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24
Training transfer: An integrative literature review
- Journal of Human Resource Development Review
, 2007
"... Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performa ..."
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Cited by 61 (3 self)
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Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We syn-thesize the developing knowledge regarding the primary factors influencing transfer—learner characteristics, intervention design and delivery, and work environment influences—to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction.
Transfer of training: A meta-analytic review
- Journal of Management
, 2010
"... Although transfer of learning was among the very first issues addressed by early psychologists, the extant literature remains characterized by inconsistent measurement of transfer and significant vari-ability in findings. This article presents a meta-analysis of 89 empirical studies that explore the ..."
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Cited by 26 (1 self)
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Although transfer of learning was among the very first issues addressed by early psychologists, the extant literature remains characterized by inconsistent measurement of transfer and significant vari-ability in findings. This article presents a meta-analysis of 89 empirical studies that explore the impact of predictive factors (e.g., trainee characteristics, work environment, training interventions) on the transfer of training to different tasks and contexts. We also examine moderator effects of the relationships between these predictors and transfer. Results confirmed positive relationships between transfer and predictors such as cognitive ability, conscientiousness, motivation, and a supportive work environment. Several moderators had significant effects on transfer relationships, including the nature of the training objectives. Specifically, most predictor variables examined (e.g., motivation, work environment) had stronger relationships to transfer when the focus of training was on open (e.g., leadership development) as opposed to closed (e.g., computer software) skills. Other modera-tors related to the measurement of transfer also influenced transfer relationships, including situations in which transfer outcomes were obtained by the same source in the same measurement context— which consistently inflated transfer relationships. Findings are discussed in terms of their relevance for future research and training practice.
The Contributions of Different Groups of Individuals to Employees
- Creativity, Advances in Developing Human Resources
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"... The quality d thi. npmnidion i. ôopmdmt upm th. q d ü y of the copy submitbû. Brolren or indistinct prïnt, cokred or par quaI'i iliustmtions and photogmphs, print ~ f w g h, uibstandard margins, nd impfqmr alignrnent can adverse(y dbct mproductiorr. In the unlikely event that the author did no ..."
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Cited by 6 (2 self)
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The quality d thi. npmnidion i. ôopmdmt upm th. q d ü y of the copy submitbû. Brolren or indistinct prïnt, cokred or par quaI'i iliustmtions and photogmphs, print ~ f w g h, uibstandard margins, nd impfqmr alignrnent can adverse(y dbct mproductiorr. In the unlikely event that the author did not smd UMI a complets tvm"i~sCtipt and there are missing pages, ümse Wl be m. Also, if unautnomed copyright material had to be removeâ, a note will i n d m the deletion. Oversize materials (8.9..-S. drawings, cherb) are mpmduced by sectiming the original, bsginning at the upper left-hanâ amer anâ contiming from left to right in equal sections with small wedags. Photographs induded in the original manuscript have bieeri teproduoed xemgraphically in mis copy. HigW guality 6m x 9 " b k k anâ W i photographie prints are avaihûîe for any Qhotogriap)rs or illustratims apoearing in this copy for an additionol charge. Contas UMI di * to order-Ml & H-l Inhmatbn and Lmrning
Partnerships between universities and workplaces: Some challenges for work integrated learning
"... Under contemporary highly competitive markets, organizations are demanding that any investment in learning be converted into productive outcomes that rapidly progress the organisation towards pre-defined strategic goals. A customised work integrated learning curriculum has the potential to achieve s ..."
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Cited by 1 (0 self)
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Under contemporary highly competitive markets, organizations are demanding that any investment in learning be converted into productive outcomes that rapidly progress the organisation towards pre-defined strategic goals. A customised work integrated learning curriculum has the potential to achieve such productive outcomes because it allows learners to quickly contextualize the study content within the socio-cultural and functional environment of the workplace. However, the development of a work integrated learning curriculum relies on genuine partnerships between the universities and organisations. These types of partnerships require lengthy processes of negotiating the curriculum and pedagogies to support learning based in the workplace. Predictably such partnerships challenge the traditional roles of the universities as transmitters of discipline specific knowledge, and the workplace as less active partners in the learning processes and products. This paper is based on a case study and relates the challenges of developing a partnership, the transformed role of the academics, and a more complex design and facilitation of the curriculum. What became evident was that such a partnership was problematic and demanded re-distribution of knowledge- power relations between the university and the host organisation. The findings substantiate that successful work integrated learning that meet the needs of individuals and their workplaces is premised on a learning partnership where the roles for the curriculum and pedagogy are genuinely shared. That such partnerships are integral to successful work integrated learning and deeply problematic, begs for more research to understand the dynamics and ways to approach learning partnerships between universities and organisations.
