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Journal articles on the topic 'Transfer of training'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

S. Panchapakesan, S. Panchapakesan, and Dr K. Prabhakar Dr. K. Prabhakar. "Effectiveness of Training Transfer and Factors Influences the Training Transfer --An Analysis." Indian Journal of Applied Research 2, no. 2 (October 1, 2011): 109–12. http://dx.doi.org/10.15373/2249555x/nov2012/41.

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2

Seiberling, Christian, and Simone Kauffeld. "Volition to transfer: mastering obstacles in training transfer." Personnel Review 46, no. 4 (June 5, 2017): 809–23. http://dx.doi.org/10.1108/pr-08-2015-0202.

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Purpose The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer. Design/methodology/approach Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second. Findings Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer. Research limitations/implications The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings. Practical implications Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer. Originality/value To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

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de Jong, Bastian, Joost Jansen in de Wal, Frank Cornelissen, and Thea Peetsma. "Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training." Education Sciences 13, no. 12 (December 12, 2023): 1232. http://dx.doi.org/10.3390/educsci13121232.

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Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be distinguished. However, it is unclear whether such motivational profiles exist. In this study, we investigated motivational profiles, how these profiles differ in antecedents influencing transfer motivation and how these profiles differ in transfer intention and transfer of training. This study does so by using the unified model of task-specific motivation (UMTM). Data were collected among 1317 participants who filled in a questionnaire representing the UMTM components directly after the training and indicated transfer after six weeks. Outcomes showed that four transfer motivation profiles could be distinguished, labeled: ‘very optimistic’, ‘moderately optimistic’, ‘personal value’ and ‘conscious’. Moreover, profiles scoring higher on motivational components scored higher on antecedents of transfer motivation, transfer intention and transfer of training. These outcomes suggest that trainings and work circumstances need to be tailored differently toward different trainees to raise their transfer motivation and transfer of training.

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Brearley, Simon, and Chris Bishop. "Transfer of Training." Strength and Conditioning Journal 41, no. 3 (June 2019): 97–109. http://dx.doi.org/10.1519/ssc.0000000000000450.

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Digranes, Swen H., and Jo Lynn Autry Digranes. "Training for Transfer:." Computers in the Schools 8, no. 1-3 (April 29, 1991): 151–54. http://dx.doi.org/10.1300/j025v08n01_18.

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Ford, Laura. "Improving training transfer." Industrial and Commercial Training 41, no. 2 (March 13, 2009): 92–96. http://dx.doi.org/10.1108/00197850910939135.

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Magracia, Cristi Marie, Lauren Rascati, Anusha Lekshminarayanan, Jose A. Fernandez, Ihsan Y. Balkaya, Wessam Gerguis, and Eric L. Altschuler. "Tele-Transfer Training." American Journal of Physical Medicine & Rehabilitation 99, no. 11 (August 13, 2020): 988. http://dx.doi.org/10.1097/phm.0000000000001560.

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Wehrmann, Kathryn Conley, Hyucksun Shin, and John Poertner. "Transfer of Training." Journal of Health & Social Policy 15, no. 3-4 (November 2002): 23–37. http://dx.doi.org/10.1300/j045v15n03_03.

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Alshaali, Saeed Khalifa, Kamal Ab Hamid, and Ali Ali Al-Ansi. "Training Transfer: Does Training Design Preserve Training Memory?" Asian Social Science 14, no. 10 (September 28, 2018): 46. http://dx.doi.org/10.5539/ass.v14n10p46.

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Billions of dollars are lost by low application of ineffective training. Fast declination of training memory may contribute this loss. The present study uses theoretical examinations via a conceptual model to examine the relationship between training memory and transfer behaviour. Training design, training retention (training memory), and training transfer are the study variables. The study population, is the federal ministries in the United Arab Emirates (UAE), was assessed via random sampling. Data were collected by a cross-sectional approach via questionnaires. Back-translation (English to Arabic), a pre-test, and a pilot test were applied to ensure that any modifications of the questionnaire items were precise and effective. The study was analysed via PLS-SEM. Based on the results, all of the study’s hypotheses were accepted, and significant relationships were revealed between the study variables. Training design is highly correlated with training retention, i.e., a premium training design will lead to a high preservation of the knowledge and skills gained from the training programme. Due to the low correlation between training retention and training transfer, the training retention was considered a secondary contributor of applying training to the work environment. If mangers and practitioners tend to achieve successful training transfer, their efforts should concentrate on adopting modern training design techniques, which could sufficiently maintain the training memory and increase training transfer.

