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Colaço, Tanya. "Computer training and training transfer, an exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ36919.pdf.
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Lee, Ji-Eun. "Design of blended training for transfer." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277976.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3716. Adviser: Curtis J. Bonk. Title from dissertation home page (viewed May 5, 2008).
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Severs, Yvonne D. "A case study of organisational training and the training effectiveness influences on vertical and horizontal transfer." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/7813.
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Organisations are often faced with many challenges when they attempt to implement an entire workforce to a technologically advanced and complex platform that will alter the skill-set requirements for performance. Training can be ä very effective intervention strategy to implement this organisational change. However, theorists have proposed that training can also enhance organisational effectiveness, and it is believed that individual outcomes from training that emerge upward to achieve organisational objectives vertical transfer would strengthen the link between training effectiveness and organisational effectiveness. Using these theories as a foundation, this case study examined the effectiveness of an organisation's training to achieve performance objectives. Expansion from these theories was possible as this case study presented the multiple influences involved during successive interdependent team training to support the performance of safety-critical operations for a new working platform. In achieving interdependent team vertical transfer in emergency management during this training, results have revealed that training must first focus on individual level skill proficiency and collective enabling process skills horizontal transfer as they are a critical antecedent to ensure cohesion in interdependent team performance. Findings have further identified that the training content and methods must both support and determine the achievement of individual required skills. While simulation training that reflected the working platform benefits both learning and performance. Conclusions can also be drawn from this exploratory case study that the efforts by individuals upward through to teams and across teams has enhanced training performance outcomes. This empirical case study has shown that a multitude of factors and cumulative events that occurred prior to training and during training influenced the effectiveness of team training from multiple levels. Thus, this case study has been able to verify and expand current postulated models to provide foundation support for the design and delivery of interdependent training.
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Patterson, Thomas P. "Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.
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Although training evaluation is understood as an important way of determining the effectiveness of a training program, additional research in the area of training transfer and core self-evaluations (CSE) could provide insight on measuring the effectiveness of training programs. Training transfer differences and CSE were examined in training courses offered in a workforce development program. The goals of the study were to: (1) evaluate the validity of using CSE as a means of predicting perceptions of transfer, (2) test the previous findings that utility reactions measures are a stronger predictor of transfer than affective reactions measures, (3) determine which type of enrollment format in the Career and Workforce Development program has higher transfer of training, (4) evaluate if CSE can predict different rates of learning, (5) determine if CSE correlates positively with affective and utility measures of reaction surveys, and (6) further examine the finding that utility measures positively correlate with knowledge gains. In order to do this, eight Western Kentucky University Career and Workforce Development training courses were evaluated. The study did not find support for any of the hypotheses. Possible reasons for this lack of support include a small sample size, a lack of responses to the transfer survey, the number of different courses evaluated, and characteristics of the training courses such as different trainers. Thus, additional research is needed in this area to better understand the nature of the relationships between CSE, perceptions of transfer, utility reactions, affective reactions, and training course knowledge gains.
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Brown, Benjamin J. "A training transfer study of simulation games." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FBrown.pdf.
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Thesis (M.S. in Modeling Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, March 2010.Thesis Advisor(s): Becker, William ; Darken, Rudolp. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Training transfer, virtual battespace 2, serious games. Includes bibliographical references (p. 279-284). Also available in print.
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Hamblin, Christopher James Chaparro Alex. "Transfer of training from virtual reality environments." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.
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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences."May 2005." Title from PDF title page (viewed on August 30, 2006). UMI number: AAT3189242 Thesis adviser: Alex Chaparro. Includes bibliographic references (leaves 77.-85).
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Semeniuk, Tracey L. (Tracy Lynn) Carleton University Dissertation Psychology. "Practice effects and lateral transfer of training." Ottawa, 1992.
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Tais, Senna. "Transfer Mechanisms of Eccentric Training : The effects of EMG-biofeedback in training." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2303.
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Abstract Aim: The aim of this study was to investigate how neural mechanisms operate during maximum strength training in the Quadriceps Femoris muscle group. One of the main objectives is to investigate the effects of five weeks unilateral maximum eccentric strength training on contralateral neural adaptations. The second is to investigate the effects of adding electromyographic (EMG) biofeedback into the training intervention. Method: 20 healthy, recreationally active men and women had to undergo five weeks (three training sessions per week, resulting in 15 sessions in total) of maximum isokinetic unilateral eccentric strength training of the Quadriceps femoris muscle, with EMG biofeedback; FBG, n=10 five women and five men, or without EMG biofeedback; RTG n=10 five women and five men. The study was performed at the Laboratory of Biomechanics and Motor control, BMC Laboratory, Stockholm Sweden. Results: The results demonstrated an increase in concentric strength development in the trained leg; before 130 ± 43 Nm and after training 148 ± 46 Nm, (p=0.006). No significant increase in strength was detected for the untrained leg. Further, post hoc tests showed a tendency towards an increase in level of activation (LOA) of the trained leg in the FBG; from 69 ± 15 % before to 81 ± 13 % after training (p=0.097). No significant differences in the ecc:con EMG-ratio or in antagonist co-activation after the training intervention were shown. Conclusion: No significant difference in strength development was shown, whether training occurred with or without EMG biofeedback. However, eccentric training tended to induce transfer of neural activation to a maximum voluntary contraction (MVC) in the trained leg only in the group training with EMG biofeedback. In addition, the results revealed that eccentric strength training improved concentric strength in the trained leg but induced no transfer to the contralateral untrained leg. The benefits and prospects with incorporating feedback into training remains somewhat unknown and requires further research to obtain deeper understanding of the neural mechanisms affected by biofeedback.
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Rahyuda, Agoes Ganesha. "Elucidating the effects of post-training transfer interventions on trainee attitudes and transfer of training : a mixed methods study." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633517.
