For organizations, the results suggest that training managers may need to build an e-learning community to create normative expectations and provide success stories of high profiles employee's e-learning experience to promote the adoption of their e-learning. The paper contributes to a deeper understanding of the social factors that promote the use of e-learning in on-job training. (Contains 4 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (401K) |  More Info:
Help Find in a Library

Descriptors:
Instructional Design; Professional Personnel; Interviews; Theory Practice Relationship; Influences; Professional Development; Professional Education; Preferences; Personnel Selection; Informal Education; On the Job Training

Abstract:
The purpose of this exploratory study was to make better connections between what is professed in instructional design degree programs and what happens in the workplace. Findings from the study of how three corporate instructional designers navigated and made sense of their daily practice included the factors that mostly influence their instructional design (ID) decisions, their perspectives on ID theories and models, how they compensated for any deficits in their knowledge or skills, and their hiring preferences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Human Services; On the Job Training; Multidimensional Scaling; Multivariate Analysis; Urban Areas; Employment Experience; Indigenous Populations; Prior Learning; Employees; Foreign Countries; Educational Experience; Cultural Background; Experience; Barriers; Equal Opportunities (Jobs); Adult Education

Abstract:
The purpose of the present study was to explore the prior educational and employment experiences of staff members in urban Aboriginal human services agencies. A total of 44 individuals employed by one of three community sites within one Canadian inner city generated 85 unique responses to the question: "What were your employment and education experiences before you got this job?" Multidimensional scaling and cluster analysis of independent grouping of the responses by 16 participants revealed five underlying themes: formal education, helping others, holder of cultural knowledge, life experiences, and on-the-job training. These results were compared and contrasted with the available literature. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website