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Al-Swidi, Abdullah, and Mohammed Al Yahya. "Training transfer intention and training effectiveness." International Journal of Organizational Analysis 25, no. 5 (November 6, 2017): 839–60. http://dx.doi.org/10.1108/ijoa-07-2016-1043.

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Purpose The purpose of this study is to further the current research on the topic of the intention to transfer training and training effectiveness by examining the gender-related training intention and work behaviour differences. Design/methodology/approach To assess the gender-related behavioural differences, a quantitative approach using surveys from employees in Saudi universities. Using the structural equation modelling multi-group analysis approach, this study analysed the data collected from 389 individuals, comprising 186 males and 153 females. Group invariance analysis was conducted before the hypotheses were tested. Findings The results showed that learning style and supervisor support are critical determinants of training transfer intention and the latter is critical determinant of training effectiveness across samples of males and females. Moreover, the variance explained by the model in the male sample was found to be more than that of the female sample. Interestingly, males are found to be different than females in their perception that the training effectiveness is determined by the learning style. Practical implications Findings suggest that both the learning style of employees should be considered when designing a training programme and a proper support to employees should be provided by their supervisors to get the best of training investment. This may guide decision-makers to enhance training effectiveness. Originality/value The majority of the studies concerning training effectiveness has overlooked its antecedents and much in-depth scholarly research endeavours are still required. This study attempted to provide valuable insights of the antecedents and consequences of training transfer intention and how this structure differs between males and females in a developing country context.

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Chauhan, Ragini, Piyali Ghosh, Alka Rai, and Sanchita Kapoor. "Improving transfer of training with transfer design." Journal of Workplace Learning 29, no. 4 (May 8, 2017): 268–85. http://dx.doi.org/10.1108/jwl-08-2016-0079.

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Purpose In response to a perceived need for research investigating the relatively less-explored role of supervisor support as a moderator in the transfer mechanism, this paper aims to empirically examine the influence of transfer design on transfer of training and also the moderating role of supervisor support between these constructs. Design/methodology/approach A survey was conducted using a self-reported questionnaire administered on employees of a manufacturing unit engaged in power transmission and located at the city of Allahabad in India. The sample size of the study is 149. The role of supervisor support as a moderator was tested using hierarchical regression analysis. Findings Findings of the study direct organizations to consider both transfer design and supervisor support to get the maximum output from training. The moderating role of supervisor support is confirmed in the study. Practical implications If a trainer is not able to provide much practice to the trainee during training programme, then a supportive supervisor can counter such poor transfer design. A well-designed training programme should be coupled with supervisor support to ensure effective transfer of training. Influence of transfer design on transfer of training is likely to be more if the supervisor is supportive. Originality/value The authors have hypothesized and established the direct influence of transfer design on training transfer. Further, supervisor support has been found to moderate the relationship between transfer design and transfer of training.

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Campbell, Neil, and Neil Vousden. "Training and Technology Transfer." Australian Economic Papers 42, no. 1 (March 2003): 35–49. http://dx.doi.org/10.1111/1467-8454.00184.

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Saks, Alan M., Eduardo Salas, and Paul Lewis. "The transfer of training." International Journal of Training and Development 18, no. 2 (May 6, 2014): 81–83. http://dx.doi.org/10.1111/ijtd.12032.

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Gegenfurtner, Andreas, Maximilian Knogler, and Susanne Schwab. "Transfer interest: measuring interest in training content and interest in training transfer." Human Resource Development International 23, no. 2 (August 13, 2019): 146–67. http://dx.doi.org/10.1080/13678868.2019.1644002.

