Employee Readiness, Training Design and Work Environment in Influencing Training Transfer Among Academic Staffs of Uitm

Salleh, Nik Sarina Nik Md; Amin, Wan Abd Aziz Wan Mohd; Mamat, Ibrahim

doi:10.6007/ijarbss/v7-i10/3376

Cited by 6 publications

(6 citation statements)

References 49 publications

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“…However, publication requires an explicit skills and quality to be possessed by the author in realizing such knowledge advancement agenda. The skills which include academic writing skill, critical thinking skills, problem solving skills and leadership skills which needs to be acquired by an academician (Mwesigwa et al, 2020;Salleh et al, 2017). Therefore, it is understandable should the new academic staffs facing this issue with no concrete solution at all.…”

Section: Discussionmentioning

confidence: 99%

“…Studies by Fauzi et al, (2019) and Ghabban et al, (2018) posited that both elements are crucial not only for obtaining the confirmation in service, but also serves as a dissemination and advanced the knowledge and its application to others in particular field. Indeed, publication and research come with a set of specific skills including academic writing skills, analytical skills, problem solving skills and leadership skills which needs to be acquired by an academician (Mwesigwa, Tusiime & Ssekiziyivu, 2020;Salleh, Amin & Mamat, 2017). Unfortunately, at this juncture, the exposure for the new staffs is rather limited which makes it tough for them to produce the outcomes as expected.…”

Section: Issues and Challenges Among New Academic Staffs In Universit...mentioning

confidence: 99%

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The Challenges and Issues Faced by the New Appointed Academic Staffs of the University in the Emerging Market

Kamarudin¹,

Kamarruddin²,

Ramli³

et al. 2023

J. Professional Business Review

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Purpose: The aim of this research is to explore the issues and challenges faced by the new appointed academic staffs of a public university in Malaysia. Theoretical framework: The appointment of the new academic staffs in the university offers a whole new paradigm and dynamic while could be beneficial for the universities’ ecosystem entirely. Among the benefits are contributing new ideas and implementation for improvement as well as fostering positive attitude within the environment. However, the staffs could encounter with various issues and challenges at the entry stage which could deter his or her development further. Design/methodology/approach: A qualitative approach is employed in this research where the academic staffs with less than 3 years’ working experience were interviewed in order to understanding the obstacles faced. The data gathered is analyzed using NVivo12 software. Findings: The findings of this research revealed that issues pertaining Key Performance Indicators (KPIs), teaching and learning which involved unfamiliar subjects and issue surrounding online classes, difficulties in publication and research component due to lack in knowledge, skills and experience, allyship in academic working environment as well as juggling between the demanding workload of teaching and administrative works with completion of the Postgraduate Diploma in Higher Education Learning and Teaching (PGDHELT) course. Research, Practical & Social implications: This research offers some practical significances particularly to the university’s management and the newly appointed academic staffs on board. The identification of issue and challenges among newly appointed staffs is significant in finding solutions. Originality/value: As a practical implication, this research paper sheds new light for both the Ministry of Higher Education (MOHE) Malaysia and the university’s management to formulate a handful and effective training and development program to smoothen the transition process of the new appointed academic staffs into the academic world in the university.

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Section: Discussionmentioning

confidence: 99%

Section: Issues and Challenges Among New Academic Staffs In Universit...mentioning

confidence: 99%

The Challenges and Issues Faced by the New Appointed Academic Staffs of the University in the Emerging Market

Kamarudin¹,

Kamarruddin²,

Ramli³

et al. 2023

J. Professional Business Review

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show abstract

“…En particular, siguiendo la numeración fijada en la Tabla 4, el factor nro. 1 "Diseño de la formación" se ha posicionado como factor de influencia sobre la transferencia de la formación continua desde hace más de tres décadas (Baldwin y Ford, 1988) y se ha identificado desde una multitud de investigaciones realizadas en diferentes contextos tanto profesionales como formativos (Blume et al, 2019;Kiwanuka et al, 2020;Lacerenza et al, 2017;Ma et al, 2018;Sahoo y Mishra, 2019;Salleh et al, 2017). El factor nro.…”

Section: Discussionunclassified

Factores condicionantes de la transferencia de la formación permanente del profesorado no universitario.

