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Artículos de revistas sobre el tema "Training workplace"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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1

Wenzelmann, Felix, Samuel Muehlemann y Harald Pfeifer. "The costs of recruiting apprentices: Evidence from German workplace-level data". German Journal of Human Resource Management: Zeitschrift für Personalforschung 31, n.º 2 (16 de enero de 2017): 108–31. http://dx.doi.org/10.1177/2397002216683863.

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In this article, we use workplace-level data to analyse the costs of filling an apprenticeship vacancy in Germany. We find that such recruitment costs amount on average to €600 per hire (almost one month’s pay of an apprentice or approximately 1–2 % of a workplace’s training expenditures), but costs are heterogeneous across workplaces and vary strongly by training occupation. Our results suggest that a high degree of competition among training workplaces in the region is associated with an increase in recruitment costs. Furthermore, we find that workplaces with a works council or an investment-oriented training strategy incur higher recruitment costs. Our results are important in light of the increasing competition for talented school leavers induced by demographic change.

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2

Whaley, Jennifer. "Workplace Violence Training". AJN, American Journal of Nursing 119, n.º 2 (febrero de 2019): 10. http://dx.doi.org/10.1097/01.naj.0000553184.05202.81.

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Coward, Kelly. "Workplace Violence Training". AJN, American Journal of Nursing 119, n.º 2 (febrero de 2019): 10. http://dx.doi.org/10.1097/01.naj.0000553185.12825.fd.

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Brunetti, Irene y Lorenzo Corsini. "Workplace training programs". Education + Training 59, n.º 1 (9 de enero de 2017): 31–46. http://dx.doi.org/10.1108/et-09-2014-0104.

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Purpose The purpose of this paper is to analyse the effect of an Italian training program on the re-employment probability of young unemployed workers. The program consists exclusively of workplace training and is coordinated by employment centers, even if it is fully implemented by firms. Design/methodology/approach The authors develop a discrete duration analysis. In particular, the authors compare the re-employment process of individuals that just finished their workplace training program with individuals that just ended their job. The authors specifically take into account the issue of self-selection adopting the propensity score matching estimation. Findings The results suggest that this workplace training program improves only the immediate re-employability of trained workers, failing to bestow them with durable human capital improvements. These results appear to be robust to spurious duration dependence and to self-selection. The analysis focuses on unobserved heterogeneity and, accounting for it, the authors show that the training implementation is useful to divide “good” trainees (in terms of unobserved heterogeneity) from “bad” ones. Social implications Therefore, the authors suggest that firms are exploiting training as a screening device and that the implemented program is successful in easing the connection between workers and firms, but it fails to provide a durable improvement in skills and in re-employment prospects. Originality/value The evaluation of this program is important because it focus specifically on the workplace component of training, whereas previous analyses focused on generic training, because it evaluates a program targeting youth unemployment which is one the most urgent economic issues and because it helps in understanding the actual processes adopted by firms when implementing workplace training.

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Darrah, Charles. "Workplace Training, Workplace Learning: A Case Study". Human Organization 54, n.º 1 (marzo de 1995): 31–41. http://dx.doi.org/10.17730/humo.54.1.b157846883363978.

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Zeytinoglu, Isik U. y Gordon B. Cooke. "On-the-Job Training in Canada: Associations with Information Technology, Innovation and Competition". Journal of Industrial Relations 51, n.º 1 (febrero de 2009): 95–112. http://dx.doi.org/10.1177/0022185608099667.

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This article focuses on the associations between on-the-job training and new information technology, innovation introduced in the workplace, and competition experienced by the workplace. The study uses Statistics Canada's 2001 Workplace and Employee Survey, a Canada-wide survey of employers and employees. Only about a third of Canadian workers receive on-the-job training. Multivariate results show that innovation introduced in the workplace is significantly associated with providing on-the-job training. To a lesser extent, implementing new information technology and experiencing competition are also positively associated with on-the-job training. Economic growth and prosperity as well as inclusion and equality can be achieved by providing opportunities for workers to learn and develop their skills and abilities. We recommend governments to support workplaces and workers in their initiatives for the broader-focused on-the-job training since it is a social good that will benefit the society as well as the workers and their workplaces.