New Trade and Industrial Teachers ’ Perceptions of Formal Learning versus Informal Learning and Teaching Proficiency
"... Trade and Industrial (T&I) teachers take on numerous roles in order to work effectively in their schools. Among their many roles they are program managers, instructional designers, facilitators of learning, and student advisors. To successfully perform these roles, they, like all teachers, maste ..."
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Trade and Industrial (T&I) teachers take on numerous roles in order to work effectively in their schools. Among their many roles they are program managers, instructional designers, facilitators of learning, and student advisors. To successfully perform these roles, they, like all teachers, master a myriad of complex skills, skills which fall into at least four categories. Danielson (1996) defines these categories as planning and preparation of instruction, creating a supportive learning environment, engaging the students in instruction, and taking on professional responsibilities outside of and in addition to those in the classroom. Customarily, new teachers complete formal training programs through coursework, workshops, student teaching, and other structured events before they obtain certification or licensure. These formal training programs are designed to produce explicit knowledge (Knight, 2002). This knowledge, in turn, is intended to prepare the new teachers to take on all the roles required of them in their future classrooms and laboratories. Traditionally, teacher educators have assumed that teaching skills are learned through formal programs. However, research from corporate training settings suggests that many job skills are learned on the job through more informal methods (Enos,
Theory and Conceptual Articles Toward Enriched Conceptions of Work Learning: Participation, Expansion, and Translation Among Individuals With/In Activity
"... This article argues that understandings of work learning within human resource development (HRD) theory can be fruitfully enriched by more fully incorporating practice-based perspectives. Three contemporary theo-ries that analyze learning as a relation of individuals with and/or in activ-ity are dis ..."
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This article argues that understandings of work learning within human resource development (HRD) theory can be fruitfully enriched by more fully incorporating practice-based perspectives. Three contemporary theo-ries that analyze learning as a relation of individuals with and/or in activ-ity are discussed: the participational perspective of situated cognition, the notion of expansion from cultural-historical activity theory, and the con-structs of translation and mobilization presented by actor-network theory. These are not new to HRD, but this brings them together with published empirical workplace research, employing their constructs to highlight selected dynamics that may be useful tools for HRD theory development. One element in particular is read across the three theories: the dialectic of “flying ” and “grounding, ” or lines of discontinuity and continuity char-acterising work learning. The argument is theory driven, drawing from HRD literature of work-learning and practice-based theories of social activity and knowledge production.
1 Towards Enriched Conceptions of Work Learning: Participation, Expansion, and Translation among Individuals With/In Activity
"... Despite the long recognition in HRD theory that learning is socially and materially situated in activity and relations, HRD literature indicates a continuing strong emphasis on individualistic theories representing learning as knowledge acquisition or individual development. It is argued here that u ..."
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Despite the long recognition in HRD theory that learning is socially and materially situated in activity and relations, HRD literature indicates a continuing strong emphasis on individualistic theories representing learning as knowledge acquisition or individual development. It is argued here that understandings of work learning within HRD theory can be fruitfully enriched by more fully incorporating practice-based perspectives. Three contemporary theories that analyse learning as a relation of individuals with/in activity have been selected for discussion here: the participational perspective of situated cognition, the notion of expansion from cultural-historical activity theory, and the constructs of translation and mobilization presented by actor-network theory. While these are not particularly new to HRD, the contribution of this discussion is to bring together these theories, along with published empirical workplace research based on them, to highlight selected dynamics that may be useful tools for HRD theory development. One element in particular is read across the three theories: the dialectic of ‘flying ’ and ‘grounding’, or lines of discontinuity and continuity characterising work learning. The
Transfer: A longitudinal analysis
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
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All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
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"... Complex challenges face higher education today, including a public call to reform. Most change efforts within institutions of higher education occur at the department level, requiring academic department chairs to lead change. While department chairs have a significant impact on the future of higher ..."
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Complex challenges face higher education today, including a public call to reform. Most change efforts within institutions of higher education occur at the department level, requiring academic department chairs to lead change. While department chairs have a significant impact on the future of higher education, their positions and roles are misunderstood, training and development processes for department chairs are inconsistent, and how department chairs learn to lead is unknown. The purpose of this study was to explore the informal and formal learning paths of academic department chairs. Of particular interest in this study were the learning methods of department chairs who reported engaging in behaviors associated with transformational leadership. The results of this correlational study were that leadership is affected by accumulated life experiences or incidental learning; informal learning more than formal learning contributes to transformational leadership; and learning from work experiences in the context of the work, rather than learning away from work, is the best mechanism for developing academic leaders in higher education today.