Berenguer

Vicente

Martínez

2022

Red

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Teachers' professional development plans constitute the main mechanism of action to improve the services offered by educational organizations and the performance of the functions of teachers. The study of the transfer of learning developed in permanent training activities to the job constitutes a problem of great interest as it is a necessary element to be able to analyze the performance of training activities. This research explores the factorial structure that determines the transfer of permanent training for non-university teachers, analyzes the analogies and differences with other models and proposes a measurement instrument adapted to non-university teaching. The methodology used follows a non-experimental, quantitative design based on a cross-sectional survey-type design. The sample is made up of 4,769 non-university teachers from the Region of Murcia, obtained through a non-probabilistic convenience sampling. The analysis followed a quantitative-correlational approach using statistical factor analysis techniques and the study of internal consistency. The research has made it possible to propose a factorial model and a measurement instrument, validated in content and construct, for transfer factors in non-university education. Los planes de desarrollo profesional de los docentes constituyen el mecanismo principal de actuación para la mejora de los servicios ofrecidos por las organizaciones educativas y del desempeño de las funciones del profesorado. El estudio de la transferencia de los aprendizajes desarrollados en las actividades de formación permanente al puesto de trabajo configura un problema de gran interés al tratarse de un elemento necesario para poder analizar del rendimiento de las actividades formativas. La presente investigación explora la estructura factorial condicionante de la transferencia de la formación permanente del profesorado no universitario, analiza las analogías y deferencias con otros modelos y propone un instrumento de medición adaptado a la enseñanza no universitaria. La metodología utilizada obedece a un diseño no experimental de tipo cuantitativo basado en un diseño transversal tipo encuesta. La muestra está formada por 4769 docentes no universitarios de la Región de Murcia, obtenidos mediante un muestreo no probabilístico por conveniencia. El análisis siguió un enfoque cuantitativo-correlacional empleando técnicas estadísticas de análisis factorial y el estudio de la consistencia interna. La investigación ha permitido proponer un modelo factorial y un instrumento de medida, validado en contenido y constructo para los factores de transferencia en la enseñanza no universitaria.

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“…Another factor influencing the transfer of learning is the work environment factor (Rahman, 2020; Wisshak & Hochholdinger, 2018). According to Salleh and Mamat, (2017) environmental factors help determine whether trainees exhibit learned behaviors as soon as they return to the work environment. However, there are previous studies that state this factor is less important than trainee characteristics and training design (Rahman, 2020).…”

Section: Work Environmentmentioning

confidence: 99%

Learning Transfer Exploration Model from Skill Institute to Workplace, PLS-SEM Approach

Yunus¹,

Razali

Affandi

et al. 2021

JTET

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Skills and job mismatch issues have become common and recurring issues in Technical and Vocational Education Training (TVET). This issue is associated with the transfer of learning that involves various factors such as the area of training, certification level, curriculum, instructors, facilities and resources and industry recognition. In line with the Baldwin & Ford model, learning transfer involves three major factors such as the trainee’s characteristics, the training design and working environment. Therefore, identify the factors which contribute to the effective transfer of learning is necessary. This study attempts to identify which factors are contributing to learning transfer based on National Occupational Skill Standard (NOSS) system in skill institutes in Malaysia to workplace. This is because the lack of relevant studies related to the learning transfer on the NOSS system and at once makes it difficult to emphasize the factors to be considered for effective transfer of learning. The design of the survey study through the distribution of questionnaires to 309 Malaysian Skills Certificate trainees was done to generalize the study findings. This study used the Partial Least Squares-Structural Equation Modeling (PLS-SEM) tool to validate the model. PLS-SEM is choose because it can predict and explain constructs target. Then it can explore the relationship between the construct. Besides that, PLS SEM is chosen because this method can be done on complex structure equation model that consists more constructs and indicators. PLS-SEM can also control both a reflective and formative constructs. Findings indicate that work environment and training design positively influences learning transfer be represented by generalization and retention construct. The findings provide useful insight and information regarding the learning transfer that correlate with mismatch issues that policy makers, training provider, employers and trainees need to consider to produce highly skill workers subsequently completed this skills mismatch issue.

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Employee Readiness, Training Design and Work Environment in Influencing Training Transfer Among Academic Staffs of Uitm

Cited by 6 publications

References 49 publications

The Challenges and Issues Faced by the New Appointed Academic Staffs of the University in the Emerging Market

The Challenges and Issues Faced by the New Appointed Academic Staffs of the University in the Emerging Market

Factores condicionantes de la transferencia de la formación permanente del profesorado no universitario.

Learning Transfer Exploration Model from Skill Institute to Workplace, PLS-SEM Approach

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