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Purpose: This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to understand trainee–work environment dynamics the authors criticize training efforts that center on targeted learning events, instead highlighting the role of preparation and following up. In doing so, the authors tackle the lack of guidance practitioners experience when designing and implementing workplace training programs. Design/methodology/approach: The authors present action research on a pilot workplace training program focused on wellbeing in an academic work setting. The data collection draws from the case study tradition. The authors collect data through interviews (21), field notes of participant observation (3 occasions), participant-produced written materials and a feedback survey. Findings: The authors find that restorative practices, workplace mediation and reteaming enhance the participants' perceptions of self-efficacy and agency. Throughout the training program, facilitators observe the dynamics of the situation and take part in discussions to encourage exploration and reflection. Thus, facilitators likely need a coaching mindset. Originality/value: The theoretical contribution stems from an in-depth exploration of trainee–work environment dynamics and novel insights brought to workplace training from adjacent fields of research. The authors introduce a framework for planning participatory workplace training and organizational development programs, which answers a call from practitioners. [ABSTRACT FROM AUTHOR]

Interpersonal abilities as critical competencies are a prevalent subject in hospitality training. However, there remains a need to further study how teachers and trainers apply instruction practices to develop and strengthen students' interpersonal abilities. This study aimed at identifying instruction practices used by teachers and trainers to ensure students' development of interpersonal abilities and establishing students interpersonal abilities from teachers and trainers use of instructional practices. A qualitative research approach using a descriptive study design was used. A sample of 26 participants was purposively selected from vocational institutions and workplaces. In-depth interviews and observations were used to collect data. The study found out that discussions and presentations strengthened by mentoring were key to inculcating and strengthening the students' interpersonal abilities. However, some students were confronted with challenges; remembrance of what was discussed, teacher and trainers acting as barricades during the use of instructional practices leading to student passiveness, being laughed at by fellow peers, understanding what has been discussed and in task-specific- feedback from trainers at the beginning of the workplace training. Thus, the study concluded that teacher-trainer collaboration was crucial for clear harmonization of instructional practices of students' interpersonal abilities development and strengthening. [ABSTRACT FROM AUTHOR]

Introduction: Early identification of children with a high likelihood of autism can lead to referral for diagnostic services and access to early supports, resulting in improved outcomes for children and families. Maternal and Child Health Nurses (MCHNs) in Victoria, Australia, are well-placed to monitor infants and toddlers for signs of autism, given children and caregivers attend free, regular, well-baby consultations from birth through to school age. This study aimed to identify the impact of personal and workplace factors on MCHNs' competencies of autism knowledge, self-efficacy in identifying autistic infants and toddlers, and confidence in speaking to parents/caregivers about autism. Additionally, the study sought to identify which personal and workplace factors might predict increased competency in these areas. Methods: After identifying training needs and current competency levels via a training needs analysis (TNA), 1,428 MCHNs received training on the early signs of autism and in the use of the Social Attention and Communication Surveillance-Revised (SACS-R) tool for early autism identification; the training program was known as Monitoring of Social Attention, Interaction, and Communication (MoSAIC). Results: Previous MCHN autism training and knowledge of autism community resources significantly contributed to increased MCHN self-efficacy in identifying autistic infants and toddlers, while knowledge of community resources was the best predictor of confidence in speaking with parents/caregivers about autism. Perceived self-efficacy and confidence in speaking with parents/caregivers about autism significantly increased following the MoSAIC autism training. Discussion: Targeted autism training for primary health practitioners is an important first step for early autism identification and initiating conversations with parents/caregivers. [ABSTRACT FROM AUTHOR]