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Research on transfer of training highlights the importance of implementing a set of cognitive-based strategies after training, i.e., post-training transfer interventions, to help trainees achieve positive transfer. In this respect, prior research has considered two types of post-training transfer interventions: relapse prevention and proximal plus distal goal setting. However, despite the advances in recent research linking post-training transfer interventions and transfer of training, there are several key problems that remain under-explored, including the lack of agreement about which post-training transfer intervention types are more efficient to improve transfer performance, the inconclusiveness of the impact of post-training transfer interventions on transfer of training, and the lack of clarity on the process through which post-training transfer interventions affect trainee attitudes and transfer of training (i.e., the mechanism issue). This thesis is attempting to address these problems by investigating the effects of two post-training transfer interventions (i.e., relapse prevention and proximal plus distal goal setting) on trainees' readiness to change, autonomous motivation to transfer, and transfer of training. The data were collected using a sequential mixed method approach involving experimental design and semi-structured interviews. In total, there were 378 employees from two organisational sectors (i.e., public and private sector) in Indonesia participated in the study. The data were analysed using split-plot analysis of variance, partial least square analysis, and content analysis. The findings show that both relapse prevention and proximal plus distal goal setting influence trainees' readiness to change, autonomous motivation to transfer and transfer of training. This study also reveals several complex interactions involving trainees' creativity and initiative that may explain the mechanism linking post-training transfer interventions, trainee attitudes, and transfer of training. By elucidating this mechanism, this thesis helps scholars to organise the large and diverse body of mechanisms on the post-training transfer interventions and transfer of training literature.
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Karlsven, Matthew J. "Facilitating Training Transfer for Entrepreneurs Enrolled in Business Training Programs in Peru." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9235.
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Entrepreneurship and business training programs have been created and administered throughout the world and particularly in developing economies to help entrepreneurs open new businesses and grow their current businesses. Evaluations of these programs have shown that most of them successfully help entrepreneurs expand their knowledge and understanding of business principles and practices, but few entrepreneurs will then apply or transfer what they learn into their businesses. Without many entrepreneurs making changes in how they run their businesses, it is no surprise that these training programs generally show little impact on sales or profits. This research explores how business training programs in developing economies can help entrepreneurs go beyond just learning about business principles to making changes in their businesses based on those principles. Put simply, this research explores how training programs can help entrepreneurs act on what they learn. The research for this dissertation is presented in three articles. Article 1 includes a review and analysis of findings from a decade of evaluations and research on entrepreneurship training programs in developing economies around the world. In this analysis, I identified factors that have been found to positively affect training transfer, and then based on these findings I developed a theoretical framework of how training transfer can be facilitated. Article 2 is a multiple case analysis of seven trainers from two different entrepreneurship training programs based in Lima, Peru. This article includes an analysis of six months of in-field observations and interviews conducted in Peru, revealing several challenges trainers face while helping entrepreneurs apply what they learn as well as strategies the trainers use in their efforts to overcome those challenges. Article 3 includes a field experiment to test if using learning contracts in a training program will help more entrepreneurs begin following new business practices. This article also includes a quasi-experimental impact evaluation of the training program as a whole on entrepreneurs' business knowledge, application of business principles, and sales and expenses. The learning contracts showed some impact but not on all business practices. The training program as a whole had a statistically significant impact on knowledge and application but the impact on sales was not statistically significant.
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Machin, M. Anthony. "Understanding the process of transfer of training in the workplace." University of Southern Queensland, Faculty of Sciences, 1999. http://eprints.usq.edu.au/archive/00003234/.
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This thesis aimed to describe the conditions under which transfer of training would occur and the processes that are involved in the transfer of training to the workplace. Two studies were conducted that assessed the individual, situational, and training design factors that impacted on the transfer of training to the workplace. Study 1 examined the influence of individual and situational factors on the achievement of trainees’ transfer goals. Trainees’ goals for transfer and their commitment to those transfer goals were found to act as mediators of the influence of self-efficacy, motivation, and situational constraints on transfer goal achievement. This result supported previous research that has shown that the impact of personal and situational factors on performance is mediated by the personal goal level and level of goal commitment (Wofford, Goodwin & Premack, 1992). Study 2 was based on a model of the determinants of training transfer proposed by Thayer and Teachout (1995). The model was modified to focus on the determinants of trainees’ transfer implementation intentions and implementation activities. Climate for transfer was assessed prior to training commencing and was found to influence pre-training levels of self-efficacy. However, positive and negative affect also influenced pre-training levels of both self-efficacy and motivation, and the two climate for transfer factors (Positive and Negative Work Climate) were found to influence positive and negative affectivity, respectively. It was concluded that climate for transfer does impact direct and indirectly on pre-training levels of self-efficacy and motivation. A second structural model found that pre-training self-efficacy is a strong determinant of the learning that occurs during training, and the level of post-training self-efficacy. Post-training self-efficacy is a strong determinant of transfer implementation intentions, which in turn were a strong determinant of implementation activities. Implementation activities were positively related to transfer success. Separate structural models were developed to assess the impact of in-training transfer enhancing activities on learning, post-training self-efficacy, transfer implementation intentions, and implementation activities. Self-control cues, relapse prevention activities, and goal setting (when assessed separately) were found to positively influence post-training self-efficacy and implementation intentions. Relapse prevention activities and goal setting (when assessed separately) were also found to positively influence implementation activities. The results strongly supported the modified model of training transfer that was presented. It was also concluded that situational factors do exert an indirect influence on the transfer process, apart from simply influencing what trainees are able to do after training has completed (Mathieu & Martineau, 1997, Quiñones, 1997).
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Rein, Gordon J. "Transfer of training in organizations, a field study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24229.pdf.
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Eaglen, Justin. "The transfer of ICT training to the workplace." Thesis, Swansea University, 2007. https://cronfa.swan.ac.uk/Record/cronfa42785.
