Exploring trainers’ engaging instructional practices: a collective case study

Effectiveness of a health education program for people with dementia and their family caregivers: An intervention by nurse practitioners

PURPOSE

This study assesses the effectiveness of a health education program on caregiving outcomes for people with dementia and their families.

METHODS

This quasi-experimental study involved 250 people with dementia and their family caregivers. Behavioral problems in people with dementia were assessed using the Chinese version of the Cohen-Mansfield Agitation Inventory-community form. Family caregiver outcomes were measured using the Agitation Management Self-Efficacy Scale, Caregiver Preparedness Scale, Competence Scale, and Community Resource Awareness and Utilization Assessment.

RESULTS

Following the intervention, the experimental group demonstrated significant improvements in terms of self-efficacy, preparedness, competence, and awareness and utilization of community resources among family caregivers. Additionally, the experimental group exhibited lower levels of behavioral problems among people with dementia.

CONCLUSIONS

This study helped improve caregiving outcomes for people with dementia and their family caregivers. Therefore, outpatient healthcare providers can utilize these findings to enhance care for this population.

Trainees’ aversions of employee training programs

Purpose

Training evaluation is an important part of training programs and evaluating the reactions of trainees is of immense value, but there are few studies on this level of evaluation, as it is a neglected area of research. More so, when trainee reactions to training are poor, human resource managers together with learning and development professionals are able to improve on training programs. Nonetheless, no study has focussed on the aversions of trainees to training, and so this study aims to investigate the aversions of trainees regarding employee training.

Design/methodology/approach

This study uses the exploratory research design and obtains data from trainees in an online survey using an open-ended question. Thematic text analyses of the statements of 118 respondents are performed using a two-level coding process.

Findings

A total of 15 first-level codes are identified from the texts and categorized into five second-level codes. Further analyses culminate in the identification of two broad themes; trainers’ presentation aversions and organization of training aversions.

Practical implications

Attention must be given to the aversions of trainees in the training evaluation literature. This is because of the considerable amount of information that can be generated and based on that, identify the weaknesses inherent in employee training programs and ultimately improve this critical human resource function within organizations. In attending to the trainee aversions, the least and most reported should be resolved holistically for training objectives to be achieved.

Originality/value

Trainee reaction studies are scarce in the training literature. In addition, most of the existing trainee reaction studies focus on satisfaction while using closed-ended questionnaires. To the best of the authors’ knowledge, this is the first study that focuses on the aversions of trainees and which uses an open-ended question.

Making safety training stickier: A richer model of safety training engagement and transfer

INTRODUCTION

Compared to other types of occupational training, safety training suffers from several unique challenges that potentially impair the engagement of learners and their subsequent application or "transfer" of knowledge and skills upon returning to the job. However, existing research on safety training tends to focus on specific factors in isolation, such as design features and social support. The aim of this research is to develop an overarching theoretical framework that integrates factors contributing to training engagement and transfer.

METHOD

We conducted a comprehensive qualitative review of safety training research that was published between 2010 and 2020. We searched Web of Science, Scopus, and Google Scholar, yielding 147 articles, and 38 were included. We content analyzed article summaries to arrive at core themes and combined them with contemporary models of general occupational training to develop a rich model of safety training engagement and transfer.

RESULTS

We propose that training engagement is a combination of pre-training factors such as individual, organizational, and contextual factors, that interact with design and delivery factors. Safety training engagement is conceptualized as a three-component psychological state: affective, cognitive, and behavioral. Organizations should prioritize pre-training readiness modules to address existing attitudes and beliefs, optimize the safety training transfer climate, and critically reflect on their strategy to design and deliver safety training so that engagement is maximized.

CONCLUSIONS

There are practical factors that organizations can use before training (e.g., tailoring training to employees' characteristics), during training (e.g., ensuring trainer credibility and use of adult learning principles), and after training (e.g., integrating learned concepts into systems). Practical Applications: For safety training to 'stick,' workers should be affectively, cognitively, and behaviorally engaged in learning, which will result in new knowledge and skills, improvements in attitudes, and new safety behaviors in the workplace. To enable engagement, practitioners must apply adult learning principles, make the training relevant, and tailor the training to the job and individual needs. After training, ensure concepts are embedded and aligned with existing systems and routines to promote transfer.

