Search Results

This issue of 'Training and development in Australia' looks at the gamification of learning. Feature articles include: How to run a successful change project: strategic change management explained/ Michael Carman (pp. 4-7); Gaining respect from the top table: a challenge for trainers / Diane Edwards (pp. 8-9); Is the honeymoon over? / Robert Bilotti (p. 10); Learning transfer: the missing link in learning / Emma Weber (pp. 12-13); Innovation that builds learner motivation / Catherine Logue (pp. 14-15); Wired and worldly: engaging Gen Y learners / Pamela Thorne (pp. 16-17; Do your training programs assume people think alike? / Ed Bernacki (pp. 18-19); Gamification of learning / Stacey Edmonds (pp. 20-22); The power of video training / Eve Ash (pp. 24-26). Show less

Students bridge the theory-practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning; and the primacy of a learning outcome. The four steps entail the following: (1) activation of existing knowledge; (2) engaging with new information; (3) demonstrating competence; and (4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.

Published abstract reprinted by permission of the copyright owner. Show less

Purpose: This study aims to investigate the factors that can influence the transfer process of training in open skills, i.e. non-technical skills (NTS). Specifically, according to the model of the transfer process, the aim of this paper is to analyse the effects of both personal (e.g. self-efficacy) and work environment (e.g. safety leadership styles) antecedents of intention to transfer. Design/methodology/approach: A total of 88 workers belonging to two different plants of the same chemical company filled in a questionnaire at the beginning (T1) and at the end (T2) of the training intervention. The majority of the sample was composed of men (95.5 per cent), with the mean age being 45.19 years old, and they had worked in the same company for an average of 17.2 years. Personal (self-efficacy) and organizational (transformational and passive leadership) factors were measured at T1, while intention to transfer was measured at T2. To investigate the combined effect of both personal and environmental characteristics on the transfer process, a moderation analysis was conducted following the Preacher and Hayes approach.

Findings: Results showed that all the antecedents investigated (except for passive leadership) impacted on the intention to transfer. Furthermore, high levels of self-efficacy combined with higher levels of transformational leadership resulted in higher levels of intention to transfer. Research limitations/implications: The sample size is quite small, and effective transfer of NTS has not been measured. Practical implications: Results suggest that organizations should focus on fostering self-efficacy of the trainees and transformational leadership of the supervisors so as to facilitate the transfer process of NTS. Originality/value: To the best of the authors' knowledge, this is the first study which has considered both individual and contextual characteristics to analyse the transfer process of NTS.

Published abstract. Show less

Microsoft Word, Excel and Access have become an indispensable part of office efficiency. It is hardly surprising, then, that nearly every IT training agency offers courses in these products. Nor are many significant complaints expressed anywhere about their value as productivity tools. Such is not the case when it comes to PowerPoint, with which an increasing dissatisfaction is to be found in the literature, yet many training agencies routinely add this piece of presentation software to their packaged courses. We conducted a survey of trainees in Wales, UK, in order to determine the levels at which skills acquired in the Microsoft Office suite had subsequently been transferred to the workplace. The results indicate that while in absolute terms the increase in usage was greatest in the case of PowerPoint, and smallest in that of Word, the reverse was true with respect to post-training usage. We argue in this paper that while the import of such a finding must not be overstated, the consequences for employers, and for national education policies, should not be ignored.

Published abstract. Show less

The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees' motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling and facilitation, request sharing, favourable attitude, coaching and feedback, openness, involvement and accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors' accountability and involvement positively predicted employees' transfer of training three months after training. In addition, it was found that supervisors' involvement and accountability had an indirect effect on transfer of training through training retention.

Published abstract reprinted by permission of the copyright owner. Show less

This study investigates the Role and Time model of learning transfer to see how it can help this complex task. Taylor outlines the work of Broad and Newstrom (1992) in identifying the three major roles - the instructor, the trainee and the supervisor - and the three key time frames for transfer - before, during and after training. A National Advisory Committee selected 11 Canadian workplace education programs and examined the common types of transfer strategies used. The study concludes that this model is a useful classification system to identify, measure and support the transfer of learning.

Selected papers, roundtables and symposia are indexed from TD/TNC 70.310 to TD/TNC 70.347. Volumes of papers are indexed from TD/TNC 70.306 to TD/TNC 70.309. Show less