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This thesis examines the extent to which Information and Communication Technology (ICT) training is transferred to the workplace and how ICT training impacts on company performance with training transfer being defined as "the extent to which skills acquired in a training program are applied, generalised, and maintained over some time in the job environment" (Baldwin and Ford, 1988) The thesis begins with an introduction to the subject area, including the money the European Union and the Welsh Assembly Government have invested in attempting to increase the provision of SME ICT training in Wales. A review of the relevant literature was conducted, and whilst a fair amount was found in the area of technology acceptance, training effectiveness and general training transfer, it was found lacking in the area of ICT training. A detailed survey concerned with some of the salient issues related to the transfer of ICT training to the workplace was carried out with employees and employers of small and medium sized enterprises (SMEs) in South Wales. In addition, a number of small case studies with were also conducted. The resulting data from the analysis showed a number of findings, including: that training transfer is not necessarily related to post-training usage, training is more beneficial (in terms of transfer) for employees who had little previous experience than those who had more experience, and older employees do not benefit from training as much as younger employees. The resulting information can be used by the stake holders involved in the training transfer process, namely funding agencies, training providers, employers and employees, to improve the transfer of training to the workplace and the impact this has on company performance.
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Swartz, Dana E. "Goal Orientation and Training Transfer Initiation and Maintenance." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/33301.
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Despite successful learning in the training environment, acquired skills are often not translated back to the job. Past research on training transfer has tended to measure the construct inconsistently and often disregarded its multi-faceted nature. In an effort to better investigate the determinants of successful transfer, the two temporal facets of training transfer, initiation and maintenance, were examined to evaluate their relationships with the trainee characteristics of goal orientation and self-efficacy. It was hypothesized that initiation mediates the relationship between goal orientation and maintenance, and that the relationship between performance goal orientation and initiation is moderated by self-efficacy. Participants were recruited from undergraduate psychology courses and trained on multiple-choice test-taking strategies. Results failed to support the main effect, moderation, or mediation hypotheses, although they support the contention that transfer is a multi-dimensional construct. The findings indicate that goal orientation and initiation may both best be conceived as predictors of transfer maintenance and interact to affect transfer behavior. The findings illustrate the value of examining individual difference variables in the prediction of training transfer.Master of Science
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Stubbs, Carol A. (Carol Ann). "Evaluation of Transfer of Technical Training: A Prototype." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501195/.
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The degree of transfer of technical training to workplace behavior was evaluated using a Solomon Four-Group experimental design. Additionally, all groups received retrospective pretests. Subjects were 103 technicians in an electronics company. Supervisors rated technicians on behaviorally anchored rating scales which were developed and labeled as behavior description scales for simplicity. Analysis of variance revealed no effect for training nor pretest. A training-pretest interaction effect was revealed for one dimension (Communication with Support Groups). Analysis of covariance revealed main effects for pretesting for two dimensions (Problem Solving and Communication with Supervisor) and a pretest-training interaction-for one dimension (Problem Solving). Except for one dimension, t tests revealed no significant differences between traditional pretests and retrospective pretests, thus negating a hypothesized response shift bias.
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Sims, William. "An Examination of a Post-Training Strategy to Increase the Transfer of Training." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2850.
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Researchers acknow]edge a problem with the transfer of learning from the training situation to the job situation, suggesting a need to go beyond traditional methods used to increase transfer of training. fhe study presented here extends the research conducted by Erffmeyer (1987) and investigates whether a post-training strategy is an effective technique to increase the maintenance of behaviors learned in training to the transfer context. The study used a post-training strategy consisting of 1) goal setting, 2) specific behavioral feedback, and 3) summative feedback to increase the percentage of freethrows made by an intercollegiate varsity women's basketball team. The results presented graphically demonstrate an improvement in performance of the treatment group. A post hoc analysis using the sign test revealed the treatment did in fact facilitate the transfer process. The results of the study suggest that post-training strategies can increase the transfer of behaviors learned in training to the applied context.
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Severan, Debra Devillier. "A Qualitative Approach to Transfer of Training for Managers in Leadership Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7570.
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Learning and development (L&D) professionals in a Fortune 500 company were unable to determine whether managers who completed leadership development courses were transferring what they learned to their work practices. The purpose of this qualitative single instrumental case study was to uncover the factors that accelerated or impeded the transfer of training for employees in the workplace. The conceptual framework was social cognitive learning theory with emphasis on the triadic reciprocal causation model. Guiding questions were used to explore 2 areas: (a) how managers described their preparedness to transfer the training to their jobs, and (b) how managers described their perceptions of the transfer of training from the concepts learned in class to practical job application. Data were collected through one-on-one online interviews with 12 managers who had completed a leadership development course. Data analysis included organizing the data; reading them multiple times; developing codes, categories, and themes; and interpreting the findings. Over 90% of the participants stated that they felt prepared to implement the training after the class. However, only half reported a moderate to high level of confidence incorporating the training into their work. A 3-day professional development project was designed to heighten awareness of the benefits of advancing the transference and application of training with a strong focus on driving social change in the workplace through improved interpersonal skills between managers and their direct reports.
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Thomas, Brian Anthony. "Distal and proximal team processes as mediators on the training outcomes-training transfer relationship." Thesis, Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-04072004-180227/unrestricted/thomas%5Fbrian%5Fa%5F200312%5Fma.pdf.
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Heflin, Stephanie Michelle. "Teacher Perceptions of Administrative Involvement in Transfer of Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/586.
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This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve their instructional practice. The conceptual frameworks that grounded this study were professional development and transfer of training. Participants in the study were a group of randomly selected secondary level teacher leaders in a school district (n = 10). An open-ended narrative questionnaire and focus group interview were used to collect data that were then open coded and thematically analyzed. A key finding was that these 10 teachers wanted administrative involvement in professional development; however, they wanted administrative oversight, coordination, and structure rather than side-by-side instructional collaborators. A white paper was created to assist local district administrators with addressing the transfer of training needs of teachers by outlining specific protocols and structures that will lead to systemic, on-going professional growth. A school culture that is characterized by structured collaboration will lead to positive social change in that instruction will meet the needs of all students and prepare them for life after high school.
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Maehle, Valerie A. "Conceptual models in the transfer of learning." Thesis, University of Aberdeen, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261454.
