Further Professional On-the-Job Training of Employees in the Digital Era

Barnová, Silvia; Duda, Małgorzata; Matulčíková, Marta; Gabrhelová, Gabriela; Hrivíková, Tatiana

doi:10.3991/ijep.v12i5.32523

Cited by 6 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants showed positive reactions to the training, expressing satisfaction with the information provided and engaging in collaborative discussions with colleagues, which is consistent with previous research on effective PD [40][41][42][43]. As stated by [44], team training requires effective communication and a change in attitudes and behavior to empower team members to apply their knowledge to autonomous actions. The positive response indicates that the PD mode was well-received and aligned with participants' professional needs and interests.…”

Section: Discussionsupporting

confidence: 86%

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

Bufasi,

Cakane,

Dudareva

et al. 2024

Int. J. Eng. Ped.

View full text Add to dashboard Cite

Professional development (PD) plays a crucial role in equipping teachers with the necessary knowledge and skills to effectively foster spatial ability among their students. This study aimed to explore the potential of action research as a PD mode for primary school teachers to enhance students’ spatial ability. The findings of this study indicate the positive impact of PD on teachers’ practice, leading to significant improvements in student performance and engagement. The PD program effectively equipped teachers with new knowledge and skills, leading to noticeable progress in their instructional approaches and teaching practices. This research provides a foundation for future studies on PD programs aimed at enhancing students’ spatial ability.

show abstract

Section: Discussionsupporting

confidence: 86%

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

Bufasi,

Cakane,

Dudareva

et al. 2024

Int. J. Eng. Ped.

View full text Add to dashboard Cite

show abstract

“…This will greatly affect the education and training systems, as well as the adaptability of students and the development of lifelong learning systems. The requirements of companies and enterprises on their employees are constantly growing, which is why lifelong learning -including on-the-job training (Barnová, Duda, Matulčíková, Gabrhelová, & Hrivíková, 2022) -is becoming a necessity. Therefore, it will not be possible to limit the age category of university students.…”

Section: Introductionmentioning

confidence: 99%

Labour and Education Markets in Industry 4.0

Matúšová¹,

Kollár

2023

Acta Educationis Generalis

View full text Add to dashboard Cite

Introduction: The current development of the world economy defined as the Fourth industrial revolution (Industry 4.0) is rather determined by a larger social change caused by the interconnection of the physical, virtual, and social worlds. It affects the market of products, production factors, sectors, services, education, research, social systems, the labour market, the education, and specialization, including the legal framework, and the use of digital technologies for production and education purposes. Purpose: The aim of the literature review will be the description and analysis of Industry 4.0, which are digitization and the application of digital technologies, associated with new emerging jobs in the circular economy, artificial intelligence, cloud computing, development, sales of products and services and the focus on human resources, as Industry 4.0 requires new standards regarding Education 4.0. Methods: The study, analysis, evaluation and comparison of selected scientific papers and research reviews of international organizations (European Union, OECD, etc.) related to Industry 4.0 and Education 4.0 resulted in the need for a significant transformation of education and labour markets, because of newly emerging professions demanding new profiles of graduates. Conclusions: Calls for changes in the educational structure and new qualifications will be formulated regarding the Slovak economy by 2030. A successful transition to Industry 4.0 paradigm requires the linkage between industrial policy and educational, scientific, technical and innovation policies.

show abstract

“…Many employers express the opinion that university graduates are generally quite well prepared in terms of theoretical knowledge, but often lack presentation, stress management and teamwork skills [1]. Nowadays, also in companies, the individual form of further education is dominant while it is important to use the potential of team training and to pay more attention to the formation of learning teams, Attitudes of Economics Students Towards Teamwork at University as well as to a systematic approach to team education and training [2]. Failure to adopt a teamwork strategy is often considered as an important cause of failure in implementing change in organizations [3].…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Economics Students Towards Teamwork at University

Chmelárová,

Pasiar

2023

Int. J. Eng. Ped.

View full text Add to dashboard Cite

Teamwork has an undeniable benefit in finding creative and effective solutions to situations in both work and school environments. Teamwork training can be seen as a necessary condition for the career growth of every individual. This article aims to explore students‘ attitudes towards teamwork, identify the reasons for positive and negative attitudes of students towards teamwork, and measure their level of satisfaction with various aspects of teamwork. The survey utilized a non-standardized questionnaire comprising closed-ended items, multiple-choice items, and scaled items. Out of the 148 respondents, the majority expressed a positive attitude towards teamwork across different aspects, with varying reasons and levels of satisfaction. Statistical analysis of the data revealed that there is no statistically significant difference between the groups with positive and negative attitudes towards teamwork regarding their views on the reasons that cause positive or negative attitudes. However, there is a significant difference between the groups in their evaluation of all the aspects of teamwork, except for difficulty and unfairness. Students with positive attitudes towards teamwork place significantly more importance on relationships within the team, express higher satisfaction with recognition for good achievements and with the opportunity to help others, and they also prioritize the opportunity to assist others more than students with negative attitudes.

show abstract

Further Professional On-the-Job Training of Employees in the Digital Era

Cited by 6 publications

References 10 publications

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

Labour and Education Markets in Industry 4.0

Attitudes of Economics Students Towards Teamwork at University

Contact Info

Product

Resources

About