The article discusses the actual problems of practical training in the tourism and hospitality industries in Russia and identifies the main problems of training specialists at Russian specialized universities. The main focus is on building partnerships between universities and employer organizations in order to train highly qualified specialists. Purpose: The research is aimed at creating an effective model of practical training based on the interaction of the university with employer organizations within the framework of the training of specialists in the tourism and hospitality industries. Design/Methodology/Approach: The work is based on scientific publications devoted to evaluating the effectiveness of the existing system of personnel training for the tourism and hospitality industries, studying its features, building models of vocational education, and using practice-oriented programs in the training of specialists. To study the problems of practical training of personnel for tourism and hospitality, systematic and structural approaches were used as a methodological basis, as well as methods of analysis and synthesis, the study of models of cooperation between universities and employers, and methods of monitoring and evaluating the quality of training specialists. To obtain empirical data, an analysis of the needs of the labor market for specialists in the hospitality industry was carried out, as was the study of models of cooperation between universities and employers. Results: In the course of the work, the author has formed a model of practical training for specialists in the tourism and hospitality industries, including the purpose and objectives, process requirements, organization conditions, and requirements for the results of the process. The innovative nature of the proposals lies in the development of new models of practical training based on gamification technology. The direction of further research may include the development of a methodology for the organization of the university’s interaction with employer organizations in the framework of practical training. Conclusion: The results of the study can be used by professional educational organizations to organize the process of practical training of students, which will effectively solve the problem of training personnel for tourism and hospitality. The social consequences of organizing the process of practical training for students will include increasing the competitiveness of graduates in the labor market, improving the quality of tourist and hotel services, introducing innovations into the tourism and hospitality industries, and developing startups.

Currently, there is a significant gap between the training objectives and the actual situation of electromechanical talents in higher vocational colleges. Many teachers in electromechanical departments do not meet the required qualifications and are unable to adapt to the developments of the new era. The talent training mode is insufficiently comprehensive, and the criteria for talent assessment are not unified. In response to these issues, it is necessary to promptly change the mindset, innovate educational ideas, focus on the present while planning for the future, clarify training objectives, adopt a dual education model that integrates production and education, strengthen the faculty, utilize their potential, and improve the overall educational quality to provide guarantees for talent development.

Under the background of engineering education certification, the traditional personnel training model can’t meet the requirements of high-quality personnel training under the new engineering background. Taking Surveying and mapping engineering major of Liaoning Institute of Science and Technology as an example, this paper explores the continuous improvement of the output-oriented talent training model through collaborative education of talents training objectives, curriculum system, practical teaching system, teacher team construction, enterprises and graduates. Over the years, the surveying and mapping engineering major of our school has achieved good results in personnel training. The major actively ADAPTS to the regional development of the local economy, closely connects with the needs of regional talents, and highlights its characteristics in serving the local economy.

In the fast-paced modern society, enhancing employees’ professional qualities through training has become crucial for enterprise development. However, training satisfaction remains under-studied, particularly in specialized sectors such as the coal industry. Purpose: This study aims to investigate the impact of personal characteristics, organizational characteristics, and training design on training satisfaction, utilizing Baldwin and Ford’s transfer of training model as the theoretical framework. The study identifies how these factors influence training satisfaction and provides actionable insights for improving training effectiveness in China’s coal industry. Design/Methodology/Approach: A cross-sectional design that allowed the study to capture data at one point in time from a large sample of employees was employed to conduct an online survey involving 251 employees from the Huaibei Mining Group in Anhui Province, China. The survey was administered over three months, capturing a diverse sample with nearly equal gender distribution (51% male, 49% female) and a majority aged between 21 and 40. The participants represented various educational backgrounds, with 52.19% holding an undergraduate degree and most occupying entry-level positions (74.9%), providing a broad workforce representation. Findings: The research indicated that personal traits were the chief predictor of training satisfaction, showing a beta coefficient of 0.585 (95% CI: [0.423, 0.747]). Linear regression modeling indicates that training satisfaction is strongly related to organizational attributes (β = 0.276 with a confidence interval of 95% [0.109, 0.443]). In contrast, training design did not appear to be a strong predictor (β = 0.094, 95% CI: [−0.012, 0.200]). Employee training satisfaction was the principal outcome measure, measured with a 5-point Likert scale. The independent variables covered personal characteristics, organizational characteristics, and training design, all measured through validated items taken from former research. The consistency of the questionnaire from the inside was strong, as Cronbach’s alpha values stood between 0.891 and 0.936. We completed statistical testing using SPSS 27.0, complemented by multiple linear regression, to study the interactions between the variables. Practical implications: This research contributes to the literature by emphasizing the necessity for context-specific training approaches within the coal industry. It highlights the importance of considering personal and organizational characteristics when designing training programs to enhance employee satisfaction. The study suggests further exploration of the multifaceted factors influencing training satisfaction, reinforcing the relevance of Baldwin and Ford’s theoretical model in understanding training effectiveness. Ultimately, the findings provide valuable insights for organizations seeking to improve training outcomes and foster a more engaged workforce. Conclusion: The study concluded that personal and organizational characteristics significantly impact employee training satisfaction in the coal industry, with personal characteristics being the strongest predictor. The beta coefficient for personal characteristics was 0.585, indicating a strong positive relationship. Organizational characteristics also had a positive effect, with a beta coefficient of 0.276. However, training design did not show a significant impact on training satisfaction. These findings highlight the need for coal companies to focus on personal and organizational factors when designing training programs to enhance satisfaction and improve training outcomes.