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Turnage, Janet J., and James P. Bliss. "Training Transfer in a Tank Gunnery Training System." Proceedings of the Human Factors Society Annual Meeting 33, no. 19 (October 1989): 1315–19. http://dx.doi.org/10.1177/154193128903301917.

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Three tank gunnery trainers were studied to determine learning transfer over repeated trails. Devices included the TOPGUN trainer, a part-task, reduced-fidelity tank gunnery trainer; the Videodisk Gunnery Trainer (VIGS), another part-task, limited-fidelity trainer; and the Conduct-of-Fire Trainer (COFT), a full-fidelity trainer. The objective was to determine the degree of gunnery skills transfer between the part-task gunnery trainers and the full-fidelity simulator. COFT criterion performances were examined for two pretraining groups (either TOPGUN first, then VIGS, or VIGS first, then TOPGUN) and a control group in order to determine which pretraining sequence leads to better performance. Each training group, composed of 20 subjects, received two multiple-mission engagement trials on four consecutive days (2 VIGS-2 TOPGUN, or vice versa) before COFT transfer. Results showed significant Group and Trial effects for transfer between TOPGUN and VIGS and significant transfer to COFT performance regardless of the prior sequence of training.

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Bhattarai, Ajit. "Relationship Between Trainee Reactions and Training Transfer: Findings From a Qualitative Study in Nepal." Journal of Education and Research 13, no. 2 (September 25, 2023): 7–23. http://dx.doi.org/10.51474/jer.v13i2.712.

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This article explores the relationship between trainees’ reactions and the transfer of training in Nepal. Using a qualitative research design, six participants of a soft-skills training program were interviewed immediately after completing the training and after six months of the training program. The findings show that initial reactions may not be directly related to transfer: positive reactions will not always translate into transfers in the workplace. Conversely, an adverse reaction does not mean the trainee will not transfer, a unique finding from this study. It is argued that since the initial reactions may not predict transfer, organizations need to be careful in interpreting reaction statements as the trainees' willingness/ability to transfer. The study found that various forms of post-training organizational support, trainee proactiveness, and trainee’s locus of control can influence the transfer of training. The study reinforces how post-training supervisory and peer-support support can create an environment that entices trainees to transfer and that post-training trainer support, a factor usually not discussed in the literature, can also impact transfer.

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Chidananda, H. L., and P. N. Udayachandra. "Relationship of Training Design and use of Transfer Strategy with Transfer of Training." International Journal of Management Studies V, no. 4(4) (October 1, 2018): 32. http://dx.doi.org/10.18843/ijms/v5i4(4)/04.

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Rahyuda, Agoes Ganesha, and Ebrahim Soltani. "How Do Post-Training Transfer Interventions Affect Trainee Attitudes and Transfer of Training?" Academy of Management Proceedings 2013, no. 1 (January 2013): 16618. http://dx.doi.org/10.5465/ambpp.2013.16618abstract.

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Septana, D., and H. Umar. "INFLUENCE OF TRANSFER MOTIVATION AND TRAINING RETENTION TOWARDS TRAINING TRANSFER ON EMPLOYEE’S PERFORMANCE." Russian Journal of Agricultural and Socio-Economic Sciences 70, no. 10 (October 30, 2017): 140–49. http://dx.doi.org/10.18551/rjoas.2017-10.21.

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Finley, Dorothy L., Michael G. Sanders, and Arthur J. Ryan. "Application of Training Transfer Principles in Developing the High Transfer Training (HITT) Methodology." Innovations in Education and Training International 33, no. 4 (November 1996): 232–39. http://dx.doi.org/10.1080/1355800960330411.

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Ismail, Azman, Nurul Afiqah Foboy, Azmawaty Mohamad Nor, Anis Anisah Abdullah, and Yusof Ismail. "TRAINING MANAGEMENT AS AN ANTECEDENT OF TRAINING TRANSFER." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 136. http://dx.doi.org/10.24200/jonus.vol4iss1pp136-158.