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7

Wallace, Michelle. "Women and workplace training". Women's Studies International Forum 24, n.º 3-4 (mayo de 2001): 433–44. http://dx.doi.org/10.1016/s0277-5395(01)00169-8.

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&NA;. "Training in the Workplace". Back Letter 4, n.º 10 (1990): 1. http://dx.doi.org/10.1097/00130561-199004100-00001.

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9

Haley, Connie K. "Online Workplace Training in Libraries". Information Technology and Libraries 27, n.º 1 (1 de marzo de 2008): 33. http://dx.doi.org/10.6017/ital.v27i1.3261.

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This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, KruskalWallis test and Mann-Whitney U test to examine the relationship between preference for online training and related variables.

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Skiba, Richard. "Conflict De-Escalation: Workplace Training". Open Journal of Social Sciences 08, n.º 07 (2020): 153–62. http://dx.doi.org/10.4236/jss.2020.87013.

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Brown, Robin G., Shauna Anderson, Barbara Brunt, Trish Enos, Keith Blough y Denise Kropp. "Workplace Violence Training Using Simulation". AJN, American Journal of Nursing 118, n.º 10 (octubre de 2018): 56–68. http://dx.doi.org/10.1097/01.naj.0000546382.12045.54.

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12

Shames, Germaine. "Training for the Multicultural Workplace". Cornell Hotel and Restaurant Administration Quarterly 26, n.º 4 (febrero de 1986): 25–31. http://dx.doi.org/10.1177/001088048602600413.

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HODSON, RANDY, GREGORY HOOKS y SABINE RIEBLE. "Customized Training in the Workplace". Work and Occupations 19, n.º 3 (agosto de 1992): 272–92. http://dx.doi.org/10.1177/0730888492019003004.

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14

Lundgren, Henriette, Brigitte Kroon y Rob F. Poell. "Personality testing and workplace training". European Journal of Training and Development 41, n.º 3 (3 de abril de 2017): 198–221. http://dx.doi.org/10.1108/ejtd-03-2016-0015.

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Purpose The purpose of this paper is to explore how and why personality tests are used in workplace training. This research paper is guided by three research questions that inquire about the role of external and internal stakeholders, the value of psychometric and practical considerations in test selection, and the purpose of personality test use in workplace training. Design/methodology/approach This research paper uses multiple-case study analysis. Interviews, test reports, product flyers and email correspondence were collected and analyzed from publishers, associations, psychologists and human resource development (HRD) practitioners in Germany, the UK and The Netherlands between 2012 and 2016. Findings Themes emerge around industry tensions among practitioners and professional associations, psychologists and non-psychologists. Ease of use is a more important factor than psychometrics in the decision-making process. Also, practitioners welcome publishers that offer free coaching support. In the process of using tests for development rather than assessment, re-labeling takes place when practitioners and publishers use positive terms for personality tests as tools for personal stocktaking and development. Research limitations/implications Despite extensive data collection and analysis efforts, this study is limited by its focus on a relatively small number of country cases and stakeholders per case. Practical implications By combining scientific evidence with practical application, stakeholders can take first steps toward more evidence-based HRD practice around personality testing in workplace training. Originality/value Little academic literature exists on the use of personality testing in workplace training. Without a clear understanding of the use of personality testing outside personnel selection, the current practice of personality tests for developmental purposes could raise ethical concerns about the rights and responsibilities of test takers.

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15

Ochieng, Olayo y Lewis Kamau. "MANAGING WORKPLACE DISCRIMINATION, HARASSMENT AND RETALIATION: AN ASSESSMENT OF KENYAN WORKPLACE". International Journal of Law and Policy 6, n.º 1 (16 de septiembre de 2021): 15–27. http://dx.doi.org/10.47604/ijlp.1376.

