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Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower. Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set-namely ability and the personality dimension of conscientiousness-then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit. © 2018 European Research Network Vocational Education and Training. All rights reserved.

This book explores the role of HRD professionals in ethical and legal decision making in the workplace. While previous books have described the need for ethics in HRD, this book presents ways that HRD scholars and professionals can influence, through collaborative relationships, effective implementation of ethical policies and legal standards in the workplace. The ethical policies of an organization provide a key insight into its values, and this book shows the relationship between those values and HRD practices, such as training and development, career development, and organization development. Exploring such topics as protected classes, diversity intelligence, employee rights, and employee privacy, this book will inform HRD scholars and professionals on researching and enhancing ethical and legal decision making in the workplace. © The Editor(s).

Although the standardised curriculum and assessment procedures of many European education systems appear to be at odds with their central ethos and principles, mindfulness-based interventions (MBIs) are increasingly influential in schools, colleges and higher education. Originating in Buddhist contemplative traditions, mindfulness theory and practice – which foregrounds present-moment awareness and attention – has extended its modern secular and therapeutic applications into an exponentially expanding range of fields and disciplines including psychology, psychotherapy, mind-body health practices and education at all levels. Its potential usefulness in general vocational education and training (VET) has been explored by a number of researchers and practitioners, and its application in schools and colleges is receiving increasing attention. As with many popular educational innovations, the original values and ethos of mindfulness strategies have been distorted and subverted in a number of instances in which ‘McMindfulness’ programmes have been implemented with a view to the exclusive pursuit of corporate objectives and commercial profit. Such mutated examples of MBIs are, to some degree, evident in certain spheres of the field of mindfulness and work in which the present-moment attention and stress-reduction aspects of mindfulness strategies are unduly separated from the ethical foundations for the purpose of outcome-based assessments linked to predominantly instrumentalist ends. In this sphere, it will also be important to note the possible conflicts between MBIs and competence-based models of practice. As a way of guarding against such technicist utilitarianism in MBIs, a programme of mindfulness and VET is recommended which foregrounds the ethical and affective components of vocationalism and which is informed by process-based approaches to education and training linked to the personal development of learners and trainees. © Springer International Publishing Switzerland 2017.

It was investigated how domain-specific knowledge, fluid intelligence, vocational interest and work-related self-efficacy predicted domain-specific problem-solving performance in the field of office work. The participants included 100 German VET (vocational education and training) students nearing the end of a 3-year apprenticeship program as an industrial clerk (n = 63) which usually leads to a position in office work, lower or middle management, or a similar apprenticeship program to become IT-systems management assistants (n = 37). The participants worked on three computer-based problem scenarios dealing with operative controlling, a relevant domain to both training occupations, and completed further assessments to measure the variables listed above. Theoretical considerations, prior research and domain analyses suggested that industrial clerks would have greater domain-specific problem-solving competence (H1a) and domain-specific knowledge (H1b) than IT-systems management assistants and that domain-specific knowledge would be the strongest predictor of problem-solving competence (H2: “knowledge-is-power” hypothesis); all hypotheses were confirmed. Hypothesis 3, the “Elshout-Raaheim hypothesis,” predicts that fluid intelligence and problem-solving competence are most strongly correlated in the context of intermediate levels of task-related content knowledge, however the highest correlation was found in the group with low domain-specific knowledge. The findings suggest that intelligence plays a minor role in later stages of competence development whereas typical problem situations in later stages particularly require prior knowledge. The relationship of intelligence, knowledge and problem solving as well as limitations of the study, particularly weaknesses in the measurement of non-cognitive dispositions, are discussed. © 2016, Springer Science+Business Media Dordrecht.

A crucial educational decision in adolescence is whether to continue attending secondary school or to start an apprenticeship. The aim of this study was to assess the associations of ability, personality, and interest with this decision of adolescents. We examined 358 eighth grade students. Path analysis was used to model the direct and indirect relationships of ability, personality, and interest with the decision between secondary school vs. apprenticeship. A high correlation could be found between school achievement and the decision: the higher the adolescents' school achievement, the more they tended to continue attending secondary school. Furthermore, school achievement mediated the relationships of intelligence (moderate effect) and conscientiousness (small effect) with the decision. The effects of vocational interests were both gender specific as well as direct and indirect. We conclude that ability, personality, and interest should be considered for this important educational decision. © 2016 Hogrefe.

Background: The ASCOT research initiative funded by the Federal Ministry of Education and Research had the objective to measure vocational competencies in high-quality jobs. To adequately assess these it is important to offer authentic situations, similar to real-life (working) situations. Whether domain-specific problem-solving competencies are a unidimensional or a multidimensional construct has far reaching implications in vocational education e.g., regarding valid assessment of performance in the final exam at the end of vocational training. This article deals with the structure of problemsolving competencies of electronics technicians for automation technology at the end of their apprenticeship. Methods: Realistic problems with the focus on professional activities such as programming (constructive problem-solving) and troubleshooting a programmable logic controller (analytical problem-solving) were employed to measure domain-specific problem-solving competencies. Based on the results structural equation models were calculated and different models are compared for goodness of fit with consideration to content knowledge and fluid intelligence as predictors. Results: Our results document a two-dimensional structure of domain-specific problem-solving consisting of an analytical and a constructive dimension. This twodimensional structure remains stable even if content knowledge and fluid intelligence are included as predictors for the domain specific problem-solving competencies (Figs. 1, 5, 6). Only knowledge areas, which are relevant to the problem-solving situation, were predictive for the analytical and constructive problem-solving competencies. Fluid intelligence has a direct effect on both domain-specific problem-solving competencies but the influence is considerably lower when compared to relevant content knowledge. Conclusion: Based on these findings the final exam at the end of the apprenticeship needs to enclose an appropriate amount of both subdimensions of domain-specific problem-solving competencies. As a practical implication both dimensions have to be supported in addition to the teaching of content knowledge. © 2016 The Author(s).

This book considers the functions of assessment and its measurement in engineering education. Chapters two through three discuss efforts toward alternative curriculum in engineering and advanced level exams for university entry in engineering science. Chapter four reviews investigations of what engineers do at work and their implications assessment. Chapter five records the development of competency based assessment and considers its implications for the engineering curriculum. Chapter six discusses the impact of the accrediting authorities on assessment, outcomes based assessment, taxonomies and assessment in mastery and personalized systems of instruction. Chapters seven through eight consider student variability (e.g. intellectual development, emotional intelligence) and reflective practice. Questions are raised about the assessment of communication, creativity, innovation, teamwork, and the role of projects in integrated learning in chapter nine. Chapter ten though eleven focus on the implementation of outcomes based assessment, and the implications of two theories of competence for the design of the curriculum and its assessment. The book concludes by discussing assessment, moral purpose and social responsibility in the light of changes in the workforce, the role of educational institutions in preparation for industry, the need for lifelong education, and new approaches to assessment, and credentialing. © 2016 by The Institute of Electrical and Electronics Engineers, Inc.

Understanding the Classical Music Profession is an essential resource for educators, practitioners and researchers who seek to understand the careers of classically-trained musicians, and the extent to which professional practice is reflected within existing classical performance-based music education and training. Taking Australia as a case-study, Dawn Bennett outlines how Australia is now a service economy, and an important component of service provision is in the culture and recreation industries. Despite this, employment in culture and recreation is poorly understood and a lack of cultural intelligence contributes to a less than satisfactory environment that inhibits the creative potential of cultural practitioners. Musicians in the twenty-first century require a broad and evolving base of skills and knowledge to sustain their careers as cultural practitioners. Bennett maintains that a musician cannot be simply defined as a performer, but that a musician is someone who works within the profession of music in one or more specialist fields. The perception of a musician as a multi-skilled professional working within a portfolio career has significant implications for policy, funding, education and training, and for practitioners and students seeking to achieve sustainable careers. This indispensable book provides a comprehensive analysis of life as a musician, from education and training to professional practice as well as revealing the structure of the Australian cultural industries. Although Australia is the focus of the book, the basis of the research originates from many different places and most of the issues discussed relate directly to other countries throughout the world. © Dawn Bennett 2008.

Student internships are widely seen as a valuable part of education provision and there is a growing body of research into internship programmes from student, employer and educator perspectives. This paper explores the experiences of a group of information technology interns employed in a small organisation involved in health care business intelligence. Taking an ethnographic approach and drawing from a range of data sources including participant observation and qualitative interviewing, this study explores the legitimate peripheral participation of a small group of interns working in a single organisation. The internship programme is shown to be of benefit to the organisation, the occupation and the interns themselves. The participating students clearly benefited from being able to learn from and with experienced practitioners, including their supervisors, colleagues and each other in an authentic workplace setting. © 2013 © 2013 The Vocational Aspect of Education Ltd.

Purpose: The purpose of this paper is to highlight the benefits of implementing the Project method, by applying the technique in adult vocational training environments. Design/methodology/approach: While the central idea of this method stems from Greek antiquity, the method itself began to evolve within American pragmatism based on the principles of cognitive and Gestalt psychology. In the present paper, the assessment process of the Project method was undertaken with the multi-methodical approach and use of combined levels of triangulation to determine whether it can be applied to a group of adults, training in the subject of marketing communications. Findings: Since the projected conditions from the bibliography are observed through the implementation of the Project technique it appears that adult trainees activate learning skills and competencies of emotional intelligence. Thus, the creation of knowledge operates as a "spiral" process starting from the individual level and expanding to the business and social environment with significant benefits for participants. Practical implications: This application proposes fertile speculation about alternative, practical instruction, in the future environments of the broader vocational education, as well as their effective connection with society and the economy in general. Originality/value: This paper provides empirical results from the application of Project technique in vocational training for adults. It highlights the benefits of this method in teaching standards, personal and social development, human resource development and, consequently, in the development of the business, economic and wider environment. © Emerald Group Publishing Limited.