Job-Specific or General Training: A Quantitative Assessment

DeVoge, Justin M.; Bass, Ellen J.

doi:10.1080/10508410701527738

Cited by 4 publications

(7 citation statements)

References 6 publications

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“…Although this is a relatively common practice in training transfer research (Blume et al, 2010), we still have to be careful with drawing causal inferences from the present data. In future research, it may be advantageous to use either an experimental design with low-and high-identical element conditions (see DeVoge and Bass, 2007), or a longitudinal design to further support the findings of this study and improve our understanding of how training and personal characteristics contribute to the process of transferring trained content to the organisational context.…”

Section: Strengths and Limitationsmentioning

confidence: 89%

“…In closed skills training, trainees learn to respond in one particular way on the job, according to a set of rules implemented in a precise fashion (Blume et al, 2010 The idea of identical elements has been consistently emphasised as an important component of instructional design (Baldwin and Ford, 1988;Burke and Hutchins, 2007). Despite its importance, it has only recently been applied to training programs, such as software computer training (Kluge et al, 2010), simulation-based training in health care (Libin et al, 2010), aviation (DeVoge andBass, 2007), language learning (Hilte and Reitsma, 2011), and even football kicking (Young and Rath, 2011). Research generally indicates that learning situations that better resemble real-life events improve the transfer of training (Goldstein and Gilliam, 1990).…”

Section: Identical Elementsmentioning

confidence: 99%

“…Except for studies on specific tasks (e.g. DeVoge and Bass, 2007), research examining the effect of identical elements on training transfer in a managerial context has been limited. Although researchers (e.g.…”

mentioning

confidence: 99%

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Getting the most of management training: the role of identical elements for training transfer

2013

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Purpose-Focusing on management training, the purpose of this paper is to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors-motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, the authors aim to propose and test motivation to transfer as a mediator. Design/methodology/approach-Data were collected online from 595 managers who participated in a management training program. Structural equation modeling was used to test the model. Findings-Identical elements, expected utility and motivation to learn, each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partially mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications-Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications-Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their training, to increase its value and impact. Originality/value-This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.

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Section: Strengths and Limitationsmentioning

confidence: 89%

Section: Identical Elementsmentioning

confidence: 99%

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Getting the most of management training: the role of identical elements for training transfer

2013

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“…In leadership intervention, identical elements should be vital factors for TT (Saks and Belcourt, 2006); yet, they are quasi-absent in transfer research. DeVoge and Bass (2007), suggested that the lack of identical elements in leadership intervention delivery and design results in less effective transfer. Researchers (Locht et al, 2013) have emphasized the importance of identical elements for TT.…”

Section: Impact Of Transfer Design On Training Transfermentioning

confidence: 99%

A moderated-mediation model of training transfer from leadership intervention

Yaqub,

Dutta,

Dhir

2024

IJEM

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PurposeGrounding on the goal-setting theory and flow theory, this study explored the mechanism underlying the association between transfer design (TD); identical elements and training transfer (TT). Specifically, the authors explored a moderated mediation process of trainer performance and motivation to improve work through learning (MTIWL) that has received less consideration in the TT literature.Design/methodology/approachData were collected using the retro-perspective survey method. The first survey was administered offline (t1: the day when leadership intervention was completed. Subsequently, trainees were requested to participate in an online survey (t2: 12–14 weeks later). In all, 355 executives participated.FindingsThe results of structural equation modeling (SEM) analyses suggested that trainees’ MTIWL mediational impact between leadership intervention triggers (transfer design and identical elements), and TT was supported. In addition, the indirect impact of these variables on TT was found to be significant when the trainer had high performance than when it was low. This confirmed the trainer’s performance as a potential moderator in the TT process.Practical implicationsThis study is limited to the exploration of leadership intervention variables on TT. The findings have implications for leadership professionals and scholars who use leadership intervention and motivation metrics to predict TT.Originality/valueThis study offers a moderated mediation mechanism for enhancing TT through leadership intervention triggers. The proposed conceptual model included MTIWL as mediator and trainer performance during leadership intervention as moderator.

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“…Therefore, there are many reasons why the subject of physical fi tness of young people and their intellect is a subject of interest of scientists from many fi elds of scientifi c life, including physicians, psychologists and specialists in the fi eld of physical culture. This topic is the subject of research, discussion and observation [2]. Especially since the National Health Programme, in its long-term periodic activities, put nutrition and physical activity in the fi rst place from among the eighteen strategic objectives, and in the later decades these objectives were kept up to date [4,5,11].…”

Section: Introductionmentioning

confidence: 99%

Physical Fitness and the Level of Learning by Pilot Cadets in the Initial Period of Studying in the Polish Air Force Academy (Pafa) in Dęblin

Krawczyk

Kobos

Marcinkowski

et al. 2018

PJAMBP

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This is an open-access ar cle distributed under the terms of the Crea ve Commons A ribu on Non-commercial License (h p://crea vecommons.org/licenses/by-nc/3.0), which permits use, distribu on, and reproduc on in any medium, provided the original work is properly cited, the use is non-commercial and is otherwise in compliance with the license.The aim of the study is to analyze physical fi tness taking into account the learning outcomes of pilot cadets of the Polish Air Force Academy.Two groups of PAFA cadets were examined: from the second year of studies (Group I) and from the fi rst year (Group II). The following exercise stress tests were used for the assessment of physical fi tness: pull-ups, 100 m, 1000 m and 50m swim. Analysis of the average scores obtained during the semester examination session was performed in particular score ranges of physical fi tness.The obtained results show that in both examined groups, the most physically fi t candidates learn at a level higher than the average score of the whole cohort population.The conducted studies may provide the basis for establishing a new minimum threshold of 60 points per possible 100 points, necessary for PAFA candidates during the recruitment process. physical fi tness, learning, pilot cadets Conclusions:

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Job-Specific or General Training: A Quantitative Assessment

Cited by 4 publications

References 6 publications

Getting the most of management training: the role of identical elements for training transfer

Getting the most of management training: the role of identical elements for training transfer

A moderated-mediation model of training transfer from leadership intervention

Physical Fitness and the Level of Learning by Pilot Cadets in the Initial Period of Studying in the Polish Air Force Academy (Pafa) in Dęblin

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