pisco_log
Training
Submission deadline: 2024-06-30
Section Collection Editors

Section Collection Information

Dear Colleagues,

 

There is no doubt that "in order to become an artist, one must first master the craft", so in order to be a professional in a certain field, one must first master certain basic skills to the extent that they can be used unconsciously and accurately also in difficult conditions. This also applies to managers, and in particular to managerial competence. Today, with the emergence of modern organizations, many jobs, especially managerial jobs, require skills that are much more complex than they used to be. Managing such enterprises can be likened to operating a B-1 bomber, whose maintenance, combat and piloting requires, according to the Washington Post, more than 7,000 instructions for 1,577 members of the ground and flying staff. So, since it is obvious that no one alone can accomplish such a complex task, and by means of traditional teaching methods, one cannot even acquire the competencies necessary to perform it, new ones should and must be sought. It is known that learning would be extremely tedious, not to say risky, if people had to rely solely on the consequences of their own actions to figure out what to do, hence much of what they learn, according to social learning theory, is due to so-called modeling and observation. This is where the direct teaching model, also known as the training model, experiential learning model or simply training model, originated. Experiential learning is the process of generalizing one's own direct experience and learning from it. Natural experiential learning seeks to make the most of the trainee's original habitat during the training process. Synthetic experiential learning, on the other hand, uses so-called laboratory training methods, that is, training in an artificially designed environment. In simple terms, it can be said that training is nothing more than teaching and practicing individual skills necessary to perform certain tasks in order to improve the organizational efficiency of the enterprise. The effect of training activities is to be primarily development, understood as improving or perfecting one's skills necessary to perform a profession, perform some function, or hold a certain position.

 

Cumulative research have confirmed the benefits of training for organizations, teams and individuals (eg. Bell et al, 2017; Ford et al, 2018), and provided important knowledge on factors that impact learning and its’ transfer in the workplace (eg. Baldwin et al, 2017; Blume et al, 2010; 2017). However, changes imposed by the Covid-19 global pandemic affected the developmental processes in organisation, and training had to accelerate toward other delivery modes (ATD, 2021; Mikołajczyk, 2022). Contextual changes affects training design, but also the trainee’s decision to apply the knowledge, skills and attitudes acquired through training that may evolve over time (Blume et al., 2019).

 

Therefore, we are particularly interested to explore how the interactions between trainees’ characteristics, contextual factors (proximal and distal) and training experiences may affect the transfer of training over time and the overall training effectiveness. We also welcome studies that link the work, the organization and a higher level of analysis to show that training contributes to a competitive advantage for organizations (Sitzmann & Weinhardt, 2018, 2019).

 

Thus, it is important to collect research papers that deal with issues and problems related to the forementioned scientific area and disseminate research findings within the field. Hence, both research articles and reviews in this area of study are welcome.

 

We look forward to receiving your contributions.

 

Dr. Pawel Tadeusz Kazibudzki

Prof. Ana Cristina Freitas

Section editor


Keywords

Experiential Learning; Simulation Aided Gaming; Business Simulation Games; Competency Development; Modeling of Managerial Competences; Holistic Training; Interconnected Thinking; Training and Development; Training Transfer; Training Effectiveness; Training Evaluation

Published Paper