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Purpose: This paper sought to examine whether workplace training in mitigating discrimination, harassment and retaliation has been effective. Methodology: This study adopted exploratory research methodology. Exploratory research design is used to investigate a problem which is not clearly defined. It is conducted to have a better understanding of the existing problem, but will not provide conclusive results. It explored studies conducted on the topic. This means that the study relied on desk-top review of the existing studies and documented case laws. Further, it relied on the cases laws. A narrative analysis was done and at this point the information was interpreted by comparing the findings with the findings of other empirical studies. This information was interpreted together with the ‘Stories within stories’ and related to the existing literature Findings: The results found that while workplace training increases sensitivity, it is associated with less accuracy in detecting discrimination, harassment, and retaliation. This is based on the fact that there are many cases on the matter before the courts. Further, the study shows that there is no relationship between training and the ability of the manager to propose the required response after the act. Unique contribution to theory, practice and policy: The study recommends that there is need for organizations to develop action plans that will measure the effectiveness of trainings. There is need to regularly review policies to ensure that they are modern realities such as online harassment. Finally the study recommends amendment of the current employment Act to exclusively require that employers must conduct training on the issues.

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Ming, Jin-Lain, Hui-Mei Huang, Shiao-Pei Hung, Ching-I. Chang, Yueh-Shuang Hsu, Yuann-Meei Tzeng, Hsin-Yi Huang y Teh-Fu Hsu. "Using Simulation Training to Promote Nurses’ Effective Handling of Workplace Violence: A Quasi-Experimental Study". International Journal of Environmental Research and Public Health 16, n.º 19 (28 de septiembre de 2019): 3648. http://dx.doi.org/10.3390/ijerph16193648.

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Background: Workplace violence in the health care sector has become a growing global problem. Research has shown that although caregivers comprise a high-risk group exposed to workplace violence, most of them lacked the skills and countermeasures against workplace violence. Therefore, through a quasi-experimental design, this study aimed to investigate the effectiveness of situational simulation training on the nursing staffs’ concept and self-confidence in coping with workplace violence. Methods: Workplace violence simulation trainings were applied based on the systematic literature review and the conclusions from focus group interviews with nursing staff. Data were obtained from structured questionnaires including: (1) baseline characteristics; (2) perception of aggression scale (POAS); and (3) confidence in coping with patient aggression. Results: The results revealed that training course intervention significantly improved the nursing staffs’ self-perception and confidence against workplace violence (p < 0.001). Conclusions: The “simulation education on workplace violence training” as the intervention significantly improved the workplace violence perception and confidence among nursing staffs in coping with aggression events.

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17

Saddler, Sarah. "Training Corporate Bodies". TDR/The Drama Review 64, n.º 3 (septiembre de 2020): 118–31. http://dx.doi.org/10.1162/dram_a_00946.

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In the global corporate world, dramatic techniques adapted from theatre for social change repertories provide tools for workplace empowerment. In corporate India, theatre training teaches employees to conform to implicit workplace codes of bodily conduct. Overlaps between managerial strategies and tactics of workshop participants reveal that corporate theatre engineers moments of human expression that exceed human capital formation.

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Berghoff, Sue. "Effective practices in workplace language training: Guidelines for providers of workplace English language training services". English for Specific Purposes 24, n.º 2 (enero de 2005): 236–38. http://dx.doi.org/10.1016/j.esp.2003.11.004.

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Wendelen, Elisabeth. "Training Programs: Towards Transformation of Work Situation". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, n.º 12 (julio de 2000): 2–728. http://dx.doi.org/10.1177/154193120004401278.

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This paper discusses an experience of training in ergonomic work analysis (EWA). Two ergonomists of the National Institute for Research on Working Conditions (INRCT, in French) trained a group of employees in the Brussels plant of a multinational company. This training took place after having checked about fifty VDU (video display unit) workplaces. None of these 50 VDU users was aware of the possibilities of adjusting his or her specific workplace. The manager and the union decided to train one or two persons in each department, to enable them to answer minor questions of their unit's employees relating to adjusting their own workplace. It was agreed that more difficult problems raised by the employees would be transferred to external experts. The paper seeks to analyse the impact of this experience on the VDU workers: are they able to change their working conditions? What exactly did change? To conclude, some conditions necessary for the success of such training programmes are highlighted.

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20

Suprapto, Maria Helena y Ellysa Verdyana. "UNITY IN THE WORKPLACE". Review of Behavioral Aspect in Organizations and Society 2, n.º 1 (19 de marzo de 2020): 15–24. http://dx.doi.org/10.32770/rbaos.vol215-24.