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In order to attain clinical competence student physiotherapists apply knowledge from a range of cognitive domains in the assessment and treatment of patients with a variety of conditions. Current research indicates that the ability to transfer knowledge to a wide variety of conditions requires a cognitive structure in which concepts are embedded in a rich network of interconnections (Faletti, 1990, Spiro, 1987). A concept mapping technique was selected as means of eliciting a representation of the knowledge the student possessed and would access in order to underpin the assessment and treatment of a specific peripheral joint condition. Twenty second and third year physiotherapy students currently on clinical placement in an Out-Patient Department each produced a concept map prior to assessing the patient. A modification of the 'Student Teacher Dialogue' (Hammond et al, 1989) was the methodology selected for identification of the transfer of learning. Analysis of the transcription of this interaction provided evidence of the domain specific and procedural knowledge transferred to the patient assessment. Weak correlations were found to exist between the degree of complexity of the concept map the student produced and the amount and level of transfer achieved in the clinical setting. Also there was evidence to suggest that abstract subject areas, or those which involved practical or clinical applications, facilitated the development of more concentrated conceptual networks. However, contrary to expectation, third year students failed to produce higher quality maps than second year students, despite having greater academic and clinical experience.
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Tuttle, Shannon Nicole. "Transfer in the Writing Center: Tutors Facilitating Students' Understanding of Transfer." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8548.
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Transfer, a highly researched topic in composition studies, is a topic of increasing interest to those in writing center studies. Writing centers are an ideal location for the application of transfer because tutors can provide more opportunities for guided practice, application, reflection, and metacognition in a one-on-one setting; thus, students may learn more effectively, through application, the writing skills they may receive via instruction in their classrooms. Previous writing center studies have implemented transfer-focused curricula to help tutors better facilitate transfer in their tutorials. These curricula have focused on training tutors to understand and apply transfer to their tutorials, but they have not invited tutors to assess how transfer has impacted or influenced their previously learned tutoring strategies. Though researchers have lectured on transfer, incorporated activities to increase understanding of transfer, and required readings on transfer, we have not yet understood how tutors understand and value transfer in relation to their tutoring strategies and, more importantly, meeting student needs. The curriculum presented here builds on tutors’ prior knowledge about tutoring and builds in ample opportunities for tutors to engage with transfer theory, adapt their understanding into their tutoring, and reflect regularly on and assess their application of understanding transfer. This study examines tutors’ responses to the curriculum, one tutor’s tutorials throughout the duration of the curriculum, and one tutor’s discourse-based interview responses. The results of this study indicate that tutor involvement is vital to understanding what transfer looks like in the writing center and that writing centers will benefit from providing tutors with a broad understanding of transfer that tutors can then incorporate into their understanding of effective tutoring practices.
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Hix, Joanne W. "Measuring the Effectiveness of Transfer of Learning Constructs and Intent to Transfer in a Simulation-based Leadership Training Program." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271831/.
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The purpose of business training programs is to improve performance, which improved performance changes leadership behaviors based on the knowledge, skills, and abilities (KSAs) learned in training. One of the most common criticisms of leadership training is the tendency to focus on teaching theory but not on applying theory into practice, that is, transfer of learning. Research usually ends at the point of identifying, describing, or measuring factors that influence transfer. Ongoing research must identify what constructs in the transfer of learning process should be effectively changed or managed. There is a gap in research on the degree to which performance improvement through KSAs learned in a simulation training program actually transfer to the work environment. Additional research is needed that examines the relationship between transfer of learning and intent to transfer, which are critical outcomes in the field of human resource management and development. The purpose of the study was to examine the relationship between intent to transfer and four constructs in the transfer of learning process during a simulation-based leadership training program. Participants completed self-report assessments that measured the relationships between intent to transfer and four constructs: ability, motivation, work environment, and learner readiness. A correlational design was administered using a population of mid-level managers in a telecommunications organization.
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Patel, Shinel. "Implementing change in practice following staff in-service training on attachment and resilience : an action research study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13925.
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This two phase study investigated the role of Educational Psychologists (EPs), in supporting school staff to transfer learning, from training about attachment and resilience into their practice. Of the various types of action research, this study focused on practical action research, using a responsive model design (Schmuck, 2006). Therefore findings from paper 1 informed the actions in paper 2. The researcher adopted a process consultancy role (Kemmis, 2007), which supported staff to identify and address concerns related to training transfer. The two papers view knowledge in terms of its usefulness for developing practice and therefore operate on the principles of a pragmatic approach. Using a mixed methods approach, the first paper and phase of the research examined the views of staff working in schools on their experiences of how training transfers to practice. In particular, paper 1 aims were to: 1) Determine if (and how) staff have changed their practice following the Multi Agency Attachment and Resilience Group (MAARG) training. 2) Identify what the supporting factors and barriers are perceived to be relevant to implementing or transferring the knowledge gained from the MAARG training, in their daily practice with children and young people. Key findings showed workplace factors such as communication and staff support, to influence staff’s experiences of training transfer. Barriers to implementation were also identified by staff (e.g. time constraints). These findings informed the second phase of the research, where staff were supported to develop capacity, and plan and implement actions to facilitate change. A case study approach was used to develop and evaluate a group intervention for school staff in two schools. This phase had three main aims: 1) To develop a programme which would further support staff to apply relevant knowledge learnt through training, to solve real life problems in their work. 2) To evaluate the processes of the programme of support, in terms of the fidelity of implementation, knowledge use, staff engagement and method acceptability (i.e. the 7 degree to which staff perceive the structure and processes of the programme to be suitable). 3) To evaluate the effectiveness of the programme of support, in terms of immediate outcomes. Process and outcome evaluations were carried out using a mixed methods approach. Key findings showed staff benefited from the intervention programme. The structured group consultation process enabled staff to work efficiently, share responsibilities whilst problem solving, and agree and implement actions with colleagues. Staff applied practical and experiential knowledge when solving problems, with little explicit links to training or research knowledge. Both papers reflect on the role of EPs within the contexts of training implementation. Sections 4 and 5 draw on the findings from both papers, and discuss implications for EP practice.
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Bergler, Hans Ulrich. "Work Related Effects of an Awareness Training Programme: An investigation into training transfer and applicable criterion measures." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7547.