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Present literature related to human resource development highlights that training management is a strategic human resource management policy. This issue has been viewed as a remarkable phenomenon in dynamic organizations. Recent studies mostly published in the 21st century proved that the ability of management to plan and implement training programs may produce a noteworthy effect on work related attitudes, particularly in training transfer. This study incorporates a cross-sectional design as it delivers flexibility to the researchers in incorporating the training management literature, a self-administered questionnaires and semi-structured interview to gather data from participants at a military medical corps using a purposive sampling method. They are the administrators, medical doctors, nurses and supporting staff who work in different divisions within the organization. The SmartPLS path model analysis was utilized to analyze the validity and reliability of the instrument, and thus testing the research hypotheses. The results of SmartPLS path model analysis revealed that the implementation of communication and assignment in managing training programs had led to higher employees’ motivation to transfer, while implementation of support in managing training programs had not led to higher employees’ motivation to transfer in the organizational sample. Therefore, this study further suggests that communication and assignment should be considered as a critical success factor for the training management domain, as well as external and internal obstacles should be comprehensively evaluated to maintain and achieve the training goals in an era of knowledge-based organization. Keywords: Assignment, communication, support, training management, training transfer. Cite as: Ismail, A., Foboy, N. A., Mohamad Nor, A., Abdullah, A. A., & Ismail, Y. (2019). Training management as an antecedent of training transfer. Journal of Nusantara Studies, 4(1), 136-158. http://dx.doi.org/10.24200/jonus.vol4iss1pp136-158

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Sahoo, Malabika, and Sumita Mishra. "Effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training." Management Research Review 42, no. 2 (February 18, 2019): 215–38. http://dx.doi.org/10.1108/mrr-02-2018-0089.

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PurposeTrainees’ motivation to transfer the training imparted is an important constituent in determining required training outcomes in organizations. The purpose of this study is to examine the effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training.Design/methodology/approachResearch hypotheses were tested using a survey. A questionnaire was used to collect data from employees of an Indian governmental power transmission organization, attending any one soft skills training programme in the past year. Out of the 500 questionnaires distributed, 389 were deemed useable for the study, producing an effective response rate of 77.8 per cent.FindingsThe findings establish a direct and positive association between trainee characteristics, training attitudes and need analysis with transfer motivation.Originality/valueThis study contributes to extant literature by examining associations in hitherto underexplored areas such as that of training attitudes and training need analysis with transfer motivation. In addition, the findings provide insights into challenges pertaining to transfer motivation in soft skills training initiatives.

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Boere, Nienke A., Bastian de Jong, Joost Jansen in de Wal, and Frank Cornelissen. "Does training content matter? Differences between soft- and hard-skill trainings in transfer motivation." Journal of Workplace Learning 35, no. 9 (September 18, 2023): 274–90. http://dx.doi.org/10.1108/jwl-03-2023-0046.

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Purpose Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation. Design/methodology/approach A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling. Findings The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found. Practical implications The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees. Originality/value To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.

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Renta-Davids, Ana-Inés, José-Miguel Jiménez-González, Manel Fandos-Garrido, and Ángel-Pío González-Soto. "Transfer of learning." European Journal of Training and Development 38, no. 8 (August 27, 2014): 728–44. http://dx.doi.org/10.1108/ejtd-03-2014-0026.

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Purpose – This paper aims to analyse transfer of learning to workplace regarding to job-related training courses. Training courses analysed in this study are offered under the professional training for employment framework in Spain. Design/methodology/approach – During the training courses, trainees completed a self-reported survey of reasons for participation (time 1 data collection, N = 447). Two months after training, a second survey was sent to the trainees by email (time 2 data collection, N = 158). Factor analysis, correlations and multiple hierarchical regressions were performed. Findings – The results of this study demonstrate the importance of training relevance and training effectiveness in transfer of training. Results indicated that relevance, the extent training courses were related to participant’s workplace activities and professional development, positively influences transfer of training. Effectiveness, training features which facilitated participants to acquire knowledge and skills, also has a significantly positive influence in transfer of training. Motivation to participate and learning-conducive workplace features also have a positive influence in transfer of training. Originality/value – This study contributes to the understanding of transfer of learning in work-related training programmes by analysing the factors that influence transfer of learning back to the workplace. The study has practical implication for training designers and education providers to enhance work-related training in the context of the Professional Training for Employment Subsystem in Spain.