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One way to increase group cohesiveness is to provide teamwork training. This study aims to determine the effectiveness of teamwork training in improving the cohesiveness of working groups. This study used quasi-experimental with one group of pre-test-post-test design. Group cohesiveness was measured by the Group Environment Questionnaire (GEQ) questionnaire. Teamwork training was followed by 12 employees who were less able to work in groups. Research data were processed by using a paired sample t-test. The result of this study indicates that teamwork training can improve the working group cohesiveness (T = -4.114, p <0.05). Teamwork training can improve team cohesiveness.

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21

Winskill, Rhonda. "Is competency based training/education useful for workplace training". Contemporary Nurse 9, n.º 2 (junio de 2000): 115–19. http://dx.doi.org/10.5172/conu.2000.9.2.115.

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22

Stallones, Lorann. "Impact of Daily Workplace Mindfulness Training". Journal of Alternative, Complementary & Integrative Medicine 5, n.º 3 (30 de septiembre de 2019): 1–5. http://dx.doi.org/10.24966/acim-7562/100074.

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23

Montreuil, Sylvie y Marie Bellemare. "Ergonomics, Training and Workplace Change: Introduction". Relations industrielles 56, n.º 3 (2001): 465. http://dx.doi.org/10.7202/000078ar.

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24

Driscoll, Margaret. "Web-Based Training in the Workplace". Adult Learning 10, n.º 4 (junio de 1999): 21–25. http://dx.doi.org/10.1177/104515959901000408.

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25

Winterberg, Chase A. "Legal factors shaping workplace harassment training". Industrial and Organizational Psychology 13, n.º 2 (junio de 2020): 159–62. http://dx.doi.org/10.1017/iop.2020.29.

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26

Root, Lawrence S. "Education and Training in the Workplace". Administration in Social Work 23, n.º 3-4 (septiembre de 1999): 13–28. http://dx.doi.org/10.1300/j147v23n03_02.

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Skinner, Elizabeth F., Nancy A. Siefer y Barbara A. Shovers. "English-language training for the workplace". New Directions for Adult and Continuing Education 1987, n.º 33 (1987): 17–25. http://dx.doi.org/10.1002/ace.36719873304.

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Welschadle, David E. y Mary Ann P. Weischadle. "Workplace training: A growing national recognition". Performance + Instruction 25, n.º 9 (noviembre de 1986): 20–24. http://dx.doi.org/10.1002/pfi.4150250908.

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Taylor, Jonathan E. y John Lounsbury. "Measuring Learning Resistance to Workplace Training". International Journal of Adult Vocational Education and Technology 7, n.º 1 (enero de 2016): 25–38. http://dx.doi.org/10.4018/ijavet.2016010102.

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Training Transfer has been a topic bearing considerable mention over the past several decades. This article focuses on the connection between training transfer and learning resistance and presents research findings describing the design, creation, and testing of the Learning Efficiency Inventory (LEI). The LEI was designed to measure learning resistance and multiple correlates, such as resentment, overconfidence, disinterest, and perceived social norms in mandatory workplace contexts. This study represents early attempts at validation for the inventory itself as well as an explanatory model of learning resistance.

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Etienne, Pascal. "Ergonomics and training at the workplace". Safety Science 23, n.º 2-3 (julio de 1996): 155–56. http://dx.doi.org/10.1016/0925-7535(96)00046-x.

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Zeytinoglu, Isik U., Gordon B. Cooke, Karlene Harry y James Chowhan. "Low-Paid Workers and On-the-Job Training in Canada". Articles 63, n.º 1 (3 de junio de 2008): 5–29. http://dx.doi.org/10.7202/018120ar.

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This paper provides evidence of on-the-job training for low-paid workers in Canada and examines workplace and individual factors associated with their on-the-job training. The study uses Statistics Canada’s Workplace and Employee Survey (WES) 2001 data. Results show that less than a quarter of low-paid workers received on-the-job training in 2001 as compared to one third of higher-paid workers. A decomposition of regression models indicated that this substantive gap is statistically significant. With the shrinking labour force, ongoing skills development is needed to enable workers to earn a decent living, fulfill their work-related goals, and contribute to the current and future productivity of their workplaces and the economy. We recommend governments provide support for low-paid workers’ on-the-job training.