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This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments for measuring controlled and autonomous motivation to attend the training, the perceived utility of the training, utilisation of post-training support opportunities and the degree of on-going practice were developed for the study. The results indicate that perceived training utility is an important predictor for transfer. Controlled motivation to attend the training is showing the expected nil-relationship, while autonomous motivation is showing a relationship with transfer without reaching statistical significance. The results confirm a significant positive relationship between on-going practice of the trained techniques with positive psychological capital, whereas the relationship with a one-dimensional measure of mindful attention awareness did not reach levels of statistical significance. Utilisation of post-training support and on-going practice were confirmed as mediators between perceived training utility and the effectiveness measures of mindful awareness and positive psychological capital. Recommendations are made for using a multi-dimensional measurement of mindful awareness and the design of a future evaluation study on this training programme.
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Khan, Ahmad Salman, and Mira Kajko-Mattsson. "Evaluating a Training Process in a Software Handover Context." KTH, Programvaru- och datorsystem, SCS (Stängd 20120101), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-90182.
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Although there exist some people management process models related to the education and training of software engineers, there are no process models that are adapted to specific software engineering contexts and processes. In this paper, we suggest a set of education and training activities that are applicable in the context of a handover process. We then evaluate these activities within twenty organizations. Although our results reveal great diversity of using these activities, they still show that they are realistic and appropriately mirror the industrial status within a software handover context.© 2011 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. QC 20120223
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Stephenson, Debra Phyllis. "Transfer of training in a shoot-don't-shoot scenario simulation." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/29517.
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Niswander, Dan A. "An Assessment of Asynchronous Transfer Mode (ATM) Training for Educators." NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/751.
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The purpose of this dissertation was to develop and evaluate a hypertext-based training tutorial/guide on asynchronous transfer mode (ATM) technology for use by school district educators and technology planners. A review of literature indicated training needs on new broadband technologies were not being adequately met from the point of view of an educational environment. An interactive hypertext solution was proposed, designed, and developed based on the needs of adult learners. An analysis of these needs indicated adults prefer flexibility in navigating between training topics as well as in the pace of material presentation, that is, whether to proceed at a faster or slower pace based on their personal preference, not the pace selected by an instructor. Interactive hypertext was found to support these specific needs. The procedures followed in this study included the selection of an appropriate authoring system, development of the tutorial/guide on ATM technology based on a structured methodology that focused on hypertext development, and an evaluation of the tutorial/guide. This evaluation included measuring its learning effectiveness through the use of pretests and posttests as well as an evaluation of the population's preferences, attitudes, and opinions toward this type of learning (hypertext-based) as measured by a comparison of precourse and post course surveys. A case-study research approach was proposed. The results, as evaluated by a comparison of mean scores, indicated that there was a statistically significant higher mean score on the topic mastery posttest than on the pretest when the hypertext-based tutorial was given to each participant. Furthermore, the preferences toward this type training also increased significantly as measured by the comparison of means of the precourse and postcourse preference surveys.
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Yates, William W. "A training transfer study of the Indoor Simulated Marksmanship Trainer." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1330.
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Approved for public release; distribution in unlimited.This thesis examines the effectiveness of the Indoor Simulated Marksmanship Trainer (ISMT) as a tool to train shooters in the fundamentals of marksmanship. Key concepts explored in the research are verification of skills transfer resulting from practice and the predictive value of simulated performance to proficiency at real task performance. There was no statistical difference in the scores of recruits trained in the ISMT versus a control group that was not trained in the ISMT. Scores on simulated firing were not a strong predictor of live fire performance. In a second experiment subjects were evaluated on their proficiency and improvement during un-coached practice at the task of simulated precision fire on a target at a simulated known distance of 300 yards from the shooters. After comparable amounts of practice in the ISMT, subjects who had not previously received formal marksmanship training failed to demonstrate levels of proficiency comparable to those subjects who had previously received formal marksmanship training in the military. Consequently, the research found no evidence to suggest the ISMT qualifies as a black box training apparatus capable of imparting skill through practice without the added presence of expert instruction or an existing knowledge of marksmanship techniques.
Major, United States Marine Corps
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Yates, William Walter. "A training transfer study of the Indoor Simulated Marksmanship Trainer /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FYates.pdf.
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Thesis (M.S. in Modeling, Virtual Environments and Simulations (MOVES))--Naval Postgraduate School, Sept. 2004.Thesis Advisor(s): Rudy Darken. Includes bibliographical references (p. 77-79, 81). Also available online.
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Anderson, Suzanne Michelle. "Influences of supervisor and peer support on transfer of training." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2802.
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Student employees (N=86) at a major research institution participated in a new hire orientation training and then responded to questionnaires measuring ten transfer behaviors and eight work environment constructs measuring support, frequency of contact, cohesion, and general means efficacy. Supervisor ratings of trainee performance were used to measure transfer behaviors.
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Fagan, Sharon. "Trainees' Perceptions on Supervisor Factors That Influence Transfer of Training." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4621.
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A midsize nonprofit blood bank organization is experiencing a high percentage of supervisors and managers not transferring skills taught in leadership development training programs back to the workplace. The purpose of this mixed methods, sequential, explanatory study was to understand the relationship between supervisor support or opposition and trainees' perception on factors that influence transfer of training and to identify strategies to improve transfer of training in the organization. Baldwin and Ford's Model of the training transfer process laid the framework for this study. Quantitative data were collected from trainees (N = 60) who attended leadership development programs between January 2012 and June 2014 and were analyzed using descriptive analysis, correlational analysis, and multiple regression. The correlation analysis indicated positive relationships between transfer of training and supervisor support. Qualitative data, collected during interviews (N = 8) that focused on trainees' perceptions on how to enhance transfer of training in the organization, corroborated the quantitative results. According to thematic analyses of the interview data, supervisor support, training design, opportunity to use skills on the job, and performance coaching and mentoring have the potential to improve training transfer. Policy recommendations were created to increase transfer of training back to the workplace. The findings of the study could help supervisors and managers increase training transfer, which could improve the organization's profits and create collaborative learning environments that benefit the participants and the communities where these participants live and work.
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Thennakoon, Thennakoon Mudiyanselage Nadika Dharshani. "Training transfer in environments of tensions: An organisational routines perspective." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/131777/1/Thennakoon%20Mudiyanselage_Thennakoon_Thesis.pdf.