Entwicklung und Erprobung eines Kurzfragebogens zur Beurteilung von Trainer/innenkompetenzen in beruflichen Weiterbildungsmaßnahmen

In diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird ein mehrdimensionaler und zeitlich effizienter Kurzfragebogen zur Beurteilung von Trainer/innenkompetenzen in beruflichen Weiterbildungsmaßnahmen vorgestellt und in drei Studien mit einer Gesamtstichprobe von N = 872 Berufstätigen psychometrisch überprüft. Konfirmatorische Faktorenanalysen bestätigen die postulierte mehrdimensionale Faktorenstruktur (Methoden‑, Fach‑, Sozial- und Selbstkompetenz). Erste Hinweise auf die Kriteriumsvalidität des Fragebogens werden durch Analysen des Zusammenhangs mit Erfolgsmaßen (Zufriedenheit mit dem/der Trainer/in und mit der Weiterbildungsmaßnahme, wahrgenommener Transfer in den Arbeitsalltag) ermittelt. Theoretische und praktische Implikationen für den Einsatz in Unternehmen werden aufgezeigt.

Stimulating employee learning: the confluence of case-based and self-regulated learning

Purpose

The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use.

Design/methodology/approach

The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees.

Findings

The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning.

Practical implications

Presented in the paper is a complete model of case-based instruction for practitioner use and refinement.

Originality/value

Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition.

Augmenting training–learning experience by design: a conceptual framework

Purpose

The purpose of this paper is to explore the possibility of designing training sessions on the basis of a dramatic structure and inclusion of contextual narrative for facilitating transfer of learning. The role of stimulating curiosity in this process has also been scanned under the lens of neurobiological insights.

Design/methodology/approach

The paper theoretically develops a framework through an integrative literature review to examine the prospect of enhanced learner engagement through structure, narrative and some interdisciplinary theories, namely, the gap theory of curiosity and the peak end theory.

Findings

A contextual story-based training method designed on the basis of a dramatic plot structure can leverage on the learners’ emotions for engaging learning sessions and retention of content. Such design offers potential to improvise and strengthen the overall training module design and delivery mechanism. The outcome is seen through enhanced peak moments of curiosity and satisfaction, thus enriching the overall training–learning process.

Research limitations/implications

The study is theory based and non-empirical which does not give it a ground to make generalised statements and conclusions. This factor, however, paves the way for future research in the allied areas such as empirical testing of the framework by identifying and testing the variables and other contextual and causal factors.

Practical implications

The suggested framework has practical implications for Learning and Development managers as well as academies. The conceptual framework provided in this work can lend some unique insights towards strengthening the training–learning process.

Originality/value

Although the concept of using stories for training is not new, this study contributes by proposing a new theoretical framework that examines together the elements of sound dramatic structure and a story-based training method. Such a design, conceived by taking into account an understanding of the working mind, can influence the overall experience of achieving positive training–learning results.

Connecting theory and practice: reviewing six learning theories to inform online instruction

Purpose

The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction.

Design/methodology/approach

The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article.

Findings

The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments.

Research limitations/implications

Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations.

Practical implications

This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction.

Originality/value

This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.

Case-based modeling: fostering expertise development and small group learning

Purpose

This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of integrative pedagogy aimed at expertise development and is an extension of other instructional approaches, namely, problem-based learning (PBL) and case-based learning (CBL).

Design/methodology/approach

The design of the paper contains several integrated components to include: an explanation of the needs and characteristics of the adult learner, comparisons of CBM with both PBL and CBL, a complete theory grounding of the method, a detailed expression of the entire CBM method (phases and steps) for explanation and replication purposes, linkages of CBM with performance, and an empirical test of the CBM method with a sample of employees.

Findings

First, the CBM method is an extension of the well-researched methods of CBL and PBL. The script preparation and implementation phases of CBM easily could be appended to either CBL or PBL. Second, the empirical test of the CBM method demonstrates that it may be a positive, efficient tool for education/training with employees, although no significant differences were found in work performance comparisons of CBM-trained employees with traditionally trained employees.

Research limitations/implications

The empirical examination has some limitations to include: relatively small sample sizes, lack of demonstration of clear linkage between measures of training performance and measures of job performance, and variations in working conditions of participants.

Originality/value

The CBM approach offers to HR practitioners and persons involved with training an efficient yet comprehensive method. The method makes use of script development for the implementation of various interventions, which stimulate performance improvement and development of expertise.

Engaging instructional design and instructor role in online learning environment

Purpose

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings.

Design/methodology/approach

This paper carries out a narrative literature review.

Findings

Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners.

Research limitations/implications

Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction.

Practical implications

This review offers strategies for improved online instructional design to achieve learning engagement.

Originality/value

This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature

Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick's return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants' role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education.

Adult learning theories: implications for online instruction

Purpose

This paper analyzes critically four selected learning theories and their role in online instruction for adults.

Design/methodology/approach

A literature review was conducted to analyze the theories.

Findings

The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning.

Research limitations/implications

Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning.

Practical implications

This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement.

Originality/value

This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.