Factors Affecting the Opportunity to Perform Trained Tasks on the Job

Abstract

One factor that can affect the transfer of technical skills to the job is the extent to which the trainee is given the opportunity to perform trained tasks on the job. The opportunity to perform trained tasks was conceptualized as consisting of three dimensions: breadth, activity level, and type of tasks performed. Graduates from an Air Force technical training program and their supervisors (N= 180) responded to questionnaires measuring these three dimensions and various organizational, work context, and individual factors 4 months after the airmen had completed the training program. The results indicated that airmen obtained differential opportunities to perform trained tasks and that these differences were related to supervisory attitudes and workgroup support as well as the trainee's self‐efficacy and cognitive ability. Implications for training research and practice are discussed.

A expectativa em relação ao treinamento influencia o impacto das ações de capacitação?

“…Várias pesquisas, nacionais e estrangeiras, têm buscado encontrar preditores para o impacto do treinamento no nível do comportamento no cargo (Abbad et al, 2000;Freitas e Borges-Andrade, 2004;Ford et al, 1992;Lacerda, 2002;Meneses, 2002;Rowold, 2007;Tziner et al, 2007;Velada et al, 2007;Warr e Bunce, 1995). Os resultados indicam que algumas variáveis individuais ajudam a explicar a aplicação dos conhecimentos, habilidades e atitudes aprendidos nos eventos de capacitação.…”

Evaluación de la eficacia de la formación en la Administración Pública: la transferencia al puesto

“…Nueva Época -N. o 17, mayo 2017-ISSN: 1989 figura 1. modelo de evaluaCión de los faCTores de TransferenCia (feT), de Pineda eT al. (2013) Si se analizan los factores que componen la dimensión del entorno de trabajo y la organización, también se encuentran relaciones positivas entre las posibilidades del entorno para aplicar, que según Pineda et al, (2013) se refiere a los elementos percibidos como externos al participante, como son los recursos que se le proporcionan para aplicar los aprendizajes, la carga de trabajo, los imprevistos y contratiempos y la intervención de terceras personas, que pueden condicionar la capacidad de transferir al lugar de trabajo los aprendizajes adquiridos (Clarke, 2002;Gilpin-Jackson y Bushe, 2007;Haines, 1994;Hughes, 2016;Lim y Johnson, 2002y Pineda et al, 2013; el apoyo de jefes y compañeros para transferir (Austin, Weisner, Schrandt, Glezos-Bell y Murtaza, 2006;Awoniyi, Griego y Morgan, 2002;Blume, Ford, Baldwin y Huang, 2010;Brinkerhoff, 2006;Burke y Baldwin, 1999;Burke y Hutchin, 2008;Clarke, 2002;Cromwell y Kolb, 2004;Gilpin-Jackson y Busche, 2006;Grossman y Salas, 2011;Hawley y Barnard, 2005;Hughes, 2016;Kontoghiorghes, 2001;Saks y Belcourt, 2006;Salas y Stagl, 2015); y la rendición de cuentas de la aplicación, referida al grado en que la organización, y especialmente el superior de los empleados, pide evidencias de los resultados de la transferencia (Burke y Baldwin, 1999;Clarke, 2002;Chiaburu y Marinova, 2005;Ford, Quiñones, Sego, y Sorra, 2006;Foxon, 2008;Kontoghiorghes, 2001;Longenecker, 2004;R...…”

Assessing Influences on Perceived Training Transfer: An Investigation of Perceptions of Air Force Logistics Readiness Officer Technical School Graduates

“…Task constraints were defined as factors that may hamper a trainee's ability to apply new skills learned in training back to their job (Facteau et al, 1995;. Factors in the work environment such as task constraints may enhance or inhibit transfer of training (Ford, Quinones, Sego, & Sorra, 1992). Peters and O'Connor (1980) studied situational resource variables and their influences on motivation and training transfer.…”