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Mitin, A. I. "Training in Group Decision Making in Situational Training Centers". Psychological-Educational Studies 10, n.º 3 (2018): 84–98. http://dx.doi.org/10.17759/psyedu.2018100308.

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The article deals with the psychological and pedagogical problems of training situational centers (TSC) as a learning environment for group decision-making. TSC have a significant role to play in the process of formation of a new type of managerial personnel, managers for the "digital economy" and "digital state. Emphasizes the importance of workplaces as a Central element for the functioning of TSCs; in this case, the workplace is treated as an element of the educational environment in relation to two related subject areas – social management and education. The script approach at the organization of educational activity in TSC is described; the script of an educational task contains, in particular, characteristics and the description of the principles of work of the corresponding workplaces, and also methods of work of participants of studies (students, teachers, experts, game technicians, producers). The importance of forming a visual information image of the management situation for the collective work of students is emphasized. We consider the models of classes in the TSC (lecture-discussion, case-study, role play), as well as psychological, didactic, technological and organizational factors taken into account in these models. The problem of "Brainstorming" is considered as an example of communicative decision-making technology in the TSC.

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Lee, Gary, Peter Knight, Sharyn Errington y Peter Traynor. "Developing workplace Skills". Microbiology Australia 24, n.º 4 (2003): 20. http://dx.doi.org/10.1071/ma03420.

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Mishra, Vinod y Russell Smyth. "Workplace policies and training in China: evidence from matched employee-employer data". International Journal of Manpower 36, n.º 7 (5 de octubre de 2015): 986–1011. http://dx.doi.org/10.1108/ijm-10-2013-0249.

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Purpose – The purpose of this paper is to examine the extent to which workplace policies and practices are related to participation in, and frequency and duration of, workplace training, controlling for worker and workplace characteristics. Design/methodology/approach – The authors regress variables depicting participation, frequency and duration of workplace training on workplace policies and control variables. In the case of participation in training, the dependent variable is binary; hence, the authors use a logit model. To examine the number of times which employees participate in training and the number of days they spend training the authors use a Tobit model. The Lewbel (2012) method is used to examine whether there is a causal relationship between workplace policies and the frequency, and duration, of training. Findings – The findings suggest that about half of the workplace policies considered are positively correlated with the incidence and breadth of workplace training. There is also some support for the view that bundling of policies is positively correlated with the provision of workplace training. The Lewbel (2012) results suggest a causal relationship between a bundle of workplace policies and the frequency, and duration, of workplace training. There is, however, no evidence that workplace policies designed to devolve responsibilities to workers and incentivize staff polarizes skills through resulting in more training for professional staff over others. Originality/value – The authors use matched employer and employee cross-sectional data for Shanghai in China. To this point most studies that have examined the determinants of training use data for Europe or the USA. There are few studies of this sort for countries in other regions and, in particular, developing or transition countries. There are no studies at all on the relationship between workplace policies and practices designed to promote organizational performance and training in developing or transitional countries. This study addresses this gap in the understanding of the factors related to on-the-job training in transitional countries, such as China.

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Nagy, Mark S. y Deborah J. Curl-Nagy. "Workplace civility training: An antidote to traditional sexual harassment training". Industrial and Organizational Psychology 12, n.º 01 (marzo de 2019): 93–95. http://dx.doi.org/10.1017/iop.2019.16.

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Chang, Edward H., Katherine L. Milkman, Dena M. Gromet, Robert W. Rebele, Cade Massey, Angela L. Duckworth y Adam M. Grant. "The mixed effects of online diversity training". Proceedings of the National Academy of Sciences 116, n.º 16 (1 de abril de 2019): 7778–83. http://dx.doi.org/10.1073/pnas.1816076116.

