Welche Zusammenhänge bestehen zwischen den affektiven Reaktionen von Trainingsteilnehmenden, der Lehrorientierung von Weiterbildungspersonal und Weiterbildungsinhalten?

Hochholdinger, Sabine; Keller, Inka

doi:10.1007/978-3-658-06616-1_8

Cited by 2 publications

(4 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, H4a was supported and H4b was rejected. This study's findings are consistent with the literature concerning soft-and hard-skills training (Botke et al, 2018;Hochholdinger and Keller, 2015;Laker and Powell, 2011) and open and closed training tasks (Yelon and Ford, 1999). The knowledge and skills required for the management of interactions such as communication and relationship building, seem to play a larger role among soft-skills trainers than hard-skills trainers.…”

Section: Discussionsupporting

confidence: 89%

“…The results also corroborate the findings reported by Hochholdinger and Keller (2015), who suggest that soft-skills trainers' approaches to teaching are more learner-oriented and that they use more learner-activating methods. A higher level of learner activation is likely to demand greater management of group activities and dynamics.…”

Section: Discussionsupporting

confidence: 88%

“…A meta-analysis of leadership training, a typical soft-skills topic, indicates the relevance of giving feedback and using varying instructional methods for soft-skills trainers (Lacerenza et al, 2017). Hochholdinger and Keller (2015) investigated trainers' approaches to teaching (Trigwell and Prosser, 2004) and found that soft-skills trainers reported more student-focused approaches to teaching, like including learners' perspectives, aiming to achieve conceptual changes, giving feedback and engaging in more learner-activating methods than hard-skills trainers. These trainers also used a wider range of instructional methods to activate participants.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

See 2 more Smart Citations

Perceived instructional requirements of soft-skills trainers and hard-skills trainers

Wißhak

Hochholdinger

2020

JWL

Self Cite

View full text Add to dashboard Cite

Purpose This study aims to investigate whether soft-skills trainers and hard-skills trainers have different perspectives regarding their required instructional knowledge and skills. Design/methodology/approach An online questionnaire was completed by 129 soft-skills trainers and 61 hard-skills trainers. The authors used 14 items covering relevant instructional knowledge and skills based on the training literature. Findings An exploratory factor analysis identified the following two factors: managing interactions and instructional activities. A multivariate analysis of variance showed significant differences in the assessments of managing interactions (p = 0.00) and instructional activities (p = 0.01) between soft- and hard-skills trainers. The differences in managing interactions were larger than those in instructional activities. The soft-skills trainers showed higher agreement with all items. Most individual items had medium effect sizes. The differing perspectives of soft- and hard-skills trainers are not an effect of different educational backgrounds. Research limitations/implications These findings suggest that differences exist in the required instructional knowledge and skills depending on whether trainers teach soft or hard skills. Further research should consider the training content. Practical implications Practitioners can ensure that soft-skills trainers meet the respective requirements. Originality/value This study is the first to investigate the differences in soft- and hard-skills trainers’ perceptions of instructional requirements.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 88%

Section: Theory and Hypothesesmentioning

confidence: 99%

See 1 more Smart Citation

Perceived instructional requirements of soft-skills trainers and hard-skills trainers

Wißhak

Hochholdinger

2020

JWL

Self Cite

View full text Add to dashboard Cite

show abstract

“…The only study that has examined approaches to teaching in the context of professional training was conducted by Hochholdinger and Keller (2015), who demonstrated that a constructivist approach is positively correlated with positive emotional reactions and evaluations by trainees. Furthermore, trainers with a constructivist approach used more activating methods.…”

Section: Conceptual Change Ementioning

confidence: 99%

Approaches to Teaching in Professional Training: a Qualitative Study

Bonnes

Hochholdinger

2020

Vocations and Learning

Self Cite

View full text Add to dashboard Cite

Teaching approaches have been shown to be an important aspect of teaching in school or higher education. Although differing approaches to teaching may play a role in the outcome of professional trainings, they have not yet been further studied in this context. It is first necessary to determine whether the existing approaches to teaching construct can be transferred to the context of professional training and how approaches to teaching can be operationalized for future studies. For a multi-perspective view, we conducted 45 interviews with trainers, human resource development practitioners and trainees. The interviews were analyzed by qualitative content analysis. Our results show that the construct can be transferred to professional training. However, to apply the approaches to teaching construct to professional training, some of the underlying categories must be modified. Furthermore, we discuss the need to include new aspects, such as the category of transfer. Implications for further research are presented, including the development of a measurement instrument based on the results.

show abstract

Welche Zusammenhänge bestehen zwischen den affektiven Reaktionen von Trainingsteilnehmenden, der Lehrorientierung von Weiterbildungspersonal und Weiterbildungsinhalten?

Cited by 2 publications

References 29 publications

Perceived instructional requirements of soft-skills trainers and hard-skills trainers

Perceived instructional requirements of soft-skills trainers and hard-skills trainers

Approaches to Teaching in Professional Training: a Qualitative Study

Contact Info

Product

Resources

About