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This thesis is an exploration into how training transfers in environments of tensions. The study takes place within the context of process-improvements and conceptualises the notion as ‘routine disruption’. The transfer of the trainings provided for routine actors to cope with routine changes are impacted by various strategic and defensive responses used by routine actors during a routine disruption. Peer, market and time pressures also affect the extent of training transfer in environments of tensions. A framework to study training transfer in situations of routine disruptions and tensions that emanate from contentious change is provided via this study.
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Spencer, Kenneth Mason. "An Investigation of Computer-based Training user Satisfaction, and Transfer of Knowledge in Industrial Safety Training." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/855.
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In this case study, computer-based safety training was explored in a food manufacturing environment to determine its feasibility as an effective method for training new employees, and retraining of employees annually. Gilardi Foods, Inc., a food manufacturer in Sidney, Ohio, was training employees using stand up, instructor led training techniques. The problem with this method was that it was impossible for the safety manager to complete training of all new employees because of high turnover in the manufacturing environment. Coupled with the fact that there are three manufacturing facilities spread over a wide area, it was impossible for one person to complete the training of new employees, let alone retrain current workers. Consequently, supervisors were required to complete training of employees. This created a problem for the supervisors who were supposed to oversee the activities of employees on the line and found it difficult to take the time to complete safety training.
Record keeping was another problem with this method of training. The safety department did not have the records necessary to document that training had been completed as required by the Occupational Safety and Health Administration. An effective training program would provide the company with the records the company needed to satisfy government requirements. By using computer-based training (CBT), the management of Gilardi Foods hoped to show that they would be able to conduct safety-related training for all new employees before they were placed in hazardous situations. The company also wanted to complete annual refresher training of current employees. Another positive result that was hoped for by company management was accurate and timely records of a training provided, including scores from tests that showed that employees completing the training understood the material presented. Finally, management wanted to limit whenever possible the time that it took to complete the training in each module to one hour or less.
Since this was a case study, the research was conducted at the company site under the same conditions that employees would face on a day-to-day basis. The CBT was monitored by a company employee and the equipment, software, and other resources were provided by the company. Employee/trainees were requested to complete a pre-test, the computer-based training, post-test, and attitude survey during one session. The pre- and post-tests and the survey were used to test the hypothesis that CBT would effectively provide transfer of knowledge concerning safety and that trainees would show significant levels of satisfaction with the training provided. The time required to complete the materials was monitored to determine whether the computer-based safety training being presented could be completed within the one-hour time frame.
The results indicated a significant level of transfer of knowledge about safety issues through the use of CBT and a high level of user satisfaction with CBT. The management and staff of Gilardi Foods also indicated considerable satisfaction with the use of CBT to accomplish the goals for safety training in their environment.
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Dodson, Gayle J. "A Comparison of Trainee and Supervisor Perceptions of Transfer Climate in a Union-Based Training Program." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4711/.
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A supportive work climate is critical for successful transfer of learning. Influences in the work environment affect the trainee's ability to apply new skills to the job. The supervisor can be a significant figure in the trainee's perception of a supportive transfer climate. Little is known of the effect of supervisor participation in the training on transfer climate. The purpose of this study was to identify differences in trainee and supervisor self-perceptions of the factors affecting transfer climate. Additionally, this study examined the effects of supervisor participation in the training program on perceptions of transfer climate. The participants in this study were trainees in a union-sponsored instructor training program and their supervisors. The study found perception gaps between the overall perception of transfer climate and supervisor support. The level of supervisor participation in the training program was not to be a factor in the differences between the trainee and supervisor perceptions. No statistically significant difference exists in the perception of other transfer climate factors: supervisor sanctions, peer support, resistance/openness to change, and feedback/performance coaching. In addition, the study found that supervisor participation in the training made little difference in the perceptions of transfer climate by supervisors and trainees. Studies comparing trainee and supervisor perceptions of transfer climate and the effect of supervisor participation in the training on these perceptions are needed from other organizations before extensive generalizations can be made.
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Grady, Abdurazak M. "Technology transfer with special reference to international postgraduate education." Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482063.
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Krug, Damon Brian. "Transfer of information : is relational processing the answer?" Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720153.
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The present research focused on the transfer of information from a learning situation to a problem solving task. In particular, the effect of relational processing upon the transfer of information to the solution of insight problems was considered.The design of the study was a five by two factorial design. Within this design the independent variables were five levels of relational processing, ranging from full relational processing (essay) to individual item processing (deleted letter list) and two levels of instruction, informed and uninformed. The dependent measure was the number of insight problems correctly solved. The problems consisted of ten statements which did not make sense unless one part of the sentence was modified. The subject's task was to supply the necessary information needed to make sense of the sentence.The results showed no effect for type of instruction and there was no interaction between the type of instruction and level of relational processing. There was a significant effect due to level of relational processing. More specifically, the essay condition lead to the greatest amount and individually processed items lead to the lowest amount of information transfer. Further, it was suggested that the relationship between relational processing and the transfer of information was linear. These findings were interpreted as indicating that relational processing was a significant factor in explaining the transfer of information.Department of Educational Psychology
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Hutchins, Holly M. "Enhancing skill maintenance through relapse prevention strategies: a comparison of two models." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4510/.
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In a quasi-experimental field study, two posttraining interventions composed of relapse prevention (RP) strategies were compared and tested for the effects on participant transfer outcomes. Participant retention of training content, skill maintenance, use of relapse prevention strategies, and self-efficacy served as the dependent variables. Self-efficacy was also tested as a mediator between the experimental treatment levels and both participant skill maintenance and participant use of RP strategies. Participants (n = 39) included managers, directors, and supervisors from various departments within a multi-national telecommunications organization located in a large southern city. After participating in a four-hour leadership development training, two of the three groups participated in a 30-40 minute training where they received one of two RP interventions. One intervention included the steps of (1) identifying potential obstacles to positive training transfer, (2) predicting the first lapse to pretraining behavior, and (3) applying relevant coping strategies to thwart a lapse. The alternative RP intervention included the same steps in addition to a goal setting step. Descriminant descriptive analysis was used to test for group differences across the response variables and to identify on which variables the groups differed. Three separate regression equations were used to test for the mediating relationship of self-efficacy between the RP treatment levels and participant skill maintenance and participant use of RP strategies. Results indicated minimal, but non-statistically significant results between treatment levels and each of the response variables. Self-efficacy was not found to mediate the relationship between RP treatment level and participant skill maintenance or participant use of RP strategies, but did function as a strong predictor of both variables. Suggestions for future research include using additional motivational and efficacy variables to better explore group differences and including efficacy-inducing methods both in training design and as part of a transfer intervention to enhance training transfer. Further, specific suggestions concerning conceptual and psychometric refinement of the RP construct are discussed.
