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Training Transfer (training + transfer)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting100%

Selected Abstracts

Validation of the Learning Transfer System Inventory: A study of supervisors in the public sector in Jordan

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2008
Abdulfattah Yaghi
Jordanian policymakers rely on trained supervisors to lead organizational change in public administration. The impact of training, however, remains weak unless trainees apply what they have learned (training transfer). In order to assess training transfer, the present study validates a Classic Arabic version of the Learning Transfer System Inventory (CALTSI). The instrument was administered to a random sample of 500 supervisors. Exploratory factor analysis with oblique factor rotation validates 15 of the original 16 factors of the LTSI and explains about 65% of the common variance. These findings and their implications are discussed. [source]

A study of best practices in training transfer and proposed model of transfer

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2008
Lisa A. Burke
Data were gathered from a sample of training professionals of an American Society of Training and Development (ASTD) chapter in the southern United States regarding best practices for supporting training transfer. Content analysis techniques, based on a rigorous methodology proposed by Insch, Moore, & Murphy (1997), were used to analyze the rich data. Findings suggest that interventions for bolstering training transfer are best carried out in the work context and design and delivery phase, take place after training or during, and involve trainers and supervisors. Activities garnering top attention from trainers as best practices include (starting with most frequently reported) supervisory support activities, coaching, opportunities to perform, interactive training activities, transfer measurement, and job-relevant training. Several new transfer variables also emerged from the data, indicating existing transfer models can be further refined. Ultimately, we propose a refined model of transfer to extend human resource development (HRD) theory in the area of transfer. [source]

Posttraining interventions to enhance transfer: The moderating effects of work environments

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2001
Wendy L. Richman-Hirsch
The study reported on in this article examined the effectiveness of two posttraining interventions,goal-setting and self-management training,and moderating effects of the work environment on improving training transfer. The findings indicate that training in goal-setting was effective in improving the extent to which trainees applied their skills to the job. Further, both interventions were found to be more effective in supportive work environments. Implications for training research and human resource practices are discussed. [source]

A missing link in the transfer problem?

HUMAN RESOURCE MANAGEMENT, Issue 4 2010
Examining how trainers learn about training transfer
Abstract This study describes and reports the methods training professionals use to learn about training transfer. Specifically, this study focused on trainers' use and perceived utility of the literature (research and practitioner-based) to develop their knowledge of how to support training transfer in their organization. Consistent with extant research conducted on human resource professionals, our survey results suggest that training professionals seek knowledge mostly through informal learning (e.g., job experiences, discussions with internal and external training professionals, books, searching the Web), but they prefer to learn about training transfer in discussions with external trainers and academics. As a follow-up to the survey, our interview results indicate that trainers select learning methods based on source quality, motivation, and accessibility, but these differed based on which learning methods were chosen. Ideas to guide future human resource researchers are presented within the framework of information-seeking theory. This paper concludes by discussing practical implications for increasing trainer competencies that support training transfer in organizations. © 2010 Wiley Periodicals, Inc. [source]

The impact of workplace support and identity on training transfer: a case study of drug and alcohol safety training in Australia

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2004
Ken Pidd
Previous research has indicated that the transfer climate of work organisations is an important factor in determining the degree to which knowledge, skills and abilities gained in training transfer to the workplace. In particular, workplace social support from supervisors and coworkers is consistently cited as an important factor that can facilitate or inhibit training transfer. However, research evidence regarding the impact of workplace social support on training transfer is mixed. In order to address this issue a study was conducted to identify under what conditions workplace social support impacts on training transfer. This study evaluated a workplace drug and alcohol training programme, to examine the impact of workplace social support and identification with workplace groups on training transfer. Results indicated that the influence of workplace social support on training transfer was moderated by the degree to which trainees identified with workplace groups that provided this support. This study supports the proposition that in order to fully understand training transfer, and to design effective training programmes, training research and practice needs to focus on both the personal and situational factors that may interact to influence learning and transfer. [source]

Reconceptualizing the learning transfer conceptual framework: empirical validation of a new systemic model

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2004
Constantine Kontoghiorghes
The main purpose of this study was to examine the validity of a new systemic model of learning transfer and thus determine if a more holistic approach to training transfer could better explain the phenomenon. In all, this study confirmed the validity of the new systemic model and suggested that a high performance work system could indeed serve as a catalyst to successful training transfer. [source]

Factors Affecting Training Effectiveness in the Context of the Introduction of New Technology,A US Case Study

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2001
Constantine Kontoghiorghes
The purpose of this exploratory study was to identify the key factors within and outside the training context that could affect training effectiveness. The most important variables that were found to facilitate trainee learning and training transfer are: measurement of trainee knowledge before and immediately after training; supervisory support and encouragement for the application of new skills and knowledge; intrinsic rewards for applying newly learned skills and knowledge; a participative/sociotechnical organisation that is characterised by a high degree of employee involvement; and, a continuous learning environment that encourages frequent participation in multiskill training and retraining programs. [source]