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Merlo, James L., Jacob Frechette, and Stephen J. Banks. "Modeling Transfer of Training and Training Effectiveness in Simulated Marksmanship Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 54, no. 28 (September 2010): 2378–82. http://dx.doi.org/10.1177/154193121005402804.

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Dixit, Ramnath, and Vinita Sinha. "Leveraging augmented reality for training transfer: a case of healthcare service providers in ophthalmology." Development and Learning in Organizations: An International Journal 34, no. 6 (December 9, 2019): 33–36. http://dx.doi.org/10.1108/dlo-09-2019-0211.

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Purpose The purpose of this case study is to highlight the efficacy of Augmented Reality (AR) as an effective tool to facilitate training transfer of behavioral skills and knowledge imparted during the training program, back on the job. Design/methodology/approach Insights were gathered through qualitative assessments in the form of post-training depth interviews with participants, with the objective of investigating the success of AR as an effective training transfer tool. Findings The findings of the study revealed encouraging results related to the application of AR towards training transfer at the workplace. The learners revealed positive impact of AR on training transfer and found the experience to be highly enriching. Practical implications The study offers insights in the domain of technology enabled tools such as AR to drive transfer of training through an immersive and engaging learning environment. Social implications AR as a training transfer tool can bridge the gap between training delivery and training implementation in behavioral trainings for several key industries, thus eliminating geographic and language barriers for learners. Originality/value The study is first of its kind and promises further inquiry in the domain of organizational learning and development. Insights revealed in this case are gathered through personal experience and offer a new perspective towards training transfer at the workplace.

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Carré, Anna J. M., Bonny Le Grice, Neville M. Blampied, and Dianne Walker. "Picture Exchange Communication (PECS) Training for Young Children: Does Training Transfer at School and to Home?" Behaviour Change 26, no. 1 (April 1, 2009): 54–65. http://dx.doi.org/10.1375/bech.26.1.54.

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AbstractThe limited communicative abilities of young children with autism and developmental disabilities may be enhanced by augmentative communication systems such as the Picture Exchange Communication System (PECS). Both children and adults can learn to use PECS, but research is inconsistent in establishing the degree to which PECS training transfers reliably from the training setting to other settings, for example, regular classrooms, and home. Three 5–6 year-old children, diagnosed as autistic and/or developmentally disabled, were given 1:1 PECS training at school, structured to enhance generalisation and transfer. Concurrent observations were made in their regular classroom and at home to probe the extent of generalisation. All three acquired the ability to request a preferred object or activity by exchanging a picture symbol with a communicative partner. In tests of transfer and generalisation, a multiple-baseline across subjects design showed no use of PECS symbols either in the classroom or at home prior to training, with spontaneous initiations of picture exchange (transfer) occurring to a slight to moderate degree in the classroom and to a slight degree at home. Even with PECS training structured to enhance transfer, functionally significant degrees of generalisation of training may be difficult to achieve, and cannot be assumed to occur.

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Carter, Shani D., and Farhad Analoui. "Training and Transfer of Learning." Industrial and Labor Relations Review 47, no. 3 (April 1994): 531. http://dx.doi.org/10.2307/2524999.

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Crabtree, Darryl A., and Mary P. Crabtree. "Transfer of Sensory-Integration Training." Perceptual and Motor Skills 64, no. 2 (April 1987): 643–49. http://dx.doi.org/10.2466/pms.1987.64.2.643.

