Transfer of Training: An Updated Review and Analysis

This study updates the Baldwin and Ford (1988) review of the empirical articles published on training transfer. The updated review and analysis revolves around the four key limitations noted in the original review: (1) the criterion problem of how and when to measure training transfer, (2) the generalizability of results from training design studies, (3) the choice of which trainee characteristics to examine for their impact on transfer, and (4) the conceptualization and operationalization of work environment factors that can impact transfer. Twenty studies were found in the literature since the 1988 review on training transfer. An analysis of these studies found that progress has been made in addressing many of the limitations noted by Baldwin and Ford. This paper concludes with a discussion of future research directions for training transfer research relevant to each of the four areas of criterion measurement, training design, trainee characteristics, and work environment.     

Predictors of Timely Baccalaureate Attainment for Underrepresented Minority Community College Transfer Students

For many underrepresented minority students, the path to the baccalaureate degree begins with initial enrollment at a community college. Unfortunately, only a small percentage of students interested in transferring actually do transfer to a 4-year institution. Of these transfers, few graduate with a baccalaureate degree within 6 years of initial matriculation at their community college. This study was completed to see if the graduation rates for underrepresented minority community college transfer students vary depending on the type of receiving institution. In addition, an analysis was conducted to determine if the factors that best predict timely graduation for these transfers vary by ethnicity. Results from a suite of logistic regression models indicated that the factors that predict timely graduation for underrepresented minority transfers were not the same for each ethnicity. The most predictive factor for African-American transfers was enrollment in a 4-year transfer program at the community college. For Hispanic transfers, obtaining some type of credential before transferring was most predictive of timely graduating with a baccalaureate degree. On the other hand, the Grade Point Average (GPA) at the receiving 4-year institution was most predictive of timely graduation for Asian transfer students. The study was not able to conclusively determine the types of institutions that were the most successful graduating minority community college transfers.     

Improving social practice through the utilization of university-based knowledge

Traditionally, the university has been defined as a center for the production and communication of knowledge, much of it practice-relevant. As one looks-farther along the chain leading from knowledge production to its ultimate utilization, however, the results have been disappointing, notably in the “soft” sciences. One means of heightening knowledge use is that of strengthening the formal links between centres of higher education and centres of application. In the study reported here, formalized arrangements were made between colleges or faculties of education and surrounding school systems, and the knowledge flows between the two sets of institutions were studied from the perspective of knowledge transfer theory and interorganizational theory. The study yielded a set of “core” variables, that could then be clustered into a general model indicating how successful transfers of knowledge can be made.     

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.     

Transfer Evaluation of Knowledge and Skill Development: A Case Study of an Instructional Systems Development Training Program

Program evaluation involves a systematic process to collect and convert data into information which is used to improve programs, measure their effects, track quality, act on results, and improve decision making. Beginning in 1992, the LG Group of Korea was involved in an instructional systems development (ISD) training program for its human resource development professionals in cooperation with Indiana University. The LG ISD training program stressed that learning instructional design theories and practices would make LG more effective in global competition. The purposes of the research reported in this article were to evaluate the effectiveness of the ISD training program in terms of transfer of training and to gain information on how to improve future training programs. The findings of the study support the goals that were established for the ISD training program. The program participants are more confident and competent in using the ISD process for analyzing needs for performance improvement and designing and developing quality training products. The article suggests ways of solving barriers to transfer training and evaluation and improving future programs.     

幼儿园教师健康教育胜任力现状及提升策略——基于北京市935名幼儿园教师的数据

采用问卷调查法对北京市935名幼儿园教师展开调查,以考察幼儿园教师健康教育胜任力水平及影响因素,揭示其健康教育培训需求,为学前教育职前培养和职后培训提供实证依据。结果显示:北京市幼儿园教师健康教育胜任力水平适中,其中实施幼儿健康教育得分最高,幼儿健康教育评价得分最低;多因素回归分析发现,年龄、教育背景、转岗状况、从教意愿和园所级类是影响幼儿园教师健康教育胜任力的重要因素;“≤30岁”“非学前教育专业背景”“转岗”“非主动选择”和“非一级一类园”构成影响幼儿园教师健康教育胜任力水平的风险因素。未来应在学前教师职前培养阶段加强幼儿健康知识理论的系统学习和实践能力锻炼;职后培训重视分层设计,通过多元化途径实施;发挥园本教研功能,构建教师发展共同体,开展基于现实诉求的健康教育课题研究,以有效、迅速提升幼儿园教师健康教育胜任力。     

Cultural Transfer in Adult Education: The Case of The Folk Development Colleges in Tanzania

This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida).     

