Using evidence-based practices to enhance transfer of training: assessing the effectiveness of goal setting and behavioural observation scales

Brown, Travor C.; McCracken, Martin; Hillier, Tara‐Lynn

doi:10.1080/13678868.2013.812291

Cited by 20 publications

(17 citation statements)

References 38 publications

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“…Thus, our study is timely as comprehensive evaluations of management development programs are infrequently conducted. Moreover, we addressed several criticisms of the literature by using experimental methods (Bates et al., ), quantitative and qualitative data (Brown et al., ), and workplace behaviors (in our case, observer BOS; Conger & Xin, ) in transfer research. The significance of our high behavioral results, as assessed by BOS, is further emphasized by the fact that a goal of executive development programs, such as the present one, is “inducing behavior change in participants” (Hooijberg & Lane, , p. 483).…”

Section: Discussionmentioning

confidence: 99%

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The Effects of Different Behavioral Goals on Transfer from a Management Development Program

Brown

Warren

Khattar

2016

Human Resource Dev Quarterly

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The present field study examined transfer from a training program that focused on interpersonal skills for public-sector management development participants ( n = 172). Using a quasi-experimental design, participants were assigned to one of three behavioral conditions (behavioral outcome goals, behavioral specific goals, rank-ordered behavioral goals) or a comparison do-your-best condition. Transfer was assessed using a selfreport survey, self-BOS (behavioral observation scale) ratings, and workplace observer (median = 4) BOS ratings. Overall, the results suggest that the management development program was effective. Self-efficacy and transfer (self-BOS ratings) scores, across all conditions, were higher postprogram relative to pre-program. Post-program self-BOS ratings revealed that behavioral outcome goals increased transfer relative to the other two forms of behavioral goals. Behavioral specific goals reduced transfer, as assessed by workplace observer BOS ratings, relative to all other study conditions. There was no evidence that either form of behavioral goals was superior to do-your-best.

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Section: Discussionmentioning

confidence: 99%

“…These instructions were adapted from past transfer studies (e.g. Brown, McCracken, & Hillier, ; Brown & Warren, ).…”

Section: Methodsmentioning

confidence: 99%

The Effects of Different Behavioral Goals on Transfer from a Management Development Program

Brown

Warren

Khattar

2016

Human Resource Dev Quarterly

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“…Finally, the findings of this study shed light on the importance of collaborative relationships between scholars and practitioners in the field of HRD (Brown, McCracken, & Hillier, ; Burke & Hutchins, ). There are many suggestions for HRD practitioners as to how to facilitate learning transfer, and practitioners have sought best practices of learning transfer (Donovan & Darcy, ; Hutchins, Burke, & Berthelsen, ).…”

Section: Discussionmentioning

confidence: 74%

Learning Transfer in Practice: A Qualitative Study of Medical Professionals’ Perspectives

Choi

Roulston²

2015

Human Resource Dev Quarterly

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This article explores how medical professionals’ understanding of their own profession relates to their learning transfer. Based on qualitative interviews with medical professionals participating in a mind–body medicine training program, we examined the rationales provided by medical professionals for their decisions on whether to integrate new learning in their current and future clinical practice. The findings show that medical professionals’ beliefs and values about the profession of medicine and knowledge of the wider healthcare system affect their decisions concerning applying what they had learned in practice. Specifically, (a) medical professionals’ prior beliefs and developing understandings of the purpose of the profession, (b) their prior beliefs and developing understandings of good clinical practice, and (c) their understandings of clinical practice as a marketplace geared to client satisfaction and regulated by the healthcare system are critical to understanding how they decided to transfer what they had learned and to make changes in their practices. Based on the findings, implications for research and practice are proposed.

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“…Goal setting is the first of the output considerations, the essence of which is that people who set and commit to specific goals outperform those who set vague goals (Brown et al, 2013). Specific goals give focus and direct attention to activities relevant to attaining the goal (Seijts & Latham, 2012).…”

Section: Output Factors Used In Facilitating the Transfer Of Trainingmentioning

confidence: 99%

Training Transfer: the Case for ‘Implementation Intentions’

2017

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As organizations adopt a more inclusive or pluralistic approach to talent management, there is an emphasis on the engagement of a broader segment of the workforce to deliver both strategic and operational objectives. Accompanying this is investment in learning, training and development activity which is intended to enhance the achievement of the objectives based on the assumption of the effective transfer of training to improve performance or behavioural outcomes. Ensuring that training investment is converted to measurable outcomes is therefore a priority for many organizations and Return on Investment in Training (ROIT) is increasingly sought in the same way as for any other corporate investment. This article synthesizes developments in goal setting theory and highlights a limitation with regards to the theory being applied to the contemporary workplace. It proposes that implementation intentions and the associated 'if/then' plans offer the chance to mediate this. Key to these plans being successful is for them to be embedded at the learning design stage creating a clear link between the need for the learning/training and agreed objectives. A large part of the success of implementation intentions is that control of behaviour is given to situational cues in the workplace and these can be reinforced by supportive line managers and peers. But it is essential that they are also aware of the implementation intention plan in order to offer informed support. A holistic learning environment is key to the success of any intervention but given the importance of situational cues when considering implementation intentions it is vital that both learners and those who support them in the workplace are aware of the specific roles they play and the impact they have.

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Using evidence-based practices to enhance transfer of training: assessing the effectiveness of goal setting and behavioural observation scales

Cited by 20 publications

References 38 publications

The Effects of Different Behavioral Goals on Transfer from a Management Development Program

The Effects of Different Behavioral Goals on Transfer from a Management Development Program

Learning Transfer in Practice: A Qualitative Study of Medical Professionals’ Perspectives

Training Transfer: the Case for ‘Implementation Intentions’

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