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96 university students participated in one of six treatments to assess whether training to make cross-modal or intramodal matches of one linear-movement distance would transfer to other distances. Three groups received unimodal training (vision, audition, or kinesthesis) and three groups received multimodal Training (all combinations of vision, audition, and kinesthesis) to make kinesthetic matches of one common linear-movement distance. All subjects were subsequently tested on kinesthetic matches of novel distances both shorter and longer than the training distance. A multivariate analysis of variance and Bonferroni contrasts indicated that cross-modal matching was enhanced by multimodal experience but only for distances shorter than the training distance. It was speculated that transferring to distances shorter than a training distance might involve processes different from those used to transfer to distances longer than the training distance.

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Apeināns, Ilmārs, Vitālijs Žukovs, Sergejs Kodors, and Imants Zarembo. "TRANSFER LEARNING FOR TRAINING ACCELARATION." HUMAN. ENVIRONMENT. TECHNOLOGIES. Proceedings of the Students International Scientific and Practical Conference, no. 25 (April 23, 2021): 16–21. http://dx.doi.org/10.17770/het2021.25.6773.

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In this work, authors compare training time of standard convolution neuron network model with model trained using transfer learning. Both models are based on Alexnet architecture. CNN model training from scratch included full model, but using transfer learning, some layers of model were frozen for learning acceleration considering transfer learning methodology.

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Chun, Ji-Hyun, and Jung-Gi Hong. "Transfer Effect of Balance Training." Korean Journal of Physical Education 56, no. 1 (January 30, 2017): 727–34. http://dx.doi.org/10.23949/kjpe.2017.01.56.1.53.

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Varghese, Sindhu. "Training Transfer Instrument-Construct Validation." Training & Development Journal 12, no. 1 (2021): 23–29. http://dx.doi.org/10.5958/2231-069x.2021.00004.4.

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Wagstaff, Maria Fernanda, and Ernesto Gore. "Transfer of Training and Networks." Academy of Management Proceedings 2016, no. 1 (January 2016): 16634. http://dx.doi.org/10.5465/ambpp.2016.16634abstract.

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Gaspar, J., M. Neider, D. Simons, J. McCarley, and A. Kramer. "Change Detection: Training and Transfer." Journal of Vision 11, no. 11 (September 23, 2011): 155. http://dx.doi.org/10.1167/11.11.155.

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Butler, Allan, Phil Le Grice, and Matt Reed. "Delimiting knowledge transfer from training." Education + Training 48, no. 8/9 (October 2006): 627–41. http://dx.doi.org/10.1108/00400910610710056.

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Cruz, Brenda J. "Measuring the Transfer of Training." Performance Improvement Quarterly 10, no. 2 (October 22, 2008): 83–97. http://dx.doi.org/10.1111/j.1937-8327.1997.tb00050.x.

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Burgin, Robert, and Duncan Smith. "Transfer of Training in Libraries." Journal of Library Administration 22, no. 1 (April 23, 1996): 51–66. http://dx.doi.org/10.1300/j111v22n01_04.

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Gaál, Zsófia Anna, and István Czigler. "Task-Switching Training and Transfer." Journal of Psychophysiology 32, no. 3 (July 1, 2018): 106–30. http://dx.doi.org/10.1027/0269-8803/a000189.

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Abstract. We used task-switching (TS) paradigms to study how cognitive training can compensate age-related cognitive decline. Thirty-nine young (age span: 18–25 years) and 40 older (age span: 60–75 years) women were assigned to training and control groups. The training group received 8 one-hour long cognitive training sessions in which the difficulty level of TS was individually adjusted. The other half of the sample did not receive any intervention. The reference task was an informatively cued TS paradigm with nogo stimuli. Performance was measured on reference, near-transfer, and far-transfer tasks by behavioral indicators and event-related potentials (ERPs) before training, 1 month after pretraining, and in case of older adults, 1 year later. The results showed that young adults had better pretraining performance. The reference task was too difficult for older adults to form appropriate representations as indicated by the behavioral data and the lack of P3b components. But after training older adults reached the level of performance of young participants, and accordingly, P3b emerged after both the cue and the target. Training gain was observed also in near-transfer tasks, and partly in far-transfer tasks; working memory and executive functions did not improve, but we found improvement in alerting and orienting networks, and in the execution of variants of TS paradigms. Behavioral and ERP changes remained preserved even after 1 year. These findings suggest that with an appropriate training procedure older adults can reach the level of performance seen in young adults and these changes persist for a long period. The training also affects the unpracticed tasks, but the transfer depends on the extent of task similarities.

