Relapse Prevention for Managerial Training: A Model for Maintenance of Behavior Change

Marx, Robert D.

doi:10.2307/257336

Cited by 89 publications

(81 citation statements)

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“…Some do not know how to plan the application, some attempt too much too soon, some give up at the first sign of difficulty, and others do not know how to implement in operational terms what they have learned (Baldwin & Ford 1988;Marx, 1982). Rather than leave transfer to chance, practitioners must employ strategies to improve the odds in favour of transfer initiation and maintenance, and thus lessen the likelihood of partial transfer or transfer failure.…”

Section: Bridging the Gapmentioning

confidence: 99%

A process approach to the transfer of training

Foxon

1993

AJET

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The on the job application of skills and knowledge learned in training, referred to as transfer of training, is the subject of increasing interest by management, performance technologists, and trainers. As training budgets increase, questions are being asked about the return on this investment, and practitioners are searching for strategies to increase the likelihood of transfer of training. In this article transfer is conceptualised in terms of a five stage process (ranging from initiation to unconscious maintenance) rather than as an outcome or product of training. Two factors which are commonly cited as inhibiting the transfer process -low motivation, and an unfavourable perception of supervisor support -are discussed. A model of transfer, based on force field analysis, which considers the process of transfer in terms of inhibiting and supporting factors is proposed. Potential strategies to support greater transfer are introduced, and will be explored in detail in the second part of this article [Foxon, 1994].Training and corporate education has become a multi-billion dollar industry. Despite the current recession, business is continuing to invest heavily in training its people. In the USA, nearly 41 million corporate employees were predicted to receive training during the 1992/93 year. The total dollars budgeted for this formal training in organisations with 100 or more employees was estimated at $45 billion, an increase of 4% on the previous year's figure. If the budget estimates for outside training expenditures (such as packaged training programs, seminars, and the like) are included, this figure increases to more than $53 billion (Industry Report, 1992). This pattern of investment can be observed in many other industrialised countries. Since 1990, for example, Australian organisations

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Section: Bridging the Gapmentioning

confidence: 99%

A process approach to the transfer of training

Foxon

1993

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“…In vielen Studien konnte die Bedeutsamkeit der Unterstützung durch die Schulleitung für die Akzeptanz und Implementation von Innovationen in der Schule aufgezeigt werden (Bonsen, von der Gathen & Pfeiffer, 2002;Elias, Zins, Graczyk & Weissberg, 2003;Gottfredson et al, 1998;Gottfredson, Gottfredson & Czeh, 2000;Kobusch & Quentin, 1998;Kramer, Laumann & Brunson, 2000;Lochman et al, 2009;Payne, Gottfredson & Gottfredson, 2006;Rohrbach et al, 1993;Wilson et al, 2003 Weiterhin stellt die Qualität der Arbeitsbeziehungen der Kollegen untereinander eine wichtige Determinante der Implementation dar (Fullan, 1991;Gager & Elias, 1997 (Bahn, 1973;Baldwin & Ford, 1988;Marx, 1982). Nach Noe (1986) Gollwitzer (1993Gollwitzer ( , 1996Gollwitzer ( , 1999 Drössler, Röder & Jerusalem, 2007;Röder, 2009; Eder, 1996;Saldern, 1987;Satow, 1999 (Eder, 1998a,b;Saldern & Littig, 1987 & Ford, 1988;Gollwitzer, 1993 …”

Section: Organisationale Merkmaleunclassified

Förderung sozialer Kompetenzen im Unterricht

Drössler

2007

Zeitschrift für Pädagogische Psychologie

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Zusammenfassungwere cooperative learning as well as strategies to improve the classroom climate (e.g. social rules, climate diagnostics). These strategies were taught in workshops attended by the teacher stuff of the participating schools. The teachers implemented the strategies in their regular classrooms and documented the implementation fidelity by a logbook. The intervention as well as the implementation was evaluated over a period of three years.The treatment efficacy was tested in a longitudinal study (3 assessment points) at 364 students from 8 schools with intervention and 198 students from 5 schools without intervention serving as control group. The targeted criteria in this evaluation were the development of social competence, social competence beliefs and class climate. Comparing the two groups the teacher-student-relationship decreased less drastically in the schools with intervention compared to the control group. Taking the teachers' documentation of the implementation fidelity into account results indicate that more frequent implementations of the strategies led to better development of the students' social competence, the teacher-student-relationship as well as student-student-relationship.Therefore, the results impressively demonstrate the relevance to assess the implementation fidelity in intervention trials. Data on implementation fidelity (exposure, adherence) enables more valid conclusions on the intervention's effectiveness. However, the project revealed difficulties to develop and to apply instruments to assess implementation fidelity, Therefore, in future research instruments for the evaluation of the implementation process have to be focused as well.iii Vorbemerkungen und Danksagung

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“…The best known transfer strategy based on behavioural self management is relapse prevention, developed by Robert Marx (1982;. Relapse prevention is an adaptation of an approach originally used to successfully treat addictive behaviours.…”

Section: Transfer Strategiesmentioning

confidence: 99%

“…Marx considers relapse prevention particularly relevant to management development training, claiming it will facilitate transfer even when management or immediate supervisor support and reinforcement is lacking, inappropriate, or not recognised by the learner (Marx, 1982;.…”

Section: Transfer Strategiesmentioning

confidence: 99%

A process approach to the transfer of training

Foxon

1994

AJET

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In the previous article [Foxon, 1993] the author presented two models of transfer. The first, based on force field analysis, highlights the inhibiting and facilitating factors that impact transfer. In particular, intention to transfer and the perceived level of supervisor support were discussed. The second model conceptualises transfer in terms of a five stage process (ranging from initiation to unconscious maintenance) rather than as an outcome or product of training. In this article three strategies to facilitate greater transfer are presented, with a detailed discussion of end-of-course action planning as an effective means to help learners bridge the gap between the training environment and the application arena.The previous article presented a model of transfer (Figure 1) based on Lewin's (1951) theory of force field analysis. This model situates training within the organisational system, treating transfer not as a training product or outcome, but as a process subject to various inhibiting and facilitating factors. This is a significant departure from the traditional approach to transfer. Typically evaluators and trainers have attempted to measure the use of previously learned skills (referred to as training transfer) at a specific point in time. Such evaluations of the post-course application of training focus on whether learners are using the training on the job or not. However, in treating transfer as a 'product' many of the nuances of transfer are missed. The evaluation fails to assess which skills have been used, how often, and why they are not being used or used more often. By contrast the Stages of Transfer Process model (Fig 2) conceptualises transfer as an on-going process, and recognises both the phases and the extent of transfer. Transfer may be limited to occasionally "trying a few things out" (initiation) or it may result in deliberate application of newly learned skills and knowledge until these become integrated in the repertoire of work behaviours (unconscious maintenance).

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Relapse Prevention for Managerial Training: A Model for Maintenance of Behavior Change

Cited by 89 publications

References 0 publications

A process approach to the transfer of training

A process approach to the transfer of training

Förderung sozialer Kompetenzen im Unterricht

A process approach to the transfer of training

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