Variability of practice and the transfer of training of motor skills.

Wrisberg, Craig A.; Winter, T.

doi:10.1037/e400562004-001

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…Military research has tended to focus on near transfer. In doing so, researchers have addressed factors such as the structure of training and work environments (Springs, 2007;Toney, 2007;Williams, 2008); the fidelity and complexity of simulations (Ellis, Lowes, Matheny, & Norman, 1968;Micheli, 1972;Hart, Hagman, & Bowne, 1990;Bessemer, 1991;Carretta & Dunlap, 1998;Kaempf & Blackwell, 1990); the types of training techniques employed (Ammons, Ammons, & Morgan, 1954;Caro, 1970); and the effects of practice and repetition (Wrisberg & Winter, 1983). Even given its coverage of many factors that may influence transfer, much of the research was designed to measure how well former trainees retained the facts and/or later demonstrated the same skills they learned in training (Hill & Kress, 1979;Leibrecht, Wampler, & Pleban, 2009).…”

Section: Near Transfermentioning

confidence: 99%

Far Transfer of Leadership Training: Concepts, Experiences, and Applications

Graves¹,

Pleban²,

Mundell³

et al. 2013

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Military research on training transfer has focused on near transfer, measuring trainees' recall of what they learned. Our focus was on far transfer, which relies on productive thinking and adaptation of knowledge and skills. We looked at far transfer of leadership training received in the United States Military Academy Platoon Leader 300 (PL300) course. We were interested in cadets' experiences using what they learned to address problems encountered in everyday settings. In the first phase, cadets (N=494) completing the PL300 were asked to list key PL300 concepts. Lists were analyzed using word frequency and clustering techniques. In the second phase, cadets (N=87) were asked to describe situations in which they had used what they learned in PL300 (2 to 15 months after PL300). Based on their written descriptions, a thematic framework was developed. The framework was used to develop the Leadership Knowledge Application Scale (LKAS). In the third phase, LKAS was administered to cadets (N=124) completing summer field exercises (10 to 20 months after PL300). Particular themes emerged with respect to how PL300 knowledge and skills were used in the field exercises to address different types of leadership problems. The framework and LKAS may be applied to enhance far transfer of leadership training.

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