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Perez, Gustavo A. "Measuring the Perceived Transfer of Learning and Training for a Customer Service Training Program Delivered by Line Managers to Call Center Employees in a Fortune 200 Financial Services Company." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5401/.
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The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ANOVA results for the actual transfer of training data mirrored the results found for the perceived transfer of training. The possibility of self-perception bias in using the retrospective pretest-then/posttest-now instruments was recognized as a study concern with MC-C data indicating a much higher level of social desirability with the sample population than with reported non-forensic norms. A slight positive influence on the transfer of learning and on the transfer of training was found when a participant's direct manager was involved in the delivery of training.
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Richmond, Lauren L. "COMBINING WORKING MEMORY TRAINING AND NON-INVASIVE BRAIN STIMULATION TO ENHANCE THE EFFECTS OF TRAINING AND TRANSFER." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216579.
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PsychologyPh.D.
Studies attempting to increase working memory (WM) capacity show promise in enhancing related cognitive functions (see Morrison & Chein, 2011 for a recent review), but have also raised criticism in the broader scientific community given the scattered findings produced by these studies (Morrison & Chein, 2011; Shipstead, Redick, & Engle, 2010, 2012). Non-invasive brain stimulation, in particular transcranial direct current stimulation, has been shown to enhance WM performance in a single session (Fregni, et al., 2005) as well as learning over time in other cognitive domains (Iuculano & Cohen Kadosh, 2013; Reis, et al., 2009). However, the extent to which tDCS might enhance learning on a WM training regime, and the extent to which learning gains might transfer outside of the training task remain unknown. To this end, participants engaged in an adaptive WM training task (previously utilized in Chein & Morrison, 2010; Richmond, Morrison, Chein, & Olson, 2011) for 10 sessions over two weeks, concurrent with either active or sham stimulation of dorsolateral prefrontal cortex. Before and after training, a battery of tests tapping domains known to relate to WM abilities was administered. Results show that tDCS reliably enhanced learning on the training task, particularly in the verbal domain. Furthermore, tDCS was shown to enhance transfer to other untrained WM tasks. These results lend support to the idea that tDCS might bolster training and transfer gains in populations with compromised WM abilities.
Temple University--Theses
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Granger, Benjamin P. "Moderating Effect of Training Content Complexity on the Relationship Between Training Media and Training Outcomes." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/1989.
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Web-based training (WBT) and classroom instruction (CI) constitute two training media that are commonly employed by organizations. Although the effectiveness of one medium relative to the other depends on a number of factors (e.g., Sitzmann, Kraiger, Stewart, & Wisher, 2006) this study aims to address several methodological issues common in the extant media research and investigate the moderating role of training content complexity on the relationship between media and important training outcomes. Utilizing a 2x2 experimental design, one hundred forty-two undergraduate students were randomly assigned to one of four training courses. Each training course involved a PowerPoint 2007 training tutorial in which trainees were presented with information about certain PowerPoint functions. The CI training courses included three instructors who presented course material to trainees in a predetermined time frame while the WBT courses gave trainees substantial control over their allocation of time during the training course. Results suggest that trainees in the CI courses spent substantially more time on course-related activities than those in the WBT courses, which led to less knowledge acquisition when trainees in the WBT course were presented with relatively complex training material. These findings suggest that although learner control is generally considered a positive aspect of WBT (e.g., Kinzie & Sullivan, 1989) it can lead to less time-on-task and ultimately less learning and less effective transfer when the training content is complex in nature. Theoretical and practical implications of these findings are also discussed.
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Jonasson, Lars. "Investigating Training and Transfer in Complex Tasks with Dual N-Back." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5087.
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No clear consensus exists in the scientific community of what constitutes efficient dual-tasking abilities. Moreover, the training of executive components has been given increased attention in the literature in recent years. Investigating transferability of cognitive training in a complex task setting, thirty subjects practiced for five days on a Name-Tag task (controls) or a Dual N-Back task (experimental), subsequently being tested on two transfer tasks; the Automated Operation Span and a dual task (Trail Making task + Mathematical Addition task). Dual N-Back training previously transferred to unrelated intelligence tests and in this study is assumed to rely primarily on executive attention. Executive attention, functioning to resolve interference and maintaining task-relevant information in working memory, has previously been linked to fluid intelligence and to dual-tasking. However, no transfer effects were revealed. The length of training may have been too short to reveal any such effects. However, the three complex tasks correlated significantly, suggesting common resources, and therefore having potentials as transfer tasks. Notably, subjects with the highest task-specific improvements performed worse on the transfer tasks than subjects improving less, suggesting that task-specific gains do not directly correlate with any transfer effect. At present, if transfer exists in these settings, data implies that five days of training is insufficient for a transfer to occur. Important questions for future research relates to the necessary conditions for transfer to occur, such as the amount of training, neural correlates, attention, and motivation.
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Lichti, Christine. "Impact of work environment on training transfer : child welfare workers' experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62780.pdf.
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Geusgens, Chantal Adrienne Valentine. "Transfer of cognitive strategy training after stroke: no place like home?" Maastricht : Maastricht : Neuropsych Publishers ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=9327.
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Yaghi, Abdulfattah. "Training transfer in human resources management a field study on supervisors /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11292005-235221.
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lin, jason, and 林坤茂. "training of transfer." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/49476905227112923624.
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Lin, Yueh-Hsia, and 林月霞. "The Relationship of Proactive Personality, Training Transfer Climate, and Training Transfer: Motivation to Training Transfer as Mediating Variable." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/58091508803438444746.
