Taking Ownership for Transfer: A Management Development Case Study

The responsibility for effective transfer of training falls into a gray area between trainers, trainees, and management. It is easy for trainers to point fingers at management and say that they are not supporting transfer of learned skills in the work environment. But this assumes that management views training as an integral component for improving organizational performance, which is often not the case. Training is more often managed as a cost than as an asset. One Training section at Intel has been experimenting with increasing transfer and improving organizational performance by directly influencing the trainee population during and after training. The rationale is that the best way to generate interest from upper management, is to demonstrate business results. This article describes a series of tactics for improving transfer of training. Each tactic was driven by the training function in an attempt to directly influence the transfer of specific management skills to the work environment.     

高校高水平运动队心理技能训练模式的心理能量特征

心理技能训练可以作用于运动员的心理能量储备释放和个性特长技术,也可使它的作用发挥于竞技体育比赛之中。心理技能训练模式心理能量特征明确了专项特长技术训练比赛活动对心理技能的要求。心理技能训练丰富了训练内容,运动员在比赛中最大限度释放心理能量可以促进专项成绩的提高。     

Training Transfer and Transfer Motivation: The Influence of Individual,Environmental, Situational,Training Design,and Affective Reaction Factors

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.     

A Holistic Approach Toward Motivation to Learn in the Workplace

The purpose of this study was to identify key variables within and outside the learning context that could affect motivation to learn during training. Aside from research on motivation to learn, the theoretical framework of this study was also based on sociotechnical systems, total quality management, and training transfer theories which in turn furnished the training and organizational variables projected to have an influence on employee and organizational performance. Task autonomy, extrinsic rewards when applying newly learned skills and knowledge, organizational orientation toward quality improvement, and a work environment within which people live up to high ethical standards were found to be the most important predictors for motivation to learn during training.     

Evaluating the Impact of a Performance‐Based Methodology on Transfer of Training

Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi‐experimental between‐groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance‐based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance‐based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context.     

The improvement in mental rotation performance in primary school-aged children after a two-week motor-training

The present study investigated the influence of motor training on mental rotation performance in children aged between 8 and 10 years Two groups of 42 children each solved a psychometric mental rotation task with three-dimensional block figures. After the initial test, one group received two weeks of specific coordinative motor training every school day for 20?min, while the other group did not receive any additional training. At the end of the training period, all children solved the mental rotation task again. The results show that both groups improved their performance from the pre- to the post-test; however, the improvement for the training group was higher than for the non-training group. This study shows the influence of motor training on mental rotation performance.     

Towards Artistry: A Critique of the HRD Performance Paradigm and a Suggested New Model

ABSTRACT This article critiques the performance approach to HRD and proposes a new model that takes into account the deep complexities inherent in the human transaction of work. In critically examining the dominant performance paradigm, meanings of work are examined, illustrating that the desire to work extends beyond extrinsic considerations. That work and working need to be problematized and made the basis of inquiry within HRD is explored. Social exchange theory is drawn upon to explain how employees can become impelled to exercise the discretion to engage in creative behaviors that can redound to the benefit of their organizations. The proposed model is premised upon two variables, namely impetus for training and purpose of training. Impetus for training is on a continuum from individual to organization. Purpose of training is on a continuum from intrinsic to instrumental. Of the four approaches to HRD suggested by the model, the type that is bounded by intrinsically driven purpose and focused upon the developmental needs of the individual is suggested as being most likely to prompt worker artistry.     

Revisiting a year in the sand: An HPT‐style after‐action review

This is a retrospective analysis of the performance of a large training program in a combat environment looked at through the lens of human performance technology. Van Tiem, Moseley, and Dessinger's performance improvement/HPT model and strategic, operational, and tactical levels are used to describe effective and ineffective applications of human performance technology in a complex, multinational operation. While some interventions or projects at the training center showed marked improvements in targeted areas, there were numerous opportunities to do even better work, and the ultimate analysis of the effectiveness of the training center remains to be determined.     