AbstractWhile the self-efficacy literature reveals that demographic or background characteristics of trainers affect their self-efficacy, the focus is mostly on teachers, pre-service teachers and university professors. The demographics characteristics and employee trainers’ self-efficacy have received much less attention. The context-specific nature of self-efficacy implies that findings from the aforementioned studies may not be applicable to the employee trainers’ context. Thus, this study examined differences in the background characteristics and self-efficacy of employee trainers. Internal employee trainers from two universities in Ghana provided the data for this study. Analyses of the data were done using Mann-Whitney U and Kruskal Wallis tests. The findings of the study demonstrated that a significant difference existed between the instruction self-efficacy of trainers who had non-terminal degrees and trainers who had terminal degrees. Moreover, differences existed in the trainee engagement self-efficacy and instruction self-efficacy across trainers’ experiences. Thus, individuals with experience in training should be the first to be considered when selection for employee trainers is being done. Also, for training topics that are quite complex and advanced, trainers with the most advanced degrees ought to be assigned because they would have high instruction-efficacy that would enable them to successfully accomplish such training tasks.

This study's goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of apprentices with diverse social backgrounds. The narratives of 45 interviews with various actors involved in workplace training in one of the largest Swiss retail company revealed (1) how low-threshold and equitable access to training enables participatory engagement and self-determined success, (2) how trainers identify with social roles that are not explicitly required but are relevant for apprentices, and (3) how apprentices are given many opportunities during and after training to increase their social status. The study also revealed hindering factors such as the time and effort for the implementation of a new learning culture that affects all actors involved in workplace training. Second, are resistant negative social reproduction cycles and the heterogeneity of social backgrounds among the apprentices. Bridging this gap is simultaneously a goal and challenge for workplace training. [ABSTRACT FROM AUTHOR]

The study aimed to conduct a systematic literature review to identify the trends, impacts, and challenges of mobile microlearning (MML) research. Using five academic databases from the fields of social science, engineering, and medical science as search sources, 26 scholarly articles, published between 2015 and 2020, were retrieved. The study applied a content analysis method to analyze and synthesize the data with three focal points: (a) research purposes and publication sources; (b) research settings, including learning domains, contexts, research methods, measures, and participants; and (c) research outcomes, advantages, and challenges of MML based on the reviewed literature. Results indicated that the mixed-method approach has become a trend in MML studies and MML has been widely applied in both formal and informal settings, especially in the just-in-time workplace learning. In terms of advantages, MML not only enhanced learners' achievement and motivation but also improved skills and knowledge retention. Some deficiencies of MML that were identified included the need for further investigation on meaningful designs of microcontents to fit into small screen mobile devices and issues of usability. The paper discusses implications for researchers and practitioners. [ABSTRACT FROM AUTHOR]

Introduction: Early identification of Autistic children is an important precursor to diagnosis, and access to supports and services. Here we describe the training of the maternal and child health (MCH) workforce in the state of Victoria, Australia in the early identification of infants and toddlers with a high likelihood of autism. Methods: In 2019, 1,428 MCH nurses completed early autism training held at venues across the state, with an additional 82 nurses completing online-only training. A training needs analysis enabled the research team to determine the workforce's current skill and knowledge levels, and to identify knowledge gaps, training needs and workplace barriers. The professional development program, known as Monitoring of Social Attention, Interaction, and Communication (MoSAIC), comprised: online pre-workshop modules; a face-to-face instructorled workshop, which included the use of the Social Attention and Communication-Revised (SACS-R) tool; and online post-workshop modules, which included a recording of a face-to-face workshop with all accompanying resources. This was the first time that the MCH workforce received this training package. Attendees were asked to complete a training satisfaction survey immediately following the face-to-face instructor-led workshop and a follow-up survey regarding their autism knowledge and SACS-R implementation 4-6 weeks after the workshop. Results: Over 90% (n = 325) of MCH nurses who completed the training satisfaction survey agreed or strongly agreed with statements that the training was clear and of high quality. Most nurses also reported that the training was well-presented and that they would recommend it to a colleague. In the 6 months following the training, a total of 82,581 SACS-R assessments were conducted by the MCH workforce, reflecting that MCH nurses had successfully integrated SACS-R assessments into their work practice after receiving the early autism identification training. Discussion: This study demonstrated that training on the early identification of autism can be successfully designed, customized, and delivered to a large primary healthcare workforce for universal developmental surveillance of autism. [ABSTRACT FROM AUTHOR]