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Wilde, Gerald J. S., Diana Gerszke, and Lydia Paulozza. "Risk optimization training and transfer." Transportation Research Part F: Traffic Psychology and Behaviour 1, no. 1 (August 1998): 77–93. http://dx.doi.org/10.1016/s1369-8478(98)00005-9.

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Speelman, Craig P., and Kim Kirsner. "Predicting transfer from training performance." Acta Psychologica 108, no. 3 (December 2001): 247–81. http://dx.doi.org/10.1016/s0001-6918(01)00039-7.

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Gaspar, John G., Mark B. Neider, Daniel J. Simons, Jason S. McCarley, and Arthur F. Kramer. "Change Detection: Training and Transfer." PLoS ONE 8, no. 6 (June 28, 2013): e67781. http://dx.doi.org/10.1371/journal.pone.0067781.

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Laker, Dennis R. "Dual dimensionality of training transfer." Human Resource Development Quarterly 1, no. 3 (1990): 209–23. http://dx.doi.org/10.1002/hrdq.3920010303.

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Yamnill, Siriporn, and Gary N. McLean. "Theories supporting transfer of training." Human Resource Development Quarterly 12, no. 2 (June 2001): 195. http://dx.doi.org/10.1002/hrdq.7.

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Rijal, Tulsi Ram. "Training Transfer in Classroom Situation." Cognition 2, no. 1 (October 30, 2019): 139–44. http://dx.doi.org/10.3126/cognition.v2i1.55604.

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Educational institutions spend a considerable amount of money on training the faculties to ensure quality in education. Contradictorily, the trained teachers also face difficulties to transfer training in the classroom situation effectively due to linguistic variation, improper teaching methods, unavailability of adequate resources, size of the class, mismatch between teaching hour and volume of curriculum and lack of professional zeal. The main purpose of the study is to explore hindrances that obstruct transfer of knowledge to students in the classroom. The article is confined to the pedagogy of peer review, dramatic presentation, narration and active participation of students in solving problems. I have conducted this study under the frame work of Transformational Theories that deal with the problems transforming knowledge, skills and attitude in the real classroom. This research article tries to fill a gap conducting the study on how teachers are prevented from transforming training in the classroom situation. The study explores the problems by interviewing the trained teachers who have faced difficulties in transferring training in classroom situation.

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Iswahyudi, Iswahyudi, Corry Yohana, and Mardi Mardi. "Impact Self-Efficacy and Supervisor Support on Transfer of Training: Two-Stage Approach Analysis." Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 7, no. 1 (March 30, 2019): 47–60. http://dx.doi.org/10.21009/jpeb.007.1.5.

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The training program has the ultimate goal and the knowledge gained in the training can be transferred back to work. This study aims to determine the effect of Self-Efficacy and Supervisor support on Transfer Training through Motivation to Transfer. The sample in this research is the PMQ employee at PT. Sumatra Prima Fibreboard. The sample technique used was purposive sampling, namely employees who had participated in the PMQ Skills training program with a valid total response of 203 respondents. Data collection was done by collecting questionnaires using the 5 Likert point scale. The data analysis method used in this study was Partial Least Squares-Structural Equation Modeling (PLS-SEM) using WarpPLS version 5. The results showed that Self-Efficacy, Supervisor Support, and Motivation to Transfer from a positive and significant provider for Transfers of Training. Self-Efficacy and Supervisor Support are positive and significant variables in influencing Motivation to Transfer. The results of the study also showed that Self-Efficacy and Supervisor support had a significant and significant effect on Transfer Training through Motivation to Transfer.

