Environmental Factors Affecting Training Transfer Among the Instructors

Abstract

This study explores the environmental factors that affect the transfer of training among technical education instructors in Nepal. In the exploration, a scale with 40 items was constructed by utilizing Delphi technique. Then, a survey was carried out on 251 instructors who completed instructional skills-related training. The result of Exploratory Factor Analysis (EFA) retained 26 items and showed six factors affecting the perceived transfer of training accounting for 58.8% of the total variance explained which are: (i) organizational transfer intervention, (ii) external monitoring and evaluation (M&E), (iii) local school governance, (iv) management support, (v) social support and, (vi) curriculum standard. Further using Confirmatory Factor Analysis (CFA), the study confirmed the model-fit of three constructs that affect training transfer: organizational transfer intervention, external M&E, and social support. The study concluded that the training transfer is affected by internal and external environmental factors, which are represented by two major driving forces of support and control.

Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

“…Thus, they are more likely to transfer the learning from the training to enhance their performance. Meanwhile, private schools exhibit not only a supporting role but also a controlling role by monitoring their post-training activities to push them to transfer the training which is also theoretically supported (Bhurtel & Bhattarai, 2023). Within the revised Learning Transfer System Inventory (LTSI), the construct of personal outcome -negative also explains the controlling role that if instructors do not apply the learning, they are cautioned or even have to face strict actions (Bates et al, 2012).…”

Training Model Design Terrarium to Increase Teachers Special Education Competency

“…Accordingly, teachers' attitude to pedagogical innovation to have modified by program to deliver the knowledge that principal increase students performance (Caballero & Llorent, 2022). Based on result of described of participant that a variety content design and pedagogical approaches to increase students' learning about diverse experiences of people with disabilities (Bhurtel & Bhattarai, 2023;Peiris-John et al, 2021;Reinius et al, 2022). The teacher foster the development of their professional capabilities through collaborative development and as transformative agent in changing oriented school cultures.…”

Performance coaching and training transfer in micro, small and medium enterprises of India: examining the mediating role of employee agility

“…While organizational contexts refer to the perceived support from the supervisor, peer, performance coaching (PC) and opportunity to use, individual characteristics are specific behavioral competencies such as self-efficacy that facilitate or obstruct TT (Brion, 2022;Mbura and Minja, 2023). Within the domain of organizational contexts, the existing body of research has predominantly focused on elements such as supervisor support, peer support and PC (Bhurtel and Bhattarai, 2023;Kodwani and Prashar, 2021;Muduli and Raval, 2018). Further, the majority of studies pertaining to individual characteristics have revolved around the role of intrinsic motivation in facilitating TT (Jaeggi et al, 2014;Burhanuddin, 2022).…”

“…The absence of dedicated training departments in many MSMEs can make it challenging to establish and sustain effective TT processes. Research exploring TT has highlighted the significance of the work environment and individual attributes (Bhurtel and Bhattarai, 2023;Kodwani and Prashar, 2021;Muduli and Raval, 2018;Holton et al, 2007).…”