Professional Doctorates and Careers: the Spanish case1

This article analyses the determining factors weighted by doctoral graduates when choosing their professional careers. In Spain, the analysis of such a group has been traditionally excluded from the empiric studies. On the one hand, the lack of databases made it difficult to see their professional situation, and on the other, a university career was understood as this group's innate purpose. The growing demand for qualified professionals in general and for those with a scientific training in particular has prompted the developed countries to carry out research on how to match the third-level training cycle and labour market needs. The analysis of this group's labour conditions allows one to assess whether the current doctoral education programmes satisfy labour market needs. The estimation of a multinomial logit model reveals the different factors when choosing a professional career depending on the area of knowledge. Personal characteristics, such as age, training, area of knowledge or job, as well as the expected wages become fundamental when determining doctors' professional future. Moreover, the results prove that a job outside the university is becoming a preferred option for doctors in certain fields.     

Cultural Transfer in Adult Education: The Case of The Folk Development Colleges in Tanzania

This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida).     

Group Differences in California Community College Transfers

This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California Community College system to test hypotheses about overall transfers and transfers of underrepresented students, It utilizes a framework based upon social reproduction theory (Bowles & Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of our hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer.     

影响受训教师能力培训迁移的环境因素研究

教师由培训回到实际工作中,往往会出现难以将所学的信息技术有效迁移到工作中的情况,究其原因在于教师的培训迁移情况和实际环境有着密切的联系.因此,在明确培训迁移问题研究重要性的基础上,通过实际调查,找出影响受训教师信息技术应用能力培训迁移的环境因素,并围绕这些影响因素提出相应的改进对策与建议.     

Guidelines for Selecting,Using, and Evaluating Games in Corporate Training

ABSTRACT The use of games in corporate training began in the 1950s. In subsequent years the use of games has increased, while the look and feel of the games being used has evolved. Unfortunately, very little research regarding the effectiveness of games as a training tool has been conducted; and, the research conducted often yields conflicting results. The purpose of this paper is to provide guidelines for the selection, use and evaluation of games in business training. A brief historical overview of the use of games in training, including the perceived benefits and concerns regarding their use, addresses the need for guidelines for selection, use and evaluation of games in training. The guidelines were developed using adult learning theory and transfer of learning theories as a foundation. The potential uses and utility of the guidelines are followed by a concluding section as to how they can be applied to selection, usage and evaluation of games in training.     

以教师培训迁移为基准的教师培训效果——基于社会资本的视角

作为新经济社会学前沿和有影响力的理论概念,社会资本强调互信互惠的人际关系对个人获得更大成就和社会更有效运作的积极意义。对教师培训效果的审视趋向从培训知识的获得转移到教学工作中的实际运用。以社会资本理论系统考量教师培训迁移,指出信任互惠有助于教师培训活动参与者之间的对话与互动,培训参与者的积极行动有助于形成可持续的教师培训系统,从而有的放矢地提高教师培训的效果并最终使跨越理论与实践鸿沟成为可能。     

以教师培训迁移为基准的教师培训效果——基于社会资本的视角

作为新经济社会学前沿和有影响力的理论概念,社会资本强调互信互惠的人际关系对个人获得更大成就和社会更有效运作的积极意义。对教师培训效果的审视趋向从培训知识的获得转移到教学工作中的实际运用。以社会资本理论系统考量教师培训迁移,指出信任互惠有助于教师培训活动参与者之间的对话与互动,培训参与;等的积极行动有助于形成可持续的教师培训系统,从而有的放矢地提高教师培训的效果并最终使跨越理论与实践鸿沟成为可能。     