Copyright of Usak University Journal of Educational Research is the property of Usak University Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is little to no empirical evidence that designing instruction to match individual learning styles increases learning. Similarly, the same is true when people are grouped into “generations”. If generational differences exist, the size of their effect is small and does not affect the effectiveness of training. Still, educators and trainers overwhelmingly think differentiated design based on learning styles and generational differences cause students to learn more. Why? I argue that there are other outcomes to instruction besides effectiveness. If instruction matches an individual’s preferences, content and skills can often be learned more efficiently and certainly appeal more to the learner than if it does not match their preferences. It is argued that both efficiency and appeal of instruction are important outcomes for students even when effectiveness is not significantly changed by matching the instructional approach to the learner’s preferences.

Organizations have maintained a commitment to using simulation technology for training purposes because it prepares employees for realistic work scenarios they may encounter and provides a relevant method for teaching hands-on skills. One challenge that simulation technology has faced is the persistent threat of obsolescence, where investment in an up-to-date solution can rapidly become irrelevant in a matter of months or years as technology progresses. This can be particularly challenging for organizations who seek out the best solutions to help develop and train employees while facing the constraints of limited resources and lengthy acquisition times for tools and equipment. Some industries and organizations may benefit from anticipating which technologies might best serve employees and stakeholders in the future. In this manuscript, we took a historical approach, looking at the history of training and the use of simulation-like experiences over time, which helps us identify historical themes in workplace training. Next, we carried out a systematic review of the recent training research using simulation technology to understand how these recent findings help us understand the identified historical themes. Lastly, we summarized the research literature on simulation technology used for training, and highlighted future directions and made recommendations for practitioners and researchers. [ABSTRACT FROM AUTHOR]

IntroductionEarly identification of Autistic children is an important precursor to diagnosis, and access to supports and services. Here we describe the training of the maternal and child health (MCH) workforce in the state of Victoria, Australia in the early identification of infants and toddlers with a high likelihood of autism.MethodsIn 2019, 1,428 MCH nurses completed early autism training held at venues across the state, with an additional 82 nurses completing online-only training. A training needs analysis enabled the research team to determine the workforce’s current skill and knowledge levels, and to identify knowledge gaps, training needs and workplace barriers. The professional development program, known as Monitoring of Social Attention, Interaction, and Communication (MoSAIC), comprised: online pre-workshop modules; a face-to-face instructor-led workshop, which included the use of the Social Attention and Communication-Revised (SACS-R) tool; and online post-workshop modules, which included a recording of a face-to-face workshop with all accompanying resources. This was the first time that the MCH workforce received this training package. Attendees were asked to complete a training satisfaction survey immediately following the face-to-face instructor-led workshop and a follow-up survey regarding their autism knowledge and SACS-R implementation 4–6 weeks after the workshop.ResultsOver 90% (n = 325) of MCH nurses who completed the training satisfaction survey agreed or strongly agreed with statements that the training was clear and of high quality. Most nurses also reported that the training was well-presented and that they would recommend it to a colleague. In the 6 months following the training, a total of 82,581 SACS-R assessments were conducted by the MCH workforce, reflecting that MCH nurses had successfully integrated SACS-R assessments into their work practice after receiving the early autism identification training.DiscussionThis study demonstrated that training on the early identification of autism can be successfully designed, customized, and delivered to a large primary healthcare workforce for universal developmental surveillance of autism.