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碩士國立高雄應用科技大學
人力資源發展系
97
Abstract As the external environment becomes increasingly competitive, maintaining organizational performance and sustainable development, therefore, becomes the top surviving principal of the corporations. Corporations are striving for pursuing the most effective training program to increase organization and employees’ competition and productivity. The goal of training is to increase employees’ knowledge, skills and capabilities, and focus on the application to the work, which is termed training transfer effects. However, most trainees don’t transfer the training effectively to the work, hence this study takes training transfer motivation as a mediating variable to explore the impact of training transfer climate and proactive personality on training transfer. This study, via questionnaire survey, analyzed the collected data by statistical method and examined hypotheses. The research findings are as below: 1.Proactive personality has significant and positive influence on working skill application, intercommunication and internalized perception of training transfer. 2.The feedback/performance of training transfer climate has significant and positive influence on intercommunication and internalized perception of training transfer. 3.Peer support, resistance/openness to change, and personal outcomes positive of training transfer climate have significant and positive influence on working skill application, intercommunication and internalized perception of training transfer. 4.Supervisor support of training transfer climate has significant and positive influence on working skill application and intercommunication of training transfer. 5.Training transfer motivation has significant and positive influence on working skill application, intercommunication and internalized perception of training transfer. 6.Proactive personality has significant and positive influence on training transfer motivation. 7.Feedback/performance, supervisor support, peer support, resistance/openness to change, and personal outcomes positive of training transfer climate have significant and positive influence on training transfer motivation. 8.Training transfer motivation has partial mediating effect on the relationship between training transfer climate and training transfer, and proactive personality and training transfer. Keywords: training transfer, proactive personality, training transfer climate, training transfer motivation
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HSU, MING-YA, and 許名雅. "The Relationship among Self-efficacy , Motivation of Training transfer , Climate of Training transfer and Effectiveness of Training transfer – Example for Technology Industry." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/h26xrf.
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碩士國立高雄應用科技大學
人力資源發展系碩士班
103
Today, is a "knowledge create profits" and the era of "talent competition". Organizations must continue to strengthen the knowledge and skills necessary of employees, to give the necessary education and training, can let organization when face the changing environment, continue to show a high degree of competitiveness. However, although regarded training as an effective way to enhance the organization competitiveness, but if can not let employees use of what they learn at work, not only can not effectively improve employee performance, also can not provide the actual beneficial to the organization. In recent years, the science and technology has become the one of Taiwan important economic development industry. In the rapidly changing and highly competitive industry environment, the technology industry must continue to maintain a high level of competitive advantage, so the organization should very focus on training of talents and training transfer. There are many factors affect training transfer, we have chosen individual self-efficacy, motivation of training transfer, and climate of training transfer in the organization. To explore the effectiveness of training transfrt and related among these four variables. According to the results, we provide practical and follow-up study suggests. The object of the researcg are technology industry’staff in southern Taiwan. 410 questionnaires were distributed and 361 ones are returned with the effective rate of 92.5%. The data are analyzed by narrative statistics, factor analyzed, reliability test, T-test, One way ANOVA, Pearson product-moment correlation coefficient and regression analyzed. The results are following: 1. The self-efficacy has significant and positive influence on training transfer. 2. The self-efficacy has significant and positive influence on motivation of training transfer. 3. The self-efficacy has significant and positive influence on climate of training transfer. 4. The motivation of training transfer has significant and positive influence on training transfer. 5. The climate of training transfer has significant and positive influence on training transfer. 6. The climate of training transfer has significant and positive influence on motivation of training transfer. 7. Motivation of training transfer has partial mediating effect on the relationship between self-efficacy and training transfer. 8. Climate of training transfer has partial mediating effect on the relationship between self-efficacy and training transfer. 9. Different demographic variables have significant differentiation among self-efficacy, motivation of training transfer, climate of training transfer and training transfer.
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Ko, Chuan-Heng, and 柯全恆. "A Research of Training Transfer." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/36013718522527656924.
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WO, CHIH-HUNG, and 翁志宏. "The Study Training Effectiveness of Military retiringOfficers transfer training." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/83138466074910717317.
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碩士國防管理學院
資源管理研究所
88
Abstract The military system is a pyramid organization, and the distinct feature of it is that the uppper rank, the less vacancy. There are amount of ranking officers forced to retire from the military for themself professionscheme or family grounds etc..., while all of them are in the meridian of life,the maturest stage, who are supposed to be serviceable human resources of the society. If they can achieve distinction again in other occupation, than there will be less middle-agehood crisis such as unemployment and abjection, and keep the society and government steadier. A faultless vocational training not only can help those ranking officers who are facing with the bottleneck of military career retire and keep them serving civilian enterprise successfully, but also make the military organization more sound and juvenescent. This research 'The valuation and factors analysis of colonel and lieutenant colonel vocational training'' is entrusted by MND of R.O.C to Chinese national federation of industries.
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高正忠, KAO CHENG-CHUNG, and 高正忠. "The Relationships among of Training Characteristics, Training Motivation to Transfer and Training Transfer Behavior: The case of The Farmer's Academy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dg7y8q.
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碩士國立臺北科技大學
技術及職業教育研究所
107
The present study aims at exploring the relationship of training transfer behavior, training motivation to transfer and training characteristics. And understanding the training characteristics, Training Motivation to Transfer and Training Transfer Behavior of peasant of Advanced Training of The Famer’s Academy. In a sample of n = 408 peasants who participated advanced training of The Famer’s Academy that held by Hualien Agricultural research and extension station in 2017 and 2018. Letter date collection using from 92 respondents was made and analyzed using bivariate correlations and hierarchical multiple regression. Moreover, regression revealed that content validity of the advanced training is good, the similarity with the work of the participants is high, and the transfer design of the training is helpful to the participants in the work. Advanced training participants are highly training motivation to transfer. The training transfer behavior of advanced training participants is good and the degree of application to practice is high, transfer quantity in practice are many and successful in practice. And the positive effects of training characteristics on training transfer behavior, the positive effects of training motivation on training transfer behavior and the positive effects of training characteristics on training motivation.