教育评价:复杂的人与薄弱的评价理论 ——新课程改革背景下选拔性教育评价要素与原则的选择

当前在思考教育评价的改革过程中,普遍的思路和做法是从评价本身来寻找改革的出路,这只思考了评价问题自身的内部理论方面问题,实际上教育评价最终要为社会教育实践服务,外在的社会实践对教育评价改革本身是有制约作用的,也就是说,我们当前单从教育评价来思考教育评价改革往往难以找到理想的出路,因为来自评价外的社会制约因素往往对评价改革有更大的限制作用,特别是选拔性教育评价这一社会影响很大的评价工作,任何的改变都会引发很多社会问题。因此,我们除了从评价本身来思考如何改革外,更应该尊重来自社会对评价改革的意见,从评价的外部影响因素来思考改革,更好地解决复杂的人与薄弱的教育评价理论问题。     

Intergovernmental transfer under heterogeneous accountabilities: The effects of the 2006 Chinese Education Finance Reform

While intergovernmental transfers are widely used in improving local education, how local governments in non-democracies allocate fiscal transfers, given they are not electorally accountable, remains unclear. We study the impacts of the 2006 Chinese Education Finance Reform, one of the world’s largest education transfer grants, on public school spending. By comparing 1600 Chinese counties that were treated differently in timing and matching ratios, we show natural experimental evidence on how heterogeneous top-down and bottom-up accountabilities affect the allocation of transfer grants. On average, intergovernmental transfers did not increase the total spending levels of local public schools. The causal mechanism is that the transfers crowded out preexisting local public education investments in extra-budgetary accounts that were not scrutinized and audited by upper-level governments. Heterogeneity analyses further demonstrate that the policy only improved public school spending in counties where public employees had greater means of holding local governments accountable.     

Technical Training Evaluation Practices in the United States

Surveys have consistently shown that training evaluation is not as widely utilized as many think it should be. This study sought to determine the extent to which technical training, which is often thought to be easier to evaluate but has not been studied, utilizes accepted evaluation techniques. A survey was sent to a random sample of 334 members of the ASTD Technical and Skills Training Professional Practice Area, resulting in a usable response rate of 35%. Data were gathered on the types and methods of evaluation used, reasons for not evaluating, organizational training practices, and selected demographic information. The results showed that technical training evaluation practices were essentially the same as those reported for training in general. Furthermore, an examination of historical benchmarks showed that evaluation practices have not changed much in the last forty years. These findings suggest the need for a new research agenda on organizational training decision‐making processes.     

Generalization of visual matching and delayed matching by a California sea lion (Zalophus californianus)

Only a limited number of species have been found capable of generalized matching-to-sample (MTS) after exposure to relatively few training exemplars. We trained a juvenile, experimentally naive California sea lion (Zalophus californianus) in MTS, using a pair of three-dimensional objects as samples. Successful matching to a criterion of 90% correct or better over 2 successive sessions was attained in 12 sessions (269 trials and 70 errors). Two subsequent “partial” transfer tests, in which each of the two training objects was paired with a novel test object, and four additional transfer tests, all with novel objects, were presented following training. An 80% performance criterion over 2 successive sessions was reached, or closely approximated, in from 2 to 4 transfer sessions for all transfer tests; errors to criterion tended to be reduced across the successive novel transfer tests and were as few as five during the final two tests; and performance on the first 48 trials of the last two novel transfers was not significantly different from a near-ceiling level baseline performance measure. Neophobic responses of the sea lion to new objects precluded an unbiased evaluation of immediate (Trial 1) transfer. The sea lion’s short-term memory for sample objects was also measured. Matching performance was maintained at a level of 78% correct responses or better for delays through to 45 sec after removal of the sample object. At a 58-sec delay, the longest tested, performance declined to 69% correct responses. These retention levels are only somewhat below levels reported for dolphins and nonhuman primates tested on visual delayed MTS, but they are above levels typically reported for pigeon subjects.     

In the trainer's voice: A study of training transfer practices

Data were gathered from members of a large professional training organization regarding their practices for supporting training transfer. Transfer factor categories grounded in the literature were used to code the data using content analysis procedures. Commensurate with the transfer literature, results suggest that trainers reported strategies used within the training setting and in the work environment as having the most influence on training transfer. Transfer practices that do not have a firm grounding in the research but that emerged in the data, trainer characteristics and evaluation practices, were reported by trainers as being important influences on training transfer. This study extends previous work on training transfer practices by elucidating the specific transfer influences perceived by training professionals as critical for supporting transfer in organizations. Implications for practice and research are offered that focus on building trainer proficiency for training transfer in organizational settings.