Abstract Background A hospital pharmacy foundation residency training program has been introduced in Australia, modelled on residency programs established in other countries. The program aims to support the professional development of early-career hospital pharmacists, in both clinical and non-clinical roles. Pharmacy educators are usually tasked with the implementation and maintenance of this program. This qualitative, longitudinal study aimed to investigate hospital pharmacy educators’ expectations, perceptions and experiences with implementing and developing their residency program. Methods Qualitative data were collected at two timepoints, approximately 24 months apart, using either focus groups or interviews with pharmacy educators who were directly involved in the implementation of the residency program at their respective hospitals. During the early phases of implementation, and approximately 24 months later, participants were asked about their experiences and expectations of the residency program as well as any changes that had occurred within the residency program over time. Results Four focus groups and three semi-structured interviews were held with pharmacy educators and senior pharmacists from different hospital settings. These were audio recorded and transcribed verbatim. Transcripts were inductively analysed via thematic analysis. Fifteen hospital pharmacy educators and senior hospital pharmacists participated in the initial focus groups and interviews, and seven educators were retained for follow-up. Four main themes were established from the discussions: participants had great expectations of a positive impact of the residency on their workplace and residents’ professional development; substantial effort, support and resources were needed to implement and maintain a residency program; self-motivation and engagement is needed by residents to succeed and experience timely completion and career acceleration; and lastly a balance between standardisation, consistency and flexibility in delivering the residency needs to be found. The role of educators changed with the implementation of a residency, with the addition of more managerial and supervisory aspects. Conclusion The Australian hospital pharmacy foundation residency program is a complex workplace training program with multiple factors and prerequisites influencing its implementation, development and outcomes. Pharmacy educators are central to the successful implementation and ongoing sustainability of a residency program. They may benefit from formal training and qualifications to support their role.

There is little to no empirical evidence that designing instruction to match individual learning styles increases learning. Similarly, the same is true when people are grouped into "generations". If generational differences exist, the size of their effect is small and does not affect the effectiveness of training. Still, educators and trainers overwhelmingly think differentiated design based on learning styles and generational differences cause students to learn more. Why? I argue that there are other outcomes to instruction besides effectiveness. If instruction matches an individual's preferences, content and skills can often be learned more efficiently and certainly appeal more to the learner than if it does not match their preferences. It is argued that both efficiency and appeal of instruction are important outcomes for students even when effectiveness is not significantly changed by matching the instructional approach to the learner's preferences. [ABSTRACT FROM AUTHOR]

Background: The National Institute of Environmental Health Sciences Worker Training Program developed instructor curriculum, a training tool, and materials to prepare trainees to conduct opioids workplace awareness training. Opioids and the Workplace Prevention and Response (OWPR) Train-the-Trainer (TTT) courses were held during three instructor-led online programs. Methods: The OWPR TTT was evaluated using an online pre- and posttest among registered participants, and an assessment of discussion among trainees during the training program. Results: A total of 31 pretests and 24 posttests were completed for the three TTT courses conducted. Quantitative and qualitative data complemented each other in supporting the conclusion that the training achieved intended objectives. Conclusion/Applications to Practice: The evaluation illustrated that the training was effective in increasing knowledge and confidence in conducting awareness training on opioid use and addiction prevention. [ABSTRACT FROM AUTHOR]

Background: A hospital pharmacy foundation residency training program has been introduced in Australia, modelled on residency programs established in other countries. The program aims to support the professional development of early-career hospital pharmacists, in both clinical and non-clinical roles. Pharmacy educators are usually tasked with the implementation and maintenance of this program. This qualitative, longitudinal study aimed to investigate hospital pharmacy educators' expectations, perceptions and experiences with implementing and developing their residency program. Methods: Qualitative data were collected at two timepoints, approximately 24 months apart, using either focus groups or interviews with pharmacy educators who were directly involved in the implementation of the residency program at their respective hospitals. During the early phases of implementation, and approximately 24 months later, participants were asked about their experiences and expectations of the residency program as well as any changes that had occurred within the residency program over time. Results: Four focus groups and three semi-structured interviews were held with pharmacy educators and senior pharmacists from different hospital settings. These were audio recorded and transcribed verbatim. Transcripts were inductively analysed via thematic analysis. Fifteen hospital pharmacy educators and senior hospital pharmacists participated in the initial focus groups and interviews, and seven educators were retained for follow-up. Four main themes were established from the discussions: participants had great expectations of a positive impact of the residency on their workplace and residents' professional development; substantial effort, support and resources were needed to implement and maintain a residency program; self-motivation and engagement is needed by residents to succeed and experience timely completion and career acceleration; and lastly a balance between standardisation, consistency and flexibility in delivering the residency needs to be found. The role of educators changed with the implementation of a residency, with the addition of more managerial and supervisory aspects. Conclusion: The Australian hospital pharmacy foundation residency program is a complex workplace training program with multiple factors and prerequisites influencing its implementation, development and outcomes. Pharmacy educators are central to the successful implementation and ongoing sustainability of a residency program. They may benefit from formal training and qualifications to support their role. [ABSTRACT FROM AUTHOR]