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We present results from a large (n = 3,016) field experiment at a global organization testing whether a brief science-based online diversity training can change attitudes and behaviors toward women in the workplace. Our preregistered field experiment included an active placebo control and measured participants’ attitudes and real workplace decisions up to 20 weeks postintervention. Among groups whose average untreated attitudes—whereas still supportive of women—were relatively less supportive of women than other groups, our diversity training successfully produced attitude change but not behavior change. On the other hand, our diversity training successfully generated some behavior change among groups whose average untreated attitudes were already strongly supportive of women before training. This paper extends our knowledge about the pathways to attitude and behavior change in the context of bias reduction. However, the results suggest that the one-off diversity trainings that are commonplace in organizations are unlikely to be stand-alone solutions for promoting equality in the workplace, particularly given their limited efficacy among those groups whose behaviors policymakers are most eager to influence.

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Nafukho, Fredrick Muyia, Mary Alfred, Misha Chakraborty, Michelle Johnson y Catherine A. Cherrstrom. "Predicting workplace transfer of learning". European Journal of Training and Development 41, n.º 4 (2 de mayo de 2017): 327–53. http://dx.doi.org/10.1108/ejtd-10-2016-0079.

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Purpose The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents. Design/methodology/approach A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed. Findings The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning. Research limitations/implications Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses. Originality/value This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.

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Allen, Tammy D., Lillian T. Eby, Kate M. Conley, Rachel L. Williamson, Victor S. Mancini y Melissa E. Mitchell. "What Do We Really Know About the Effects of Mindfulness-Based Training in the Workplace?" Industrial and Organizational Psychology 8, n.º 4 (diciembre de 2015): 652–61. http://dx.doi.org/10.1017/iop.2015.95.

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In an attempt to distill what we know about the effects of workplace mindfulness-based training, Hyland, Lee, and Mills (2015) cast a wide net with regard to the array of studies included in their review. For example, they include studies that investigate the benefits associated with workplace mindfulness training (e.g., Wolever et al., 2012) as well as training conducted for patients within primary care settings (e.g., Allen, Bromley, Kuyken, & Sonnenberg, 2009). In addition, their review includes studies based on self-reports of individual differences in mindfulness traits/skills (e.g., Hafenbrack, Kinias, & Barsade, 2014). Reviewing a broad cross-section of research is helpful to illustrate the wide-ranging nature of mindfulness research but also has the potential to obfuscate what we know about mindfulness as it pertains to workers and workplaces.

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Bohatko-Naismith, Joanna, Maya Guest, Carole James, Dimity Pond y Darren A. Rivett. "Australian general practitioners' perspective on the role of the workplace Return-to-Work Coordinator". Australian Journal of Primary Health 24, n.º 6 (2018): 502. http://dx.doi.org/10.1071/py17084.

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General practitioners (GPs) play a key role in the return-to-work process, and yet their experiences working with workplace Return-to-Work Coordinators (RTWCs) have rarely been studied. The aim of this paper is to provide insights from the GP perspective about their experiences with workplace RTWCs and their preparedness for the role. GPs from Australian states and territories where legislation mandates workplaces employ a RTWC were requested to complete a questionnaire on their experiences with workplace RTWCs. Fifty GPs completed a questionnaire on the preparedness of RTWCs in relation to their role, with 58% (n=29) indicating RTWCs require more training. A total of 78% (n=39) of respondents considered RTWCs were important in assisting injured workers return to work, with 98% (n=49) ranking trustworthiness, respectfulness and ethicalness as the most important or an important trait for a RTWC to possess. Interestingly, 40% (n=20) of respondents themselves reported having no training in the return-to-work process. GPs acknowledge the importance of the workplace RTWC in the return-to-work process, and the results highlight the need for RTWCs to possess specific traits and undergo appropriate training for the facilitation of a successful return to work for injured workers.

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van den Brand, Floor A., Tessa Magnée, Lotte de Haan-Bouma, Cas Barendregt, Niels H. Chavannes, Onno C. P. van Schayck y Gera E. Nagelhout. "Implementation of Financial Incentives for Successful Smoking Cessation in Real-Life Company Settings: A Qualitative Needs Assessment among Employers". International Journal of Environmental Research and Public Health 16, n.º 24 (16 de diciembre de 2019): 5135. http://dx.doi.org/10.3390/ijerph16245135.

