The Supervisor's Role in the Transfer of Training

Gregoire, Thomas K.; Msw, Jennifer Propp; Dsw, John Poertner

doi:10.1300/j147v22n01_01

Cited by 54 publications

(59 citation statements)

References 19 publications

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“…However, there are still gaps in the empirical studies, in particular concerning organizational support. The previous studies confirmed that support from supervisors and peers is the work environment variable that has the most powerful effect on the transfer process (e.g., Awoniyi et al, 2002;Baldwin & Ford, 1988;Bates et al, 2000;Clarke, 2002;Cohen, 1990;Cromwell & Kolb, 2004;Elangovan & Karakowsky, 1999;Gregoire, Propp & Poertner, 1998;Gumuseli & Ergin, 2002;Holton et al, 1997;Huczynski & Lewis, 1980;Quinones et al, 1995;Richman-Hirsch, 2001;Russ-Eft, 2002;Salas & Cannon-Bowers, 2001; Smith-Jentsch, Salas & Brannick, 2001;Taylor, 1992). Although past research has focused more on the importance of supervisor and peer support, an increase in the use of a framework is found in terms of the effects of organizational support on the transfer process (e.g., Bates et al, 2000;Facteau et al, 1995;Holton et al, 1997).…”

Section: Work Environment Characteristicmentioning

confidence: 59%

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Homklin¹,

Takahashi²,

Techakanont³

2013

IBR

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Previous research over the past two decades has argued Kirkpatrick's model ignored the work environment and individual factors influencing training effectiveness. A focus of this study is to investigate four levels of Kirkpatrick's model with a focus on moderating the influences of individual and work environment characteristic variables, which are learning motivation, self-efficacy, motivation to transfer, and social support. In the present study, we used path analysis to test the hypotheses. The results of this study expand our understanding of the progressive causal relationship of reaction, learning, and behavior to results. In particular, this study confirms the influence of the individual and work environment characteristic on training outcomes and it has implications for enhancing training effectiveness. Although the result of motivation to transfer as a moderating variable has negative effects on the relationship between learning and behavior, social support directly affects behavior change after training and moderates the relationship between learning and behavior. Furthermore, future research on training evaluation should consider the training design variables beyond the training course that may have interfered with the training outcomes.

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Section: Work Environment Characteristicmentioning

confidence: 59%

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Homklin¹,

Takahashi²,

Techakanont³

2013

IBR

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“…Understanding the theory behind the skills they are learning (Calais, 2006) and strong perceptions of relevance in content among learners may improve transfer (Gregoire, Propp & Poertner, 1998;Kirwan, 2009).…”

Section: Learning Program Characteristicsmentioning

confidence: 99%

“…For pedagogy, the use of authentic activities (Tennant, 1999); learning whole tasks rather than component skills in isolation (Anderson et al, 1996); performance feedback, setting learning goals and objectives (Gregoire et al, 1998); collaborative learning, scrutinizing and building on the learning of others; significant opportunities for practice using multiple examples in a controlled environment and with lecturer support (Hakel & Halpern, 2005) and the use of analogies (see Kirwan, 2009) are all considered important. Ladyshewsky (2006) discussed learning strategies based on goal setting, reflective journaling and peer coaching to enhance transfer in postgraduate management programs while Lim (1999) highlighted the need to account for cultural differences through diverse teaching strategies.…”

Section: Learning Program Characteristicsmentioning

confidence: 99%

“…Refection is also a powerful tool for achieving transfer (Yashin-Shaw, Buckridge, Buckridge & Ferres, 2004) as it will enable learners to recognise differences in application and adjust their responses accordingly (Bransford & Schwartz, 1999). Finally, the characteristics of the trainer may impact on learning transfer (Gregoire et al, 1998).…”

Section: Learning Program Characteristicsmentioning

confidence: 99%

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Business graduate employability – where are we going wrong?

Jackson

2013

Higher Education Research & Development

123

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| P a g eBusiness graduate employability -where are we going wrong? AbstractPersistent gaps in certain non-technical skills in business graduates continue to impact on organisational performance and global competitiveness. Despite business school's best efforts in developing non-technical skills, widely acknowledged as fundamental to graduate employability, there has been considerably less attention to measuring skill outcomes and even less on their subsequent transfer to the workplace. It appears stakeholders are assuming transfer occurs automatically in graduates, neglecting the influence of learning program, learner and workplace characteristics on this complex process and its potential impact on graduate employability. This paper unpacks the concept of transfer and proposes a model of graduate employability which incorporates the process. Measures for empirical analysis are discussed. Testing the model would indicate the extent to which transfer occurs and highlight collaborative strategies for employers, universities and graduates in nurturing learning and workplace environments in which transfer may flourish, taking us one step closer to the elusive 'work-ready' graduate.

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“…The literature suggests that for training to be considered successful and to minimise 'application decay' the work environment must actively nurture and support the transfer/application process (Gregoire, Propp, & Poertner, 1998). The literature also generally agrees that three workplace-related factors have the most significant impact on the transfer/application process.…”

Section: Application Journey Introductionmentioning

confidence: 99%

Skill acquisition, transfer and application: a study of investigative interviewing training in the Queensland Police Service

Mount¹

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The ability of a police officer to elicit case-relevant information from a witness, victim or suspect of a crime is a fundamental component of policing capability. The police officer must be able to elicit accurate, complete and timely information from the individual in a manner that is effective, efficient and legally compliant. The officer must also be able to adapt their elicitation techniques to suit the circumstances of the encounter -whether it is a roadside field interview with a witness to a vehicle accident or a formal investigative interview of a homicide suspect. The interpersonal and communication skills required to effectively undertake the elicitation task, I propose, comprise both 'hard' procedural and 'soft' cognitive components. Neither hard nor soft interviewing skills are typically innate and the police officer must be formally trained in their uses. Once acquired in the training environment, the skills must then be transferred effectively and applied regularly in a workplace setting. At each junction in the acquisition-transfer-application pathway a variety of factors will either enable or inhibit the journey and, ultimately, impact on the effectiveness of the investigative interview that is conducted in the workplace. Using the Queensland Police Service (QPS) as a case study, my research expands upon existing knowledge associated with the skill acquisition-transfer-application pathway. The research also addresses research gaps associated with training delivery and workplace utilisation of both hard and soft investigative interviewing skills.My findings suggest that there is an imbalance of emphasis on hard skills in investigative interviewing training with soft skills relegated to a cursory status. My findings also indicate that QPS Level 1 (Foundation) investigative interviewing training is not satisfying the skill demands of the most common interviewing scenarios for uniformed officers -the Field Interview. My findings suggest that the acquisition-transfer-application pathway for QPS Level 2 (Complex Investigations) is, with some adjustments, more likely to lead to effective investigative interviews. My research has implications for both the design and delivery of investigative interviewing training and the future development and management of this key component of policing capability.iii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.

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The Supervisor's Role in the Transfer of Training

Cited by 54 publications

References 19 publications

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Business graduate employability – where are we going wrong?

Skill acquisition, transfer and application: a study of investigative interviewing training in the Queensland Police Service

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