Organizations have maintained a commitment to using simulation technology for training purposes because it prepares employees for realistic work scenarios they may encounter and provides a relevant method for teaching hands-on skills. One challenge that simulation technology has faced is the persistent threat of obsolescence, where investment in an up-to-date solution can rapidly become irrelevant in a matter of months or years as technology progresses. This can be particularly challenging for organizations who seek out the best solutions to help develop and train employees while facing the constraints of limited resources and lengthy acquisition times for tools and equipment. Some industries and organizations may benefit from anticipating which technologies might best serve employees and stakeholders in the future. In this manuscript, we took a historical approach, looking at the history of training and the use of simulation-like experiences over time, which helps us identify historical themes in workplace training. Next, we carried out a systematic review of the recent training research using simulation technology to understand how these recent findings help us understand the identified historical themes. Lastly, we summarized the research literature on simulation technology used for training, and highlighted future directions and made recommendations for practitioners and researchers.

Employees use their technical and managerial skills while performing the planned and distributed works in line with organizational purposes, but in cases where their skills are insufficient, employers are expected to provide the necessary support to their employees and organize educational and instructive activities. All these educational activities, as expected, give employees the opportunity to develop themselves to a certain extent, but they also change the comfort environment they are used to. Because workplace training gives different career opportunities to individuals and from this perspective, it can lead to different results in terms of organizational commitment. In terms of human resources management, training and development activities also have different effects on the employee. The aim of this study is to examine the relationship between the workplace skill development systems, job satisfaction and organizational commitment and it is aimed to embody the effects of different workplace trainings organized by employers considering the demographic differences of the individuals. In this research, which is modeled as a quantitative study, the answers collected from a total of 244 participants were analyzed. It has been determined that there is a positive and moderate relationship between workplace skill development systems, job satisfaction and organizational commitment, and workplace skill development systems play a mediating role in the relationship between job satisfaction and organizational commitment. [ABSTRACT FROM AUTHOR]

Background: Violence and harassment affect healthcare workers’ well-being and career decisions in the home and community care sector. Purpose: The objective of this study is to assess the role of training in alleviating the relationship between violence and harassment at work and turnover intention among personal support workers (PSWs). Methodology/Approach: Cross-sectional survey data from 1401 PSWs in Ontario, Canada are analyzed with structural equation modeling. Utilizing a resource perspective, the associations between job demands (i.e., violence and harassment at work), personal resources (i.e., self-esteem), job resources (i.e., workplace violence training and challenging task training), stress, and intention to stay among personal support workers (PSWs) are examined. Results: Challenging task training is positively associated with self-esteem and negatively associated with stress, whereas workplace violence training does not have a significant association with either variable. Stress has a negative relationship with intention to stay. Self-esteem is the mediator of both associations between violence and harassment at work and stress and between challenging task training and stress. Discussion: The results point to varied degrees of training effectiveness that may be shaping turnover decisions of PSWs who experience violence and harassment in home and community care organizations. Practice implications: There seems to be a need to assess and redesign workplace violence training. Home and community care managers might be able to lower the impact of violence and harassment on PSWs’ turnover by providing training that is not directly related to workplace violence and harassment.