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Randomized studies have shown that financial incentives can significantly increase the effect of smoking cessation treatment in company settings. Evidence of effectiveness alone is, however, not enough to ensure that companies will offer this intervention. Knowledge about the barriers and facilitators for implementation in the workplace is needed, in order to develop an implementation strategy. We performed a qualitative needs assessment among 18 employers working in companies with relatively many employees with a low educational level, and our study revealed priority actions that aim to improve the implementation process in these types of workplaces. First, employers need training and support in how to reach their employees and convince them to take part in the group training. Second, employers need to be convinced that their non-smoking employees will not consider the incentives unfair, or they should be enabled to offer alternative incentives that are considered less unfair. Third, the cost-effectiveness of smoking cessation group trainings including financial incentives should be explained to employers. Finally, smoking cessation should become a standard part of workplace-based health policies.

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Garhartt, Nicole y Angel J. Solorzano Martinez. "Mandating Workplace Violence Training for Nursing Students". Journal of Psychosocial Nursing and Mental Health Services 56, n.º 2 (1 de febrero de 2018): 6. http://dx.doi.org/10.3928/02793695-20180122-02.

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Taylor, Amber y Angel Johann Solorzano Martinez. "Call for Implementing Workplace Violence Simulation Training". Journal of Psychosocial Nursing and Mental Health Services 56, n.º 6 (1 de mayo de 2018): 6–7. http://dx.doi.org/10.3928/02793695-20180521-02.

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Hodson, Randy, Gregory Hooks y Sabine Rieble. "Training in the Workplace: Continuity and Change". Sociological Perspectives 37, n.º 1 (marzo de 1994): 97–118. http://dx.doi.org/10.2307/1389411.

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Rapid changes are occurring in the organization of production in advanced industrial societies. These changes result from new technologies, increased competition, and new production techniques. Increased training for workers has been identified as essential for remaining competitive in this rapidly changing environment. Research on the organization of work suggests that training is most likely to occur where workers are organized into internal labor markets that cultivate and retain their skills and is less likely to occur in organizations which rely on secondary labor markets. Our study of 20 manufacturing plants supports the hypothesis that approaches to training are strongly differentiated by the division between enterprises with and without internal labor markets. Training for advanced technologies and contemporary production techniques appears to grow out of existing institutionalized internal labor markets. Where such labor markets do not exist, training is less likely to occur or is superficial in nature. The effects of increased training thus do not appear to have “trickled down” into production systems employing less-skilled labor. Institutional strategies associated with a reliance on a low-wage labor force create barriers to the extension of training into new sectors of production. The effects of increased training thus may be quite localized and may serve to increase rather than diminish existing divisions in the labor force.

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Bangal, Vidyadhar B., Kunaal K. Shinde y Satyajit P. Gavhane. "STRESS AT THE WORKPLACE DURING RESIDENCY TRAINING". International Journal of Biomedical Research 3, n.º 9 (1 de octubre de 2012): 381. http://dx.doi.org/10.7439/ijbr.v3i9.718.

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Heyes, Jason. "Training provision and workplace institutions: an investigation". Industrial Relations Journal 24, n.º 4 (diciembre de 1993): 296–307. http://dx.doi.org/10.1111/j.1468-2338.1993.tb00682.x.

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Bhat, Sarita, Rebecca Grue, Paul Baker y Renata Eyres. "Workplace-based training at the master’s level". Clinical Teacher 6, n.º 2 (junio de 2009): 91–96. http://dx.doi.org/10.1111/j.1743-498x.2009.00276.x.

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Wynne, Richard. "Training for workplace health promotion in Europe". Promotion & Education 6, n.º 3 (septiembre de 1999): 20–22. http://dx.doi.org/10.1177/102538239900600307.

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Shuttleworth, Anna. "Managing workplace stress: how training can help". Industrial and Commercial Training 36, n.º 2 (marzo de 2004): 61–65. http://dx.doi.org/10.1108/00197850410524824.

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Wilson, Carol. "Coaching and coach training in the workplace". Industrial and Commercial Training 36, n.º 3 (mayo de 2004): 96–98. http://dx.doi.org/10.1108/00197850410532087.

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Chalmers Mill, Wendy. "Training to survive the workplace of today". Industrial and Commercial Training 42, n.º 5 (13 de julio de 2010): 270–73. http://dx.doi.org/10.1108/00197851011057573.

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