Individual and situational factors affecting transfer of training in a call center environment.

Hicks, Eric Travis

doi:10.18297/etd/614

Cited by 4 publications

(6 citation statements)

References 73 publications

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“…More to this, perceived training transfer was found to differ across instructors' gender and marital status within personal attributes and institutional type and years of experience in instruction within professional attributes which was the prime concern of this research. This study shows that female instructors perceive higher training transfer than male instructors which contradicts the findings of extant research (Example: Hicks, 2006;Minja et al, 2022). It shows a new lens on how female trainees can transfer the training more than male trainees.…”

Section: Discussioncontrasting

confidence: 95%

“…Demographic factors as one of the components of trainee characteristics influence the training transfer process but the effects of these factors are contextual. Regarding the role of gender in training transfer, female trainees were found to have lower learning levels compared to males (Minja et al, 2022) as well as lower motivation to learn (Hicks, 2006). These findings are justified by the contexts of South Asia, particularly Nepal since the female have less access to TVET and other resources (Asian Development Bank, 2017).…”

Section: Demographic Characteristics and Training Transfer Of Tvet In...mentioning

confidence: 99%

“…Regarding job experiences, Lim and Morris (2006) confirmed that the job experience of the trainees was positively associated with the application of the training. Meanwhile, Hicks (2006) showed that as the tenure of the trainees increases, their motivation to learn and reaction to training both decline. This points out that they become less interested to learn which consequently inhibits the transfer of the training.…”

Section: Demographic Characteristics and Training Transfer Of Tvet In...mentioning

confidence: 99%

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Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

Bhurtel¹,

Bhattarai²

2023

JTET

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This study aims to assess whether or not perceived training transfer differs across personal and professional attributes of the instructors of technical vocational education and training (TVET) in Nepal. Gender, marital status and age were assessed under personal attributes and type of institution based on ownership, locale of the institutions and instructors’ experience were assessed within professional attributes. Survey questionnaire was sent online to 251 instructors across the country who had participated in instructional skills-based training in the past three to 15 months and were engaged in technical education as instructors during the time of the study. Data were analyzed using independent samples t-test for demographic variables with two groups, and analysis of variance along with Brown–Forsythe and Welch tests for variables with more than two groups. Statistically significant results were further substantiated using power analysis. The result concluded that perceived training transfer was higher among female instructors, married instructors, privately owned TVET institutions and instructors with five to 10 years of experiences as compared to the new ones.

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Section: Discussioncontrasting

confidence: 95%

Section: Demographic Characteristics and Training Transfer Of Tvet In...mentioning

confidence: 99%

Section: Demographic Characteristics and Training Transfer Of Tvet In...mentioning

confidence: 99%

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Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

Bhurtel¹,

Bhattarai²

2023

JTET

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“…This unique feature has made it possible for each person to learn new topics and transmit according to their different individual characteristics. They are characteristics of the learners that are effective in learning and the formation of its transmission (Hicks, 2006). Studies show in advanced learning individual variables such as knowledge and skills, self-efficacy, motivation, mental readiness, enthusiasm, talent, individual aspirations, concentration, maturity, etc.…”

Section: Other Influential Factors In Project Learningmentioning

confidence: 99%

Learning Framework of Project as a Temporary Organization: Based On the Scandinavian School Arguments

Salehi

2024

IJSSHMR

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The main purpose of this study is identifying the nature of the project based on the Scandinavian school's arguments, examining the discourse of the critical success movement in PM, and then identifying project learning challenges as a critical success factor in project, and finally developing a comprehensive project learning framework which complies with project features. To this end, a systematic review method was used which, following its steps, out of 554 articles searched, 111 articles that were relevant to the research topic were selected and used. As the research conclusion, first, the project is a temporary organization, but not every temporary organization is a project. Second, although PM was praised by experts until a few decades ago, it was criticized by academics for a variety of reasons, including the failure of some important projects. Thus, the critical success movement was formed that emphasized the critical success factors in projects. Since project learning is considered one of the critical success factors, and it is also one of the major challenges in projects, in this study, a comprehensive project learning framework is developed. This framework is expected to be in line with the temporary nature of projects however, it has methodological limitations despite the development of related literature.

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“…TPB variables; intention, attitude and perceived behavioral control were adapted from Ajzen (1991). The measures of entrepreneurial training effectiveness were modified from Hicks's (2006) indicators of training transfer, and that of perceived government entrepreneurial supports were modified from the measures of government support used by Makgato and Bankole (2016). These variables were measured using five-point Likert scale ranging from Strongly Disagree (1), Disagree (2), Neutral (3), Agree (4) and Strongly Agree (5).…”

Section: Data Collectionmentioning

confidence: 99%

Entrepreneurial training effectiveness, government entrepreneurial supports and venturing of TVET students into IT related entrepreneurship – An indirect-path effects analysis

Salisu

2020

Heliyon

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Over the periods of 2015-2018 there have been declining trends for Nigeria in Global Entrepreneurship Index (GEI) signifying a major challenge to its entrepreneurship development. To understand some of the explanatory variables for this phenomenon Theory of Planned Behavior (TPB) was deployed and extended to examine indirect effects of entrepreneurial training effectiveness and government entrepreneurial supports on the Technical and Vocational Education and Training (TVET) students venturing intention into IT related entrepreneurship through attitude and perceived behavioral control for gaining insights to address the aforesaid challenge. Quantitative approach was employed through data collected from sampled TVET students which was analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The result supports all the hypothesized indirect-path effects. It implied that naturally built attitude and behavioral control alone cannot influence TVET students venturing intention; it needs enhancement through effective entrepreneurial training and government entrepreneurial supports. The research opens new research paradigm for studying the antecedents of the original determinants of intention through indirect path analyses. Applying these findings can reduce the reliance on public sector for employment. It could equally create jobs that could reduce societal crisis through employment into privately owned businesses.

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Individual and situational factors affecting transfer of training in a call center environment.

Cited by 4 publications

References 73 publications

Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

Trainee Characteristics Affecting Training Transfer Among the TVET Instructors

Learning Framework of Project as a Temporary Organization: Based On the Scandinavian School Arguments

Entrepreneurial training effectiveness, government entrepreneurial supports and venturing of TVET students into IT related entrepreneurship – An indirect-path effects analysis

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