The National Institute of Environmental Health Sciences Worker Training Program piloted an Opioids and the Workplace: Prevention and Response training tool and program in 2019. The pilot trainees (N = 97) were surveyed (n = 27) and interviewed (n = 6) six months posttraining, and those who downloaded the training tool from the Worker Training Program website (n = 87) were surveyed (n = 19) and interviewed (n = 1) two to six months postdownload, to evaluate the impact of the training program. Workplace policy and program-level actions were reported less frequently than individual-level actions by trainees, except for planning and conducting training and education. Barriers to taking actions included not being able to make changes on their own without supervisor support and lack of upper management support and approval. We found some evidence that the Opioids in the Workplace training program and materials contributed to helping workers introduce policies and programs related to opioids within their workplace or union. [ABSTRACT FROM AUTHOR]

Background: Structured workplace training supports pharmacists in achieving individual career goals as well as health services to meet workforce development goals. Hospital pharmacy residency programs offer structured training pathways for early career pharmacists. A residency program was introduced in Australia, modelled on formal programs already established in other countries. Objective: This qualitative study explored key stakeholders' expectations and early experiences with the implementation of a pharmacy residency program using an analytical framework derived from implementation science. Methods: Three focus groups and seven semi-structured interviews were conducted over a 24-months period with pharmacy managers, senior pharmacists and resident and non-resident pharmacists from different Australian State and hospital settings. They were audio recorded and transcribed verbatim. Transcripts were analysed via thematic analysis using Diffusion of Innovation Theory as a categorising framework. Results: Thirty stakeholders participated in focus groups and interviews. Three of the five main factors that influenced the adoption of an innovation according to Diffusion of Innovation Theory were identified as prominent, two as weaker themes. The relative or perceived advantage of adopting or participating in a residency program was identified as a major theme. Pharmacy managers and resident pharmacists regarded individual and workforce advancement as creating a potential advantage for them. The complexity of the program's implementation, with concerns about its resourcing requirements and sustainability, influenced uptake. The compatibility of the program with already existing training pathways was explored, with the residency sharing similar objectives with current pharmacy education and workforce development goals. Observability and trialability played lesser roles in facilitating program uptake. Conclusion: The implementation and diffusion of the pharmacy residency program can be interpreted by referring to key principles of Diffusion of Innovation Theory. Findings from this study and consideration of theory can inform the diffusion and ongoing maintenance of pharmacy workplace training and education programs.

Employers are being encouraged to find ways to engage with the mental health of their employees. Providing training in resilience is one way to respond. However, there is a lack of consistency and poor use of psychological theory which prevents comparison and evaluation between resilience training programmes. We describe a skills‐based model of personal resilience which is drawn from psychological research in resilience, positive psychology, and general psychology which responds to these criticisms. Firstly, we describe the psychological theory that provides the background to the skills‐based resilience model and research that contributes to the content of the model. Secondly, we focus on the application of the model to training, exploring the psychological processes that are needed to maximize the potential for individuals to develop and maintain resilience skills over the longer term. Practitioner points: Successful resilience training in the workplace requires the use of a comprehensive theoretically based model of both the skills needed for improved resilience and also the way the training is delivered.Trainers who themselves use resilience skills, such as emotion regulation and pro‐social behaviours, to create trust and safety for participants are more likely to engage and motivate participants to make lasting changes.Linking participants' motivation to change, values and goals to resilience outcomes enhances engagement and the lasting impact of resilience training.Offering opportunity to reflect on successes and challenges during the development of new resilience skills strengthens the skills and builds confidence to continue to use them in the future. [ABSTRACT FROM AUTHOR]