高校教师教育技术培训模型的建立、修改与验证

高校教师的教育技术培训已经成为教育部门的一项常规性工作,但如何提高培训效果一直困扰着各级各类培训机构。该研究利用结构方程建模的统计学方法,建立了高校教师教育技术培训模型,并利用该模型揭示出了提高教育技术培训效果的思路。     

Effects of cuing in an “irrelevant” context

Normally, retention of an avoidance response by a rat is impaired when the test context is novel or does not correspond to the training context. Experiment 1 demonstrates that such an impairment of test performance can be alleviated if a rat receives a cuing treatment or reminder of training in the novel test context prior to testing. Experiment 2 indicates that when rats receive avoidance training in one context and then receive a reminder of training in a novel context, they perform more poorly when tested in the training context than do animals that receive no reminder. This finding is discussed in relation to current theories of contextual influence over retention performance.     

基于绩效的教师培训与发展模式

网络教学师资的培训和发展并非在真空环境下发生,组织者需要考虑网络教育的采用(adoption)和使用效率(effectiveness)的提高两方面因素。传统的培训方法并不能满足教师需要。本文从系统的绩效分析出发,提出了一个系统的网络师资培训模式,该模式中提出了一些不同于传统培训的新方法,比如绩效支持、知识共享、用户社区和形成性评估。     

团体健美操的创编与训练

随着团体健美操在各种场合的表演，其创编与训练引起了人们的关注。因此，本文就团体健美操的创编与训练作一探析。     

田赛投掷项目铅球铁饼标枪最佳出手点研究

田赛投掷运动出手点控制的正确与否,不仅影响着技术动作的正常发挥,而且也直接影响到投掷运动的成绩.通过寸部分体育大学生投掷铅球、铁饼、标枪出手点的三维运动监测,确立了三项投掷运动的正确出手点,为投掷运动的教学与训练提供了理论依据.     

M.A.S.S.: A Model for Producing Transfer

Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples.     

Formation et Réussite Professionnelle des Ingénieurs et Architectes Diplômés de l'Ecole Polytechnique Fédérale de Lausanne

This paper reports some of the key findings of a large-scale study of the professional success of over 800 engineers and architects who graduated from the Swiss Federal Institute of Technology in Lausanne between 1946 and 1987. In the first phase of the project, a questionnaire was designed to elicit their responses with respect to the quality of their university training, the reasons they chose engineering as a field of study, their experience and activities at the university, their postgraduate training, their actual professional activities (relative importance and satisfaction), their work experience and conditions, their personal qualities, influence of important life events in their career, their defintion of professional success, as well as important demographic data (including status, income, number of subordinates, type of work, etc.). Data on their academic performance (mean grades in theoretical and practical subjects, overall Grade Point Average, etc.) while at the university were collected from the registrar's files. The results confirmed our hypotheses: grades are unrelated to professional success and internal satisfaction is more important than are external criteria in the definition of professional success. Post-diploma training, life events and especially personal qualities determine the engineers’ professional career. Many interesting findings also emerged with respect to their evaluation of their actual professional activities, their university training, choice of major and of their professional satisfaction.     

基于虚拟现实的动漫制作

从建立与现代企业生产需求相适应的培训及现场模拟体系出发,进行基于虚拟现实的安全培训动漫影片制作关键技术研究,开发出了安全培训动漫影片制作平台并进行了影片制作输出.实用制作及成片培训效果表明,该技术达到了预期研发目的,输出的培训影片提升了培训效率和效果.     

影响成人学习动机的因素分析

员工培训已经成为企业保持核心竞争力的重要职能,受训人员学习动机是影响企业培训效果的关键因素.本文分析了影响成人学习动机的若干因素,指出取得良好的培训效果必须针对成人学习的特点,努力调动受训人员的学习动机.     

声乐作品演唱技巧的指导

声乐作品在演唱时要进行全方位的考虑和设计,才能具有合理与圆满的演唱效果。这其中包括两个大的方面:一是技巧训练包括气息、咬字、共鸣训练;二是情景训练即情趣和作品处理。     

Metacognition and Human Performance Improvement Originally published in 1988, PIQ 1.1

An understanding of the uses of metacognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed.     

Metacognition and Human Performance Improvement

An understanding of the uses of meta-cognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed.