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Results describe education types in relation to the methods used and assess suitability across physical, virtual, and hybrid environments, confirming that methods shape participant interest across all education types.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/further-corporate-vocational-education-instrument-of-stabilization-and-development-of-human-resources/585761/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/further-corporate-vocational-education-instrument-of-stabilization-and-development-of-human-resources/585761.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main aim of the paper?","Question",{"text":63,"@type":64},"To identify education methods suitable for voluntary further corporate professional education and to propose methods that work for companies and learners when moving to virtual or hybrid environments.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the empirical research conducted?",{"text":68,"@type":64},"Through a questionnaire method and an interview method.",{"name":70,"@type":61,"acceptedAnswer":71},"How many respondents participated, and how were they selected?",{"text":72,"@type":64},"140 respondents were selected by random selection, based on Slovak SK NACE Rev.2 divisions, with data collection in February–April 2019 and February–April 2022.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585761,1792171011,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","FURTHER CORPORATE VOCATIONAL EDUCATION– INSTRUMENT OF STABILIZATION AND DEVELOPMENT OF HUMAN RESOURCES  \nAssoc. Prof. Ing. Marta Matulčíková1, PhD  \nAssoc. Prof. Daniela Breveníková2  \n1, 2 University of Economics, Bratislava, Slovak Republic  \nABSTRACT  \nThe aim of the paper is to identify suitable methods of education for individual types of voluntary further corporate professional education, which could be applied also when changing the physical teaching environment to virtual or hybrid learning environment, and to propose the methods of education suitable for companies and attractive for the participants of the corporate trainings. In the empirical research, the questionnaire method and the interview method were applied. The respondents (140) were selected from two sections of the Statistical Classification of Economic Activities of the Slovak Republic, SK NACE Rev.2 . The research results presented in the tables characterize the types of education in relation to the educational methods applied in the companies analyzed. The suitability of education methods is characterized also in terms of teaching environments, the physical, virtual and hybrid environments. The results of the research confirm that the methods of education affect the interest of the participants in all types of education.  \nKeywords: further professional corporate education, adult education, methods of education, learning environment  \nINTRODUCTION  \nFurther professional corporate training of employees is conducted in connection with the increasing requirements on the performance of individual work activities. It is a type of targeted education and is linked to economic activity. Its essence can be seen in creating and maintaining optimal harmony between subjective qualifications, i.e. the real working capacity of the individual and the objective qualification that results from the requirements of a specific profession and the tasks of the workplace, employee’s qualification and job qualification. [7], [5]  \nEducational methods play an important role in ensuring educational activities in the company. Their choice depends on many factors such as educational aims, educational content and the nature of the issue, educational principles, target group, the personality of the lecturer, time and funding of education, as well as learners’ preferences. From the learner’s point of view, the method is an important  \ntool that not only motivates interest in education, but is directly related to the results of education and learning. Methods affect the process of memorizing and acquiring knowledge and skills and stimulate the learning of an adult individual.  \nThe aim of the paper is to determine, based on empirical research, the methods of education, which may be used even when changing the physical learning environment to a virtual or hybrid learning environment for individual types of voluntary further corporate professional education, and to propose educational methods suitable for the company and attractive and motivating for learners. The paper is part of the primary research project VEGA No. 1/0328/21 “Post-pandemic business management: identifying temporary and sustainable changes in sequential and parallel management functions in the context of the COVID-19 pandemic.”  \nFURTHER PROFESSIONAL EDUCATION IN AN ENTERPRISE  \nFurther corporate professional education is an important part of adult education. Mandatory education includes educational activities that result from the legislation in force and from the internal organizational regulations aimed at updating training for certain professions and authorizing an employee to perform certain work activities.  \nSince the conclusion of the employment relationship, the employee completes entry training, which, in addition to initial learning and training for anew job, also includes mandatory education for all employees, namely occupational safety and health protection (OHS) and fire protection [8] .  \nMandatory educat","cbCaiifKkKbKh26b","https://ap.wps.com/l/cbCaiifKkKbKh26b","pdf",314390,"English","# Abstract\n# Introduction\n# Further Professional Education in an Enterprise\n# Methods of Empirical Research\n# Corporate Mandatory Education and Applied Methods","[{\"question\":\"What is the main aim of the paper?\",\"answer\":\"To identify education methods suitable for voluntary further corporate professional education and to propose methods that work for companies and learners when moving to virtual or hybrid environments.\"},{\"question\":\"How was the empirical research conducted?\",\"answer\":\"Through a questionnaire method and an interview method.\"},{\"question\":\"How many respondents participated, and how were they selected?\",\"answer\":\"140 respondents were selected by random selection, based on Slovak SK NACE Rev.2 divisions, with data collection in February–April 2019 and February–April 2022.\"}]","Further Corporate Vocational Education - Instrument of Stabilization and Development of Human Resources | PDF",1792055787,23]