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Cho, Young-Sil, and Jin Wang. "The Effect of Agricultural Professionals’ Training Transfer Variables on their Training Transfer in the Workplace." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (November 15, 2023): 519–37. http://dx.doi.org/10.22251/jlcci.2023.23.21.519.

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Objectives The purpose of this study is to examine the effect of agricultural professionals’ training transfer varia-bles on their training transfer in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer characteristics and training transfer in the workplace of agricultural professionals? Second, what is the relationship between each training transfer variable and training transfer in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 486 questionnaires were distributed to agri-cultural professionals participating in job training program of Agricultural Human Resources Development Center for March to November in 2019. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 486, 428 questionnaires were analyzed. Hierarchical regression analysis was conducted to examine the relationship between training transfer variables and training transfer. Results First, there was the relationship between the training transfer characteristics and training transfer. Among the training transfer characteristics, Self-efficacy and learning transfer motivation of personal psychological traits, job-related and learning transfer design of training program, and supervisor support and peer support of transfer climate had positive impacts on training transfer. Second, The effective training transfer variables to training trans-fer affect training transfer in following order: learning transfer motivation, peer support, job-related, self-efficacy, and supervisor support. Conclusions In order for agricultural professionals to apply training contents to the field, there is a need to examine the effective variables that affect self-efficacy and motivation, make an effort to strengthen motivation, organize training programs related to duties, design the programs reflecting learners’ needs, and provide experience data and action plans. In addition, it is necessary that organization provide opportunities for trainees to apply training contents to the field and there is a need of transfer climate such as continuous peer support and unconstrained communication. It also suggests that for professionals who value problem-solving-oriented jobs and personal competencies, research on various individual characteristic variables among the factors influencing field applica-tion is necessary.

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Kauffeld, Simone, and Nale Lehmann‐Willenbrock. "Sales training: effects of spaced practice on training transfer." Journal of European Industrial Training 34, no. 1 (January 26, 2010): 23–37. http://dx.doi.org/10.1108/03090591011010299.

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Yelon, Stephen L., J. Kevin Ford, and Simon Golden. "Transfer Over Time: Stories About Transfer Years After Training." Performance Improvement Quarterly 25, no. 4 (2013): 43–66. http://dx.doi.org/10.1002/piq.21131.

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Wen, Melody Ling-Yu, and Danny Yung-chuan Lin. "Trainees' characteristics in training transfer: The relationship among self-efficacy, motivation to learn, motivation to transfer and training transfer." International Journal of Human Resource Studies 4, no. 1 (March 21, 2014): 114. http://dx.doi.org/10.5296/ijhrs.v4i1.5128.

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Training transfer is important for researchers and practitioners as organization invests much budget in training but reaps only lower estimation of transfer in practical domains. Researches revealed training design and work environment characteristics are important variables which influence training transfer. This study intended to examine individual level of trainee characteristics exclusively by structural equation modeling (SEM) from broad industries in Taiwan by 500 questionnaires sent to participants with 316 usable returns in 63.2% return rate. The result revealed the fully prediction role of motivation on self-efficacy to training transfer. Without other study setting, self-efficacy, motivation to learn, motivation to transfer, and training transfer are sorted sequentially.

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Mohsin Salim Ba Uwain, Mohammad, Azman, and Hasline. "The Training Management and Training Outcomes in Construction Industry: A Review." International Journal of Scientific and Management Research 06, no. 04 (2023): 15–41. http://dx.doi.org/10.37502/ijsmr.2023.6402.

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Employees are the backbone of any company and a strategic weapon in competitive business. The objective of this research (1) to investigate the relationship between training management and (a) trainee motivation to learn, (b) trainee motivation to transfer (2) to examine the relationship between (a) trainee motivation to learn, (b) trainee motivation to transfer and training outcomes (3) to evaluate the relationship between trainee motivation to learn and trainee motivation to transfer (4) to assess the relationship between (a) training communication, (b) training support, (c) training assignment and training outcomes (5) to investigate the mediating role of motivation to learn and motivation to transfer mediate the relationship between training management and training outcomes. The target of respondent of this paper is employees who are currently working on construction sector in Oman.

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