Background Training and education may be effective strategies for the prevention of work-related contact dermatitis. While there is some information in the literature related to skin-specific training experiences, there is very little information available on workers' preferences related to content and format and to barriers and facilitators to training. Objectives To understand workers' experiences and preferences for workplace training and barriers and facilitators to training. Methods Following ethics approval, 24 patients with work-related contact dermatitis participated in semi-structured interviews obtaining information on training experiences, perceived training effectiveness, desired training characteristics, and barriers and facilitators to training. An inductive thematic analysis was used to identify themes. Results Though many workers had received general workplace health and safety training, none reported training about skin exposure and disease prevention. Examples of what the workers perceived as good training included first aid training, while Workplace Hazardous Materials Information System training was felt to be ineffective. Desired content of training for preventing skin exposures included information on the hazards, short- and long-term health impacts, and potential symptoms and personal protective equipment. They desired multi-modal presentation (e.g. in-person and online supplement), hands-on training with visual content and suggested the use of personal stories and negative messaging. Training that could be applied outside the workplace was also valued. Barriers and facilitators to implementation included factors related to the training program itself, the organization, and the regulatory landscape. Conclusions These findings can help to shape more effective workplace training programs for skin protection. [ABSTRACT FROM AUTHOR]

Background Occupational skin diseases are common suggesting that there are still gaps in workplace prevention. Patch test surveillance systems provide an opportunity to collect work related information in addition to clinical information and patch test results. Objectives To examine 5 years of data related to workplace prevention by industry sector in a patch test surveillance database for workers with a diagnosis of occupational contact dermatitis. Methods The study was approved by the Research Ethics Board of St Michael's Hospital. Information including demographics, clinical history, healthcare utilization, and workplace characteristics and prevention practices in addition to patch test results was collected from consenting patients. Results Workers in the healthcare and manufacturing sectors were more likely to report workplace training including skin protection training, whereas those in services and construction were less likely to report training. Conclusions Collecting basic workplace information with patch test surveillance databases can inform the occupational health and safety system about prevention practices in the workplace and identify areas for focussed intervention. [ABSTRACT FROM AUTHOR]

Orientation: Research on the existence of the relationship between the GTPs and TM has been necessitated by the significant organisational resources invested in the administration of GTPs. Withal, the valueof GTPs to an organisation’s TM initiatives needs to be ascertained because both variables are applied to ensurethat future staffing requirements are met. Research purpose: The aim of this study was to assess the relationship between the graduate trainee program (GTP) and talent management (TM) in corporate organisations in Eswatini. Motivation for the study: Corporates need toexplore administering GTPs as structured processes such as workplace training and development programs so that they significantly contribute to TM. Research approach/design and method: A quantitative explanatory design was applied to carry out the study.The population was five corporate organisations in Eswatini that administer GTPs. The respondents weregraduate trainees (GTs),who met all the requirements prescribed by the inclusion criteria. Main findings: While the results indicated a null hypothesis in the relationship between GTPs and TM a strong correlation was found. The conclusion drawn is that the strong correlation (r = 0.511), between GTPs and TM, is attributed to the lack of integration and the parallel and independent administration of GTPs to TM, which invalidated a link between the two variables. Practical/managerial implications: The value to be derived by corporates administering GTPs may be elusive if the relationship between GTPs and TM remains unexplored. Contribution/value-add: Corporate organisationswill administer GTPs as effective management tools applied to ensure TM.

Background: The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professional caregivers. The quality of work is affected by the level of education of healthcare employees involved. Specific Aims This study aimed to collect data on how employees perceive their education and training in ID practice and how educational programs prepare them for their working environment. Methods: We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilities and the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey. Findings The results indicated that education significantly influenced the participants' knowledge level, and highly specific education (i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces should examine their employees' skills regularly from the viewpoint of fulfilling the needs of people with ID. Discussion Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplace training (i.e., through hands‐on practice at the workplace). Competence development in the form of workplace training is needed to upskill the staff and possibly increases employees' participation at work. [ABSTRACT FROM AUTHOR]

Copyright of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)