Founded in 1971, COST is an intergovernmental framework for European cooperation in the field of scientific and technical research. It allows the coordination of nationally funded research on a European level. COST is based on Actions. These are networks of co-ordinated national research projects in fields which are of interest to participants from different Member States. The main objective of the COST Action A11 was to increase knowledge about the development of flexibility, transferability and mobility through teaching-learning processes in the fields of vocational education and training. The COST Action A11 was guided by a management committee and five working groups were established to assist the committee in the organisation of the Action. The program ran for five years between June 1997 and June 2002. This conference report demonstrates the success of the COST Action A11. It brings together the contributions of the five working groups for discussion. The conclusions reached at the conference provided the basis for the committee's final report (indexed at TD/TNC 73.597). The 'Opening session' contains: Transferability, flexibility and mobility as targets of vocational education and training / Agneta Bladh; Will Cinderella get to the ball?: how will she cope with the three ugly sisters: Flexie, Transi and Mobi? / Frank Coffield. The 'Forum for young researchers - a structural poster session' contains: Economical evaluation: striving for an optimal cost-benefit-relation in evaluation / Volker Bank; CULIK - a Network for Curriculum Development and (Self-)Qualification / Franz Gramlinger; The game as a learning tool in a complex environment / Fabrice Hoff; Exploring the practice of HRD as a field of professional expertise / Tuija Hytonen; Boundary-zone activity as a model for collaboration and developmental transfer between school and work / Riitta Konkola; Variants of an action oriented learning environment for technical vocational training / Alfred Riedl; Practice firms (PF) without strategies?: an approach to promote further development of PF through TQM / Michaela Trummer; Innovation in secondary vocational education: problem based learning in technical education / Regina Mulder. 'Contributions to the panel on learning and transfer' contains: The problem of knowledge in vocational education / Michael Young; Learning and transfer in the field of vocational education and training / Susanne Weber. 'Debate on transferability, flexibility and mobility - a transnational perspective' contains: Institutions and organisational aspects of VET in Switzerland / Ursula Renold; VET systems: role of assessment in supporting lifelong learning / Alan Brown. 'Evaluation and assessment of vocational education and training' contains: School assessment policy and practice in Belgian secondary education with special attention to VET / Jef C. Verhoeven & Geert Devos; Barriers to formative assessment in vocational education and training: a multi-level framework for research / Kathryn Ecclestone; Evaluation and assessment face to educational system / Luisa Ribolzi; VET-colleges in transition: how do schools handle the new challenges? / Peter den Boer; Empirical comparisons between the English National Vocational Qualifications and the educational and training goals of the German dual system - an analysis for the banking sector / Gerald A. Straka; Authenticity and validity in vocational examinations - real worksite tasks for mechatronics in Germany / Klaus Breuer. 'The future of vocational education and training - on the basis of the Action's research and results' contains reports from the working groups. 'Closing of the conference' contains: Conditions for instructional design and innovation in vocational education: successful design and implementation of complex learning environments / Regina Mulder; Success and shortcomings of the COST Action A11; Final remarks - saying good bye / Per-Olof Thang. Other papers are: Research network as a learning context in teacher education / Pirjo Lambert; The role of vocational education and training in a changing world: pro-active agent or compliant child? / Lorna Unwin & Phil Hodkinson; Flexibility of pathways / David Raffe. Show less

This chapter aims to identify ways in which learning transfer can be maximised through the use of e-learning initiatives. Some of the common barriers to learning transfer are identified and the authors explore how these barriers can be mitigated by the use of e-learning. The role of technology in learning transfer is examined. Guidelines to support the technological development and implementation of e-learning initiatives are presented and case studies are offered.

The complete volume is indexed at TD/TNC 76.354; individual papers are indexed from TD/TNC 76.355 to TD/TNC 76.368. Show less

A recent comprehensive survey of research and literature on 'transfer of training' by Timothy Baldwin and Kelvin Ford found that: there is a growing recognition of a 'transfer problem' in organizational training today. It is estimated that while American industries spend up to 100 billion dollars on training and development, not more than 10 per cent of these expenditures actually results in transfer to the job. Researchers have similarly [concluded] that 'much of the training conducted in the organizations fails to transfer to the work settings'. This survey strikes to the umbilical cord of core [human resources] HR concepts - that increased priority of [human resource development] HRD activities and recognition of the huge investment today's organizations make in HRD leads directly to the question: Do organizations receive a good return on their HRD investments? Do organizations get full value for their investment in training? That is, is the training they pay for fully transferred to the job? Taking into account the aforesaid reviews, a logical study has been made in the light of various surveys and research work to bring out a fusion between the training need and its impact on the job.

Published abstract reprinted by permission of the copyright owner. Show less

Purpose: Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK, it still requires training and development of talents who work for ISCs. The purpose of this study is to analyze the effectiveness of training programs that are currently provided to personnel of the ISC to foster their learning systematically and to develop measures for effectiveness of the training programs. Design/methodology/approach: This study evaluated the training program for the staff of the ISC secretariat as a tool to activate the councils' main functions. In terms of methodology, we developed an effective training model to measure the training transfer and used it as an analytical framework for evaluation. Success case method was applied to identify the best case of training transfer that reinforces the role and function of ISC.

Findings: Learning transfer can help not only the transfer of the learning contents but also the role of the organization that the members belong to and strengthen the function of the ISC. By transferring the content matter of the learning, it can help strengthen the capacity of members to carry out the roles and functions of the ISC, and further strengthen the functions of the council and the role of key players in labor markets. Research limitations/implications: An effective training model for the personnel of national sectoral bodies or non-profit organization can be further investigated. Practical implications: The learning transfer evaluation model for ISC staff has unique characteristics that are different from previous studies. ISC has the characteristics of public goods that are established with government support and are active in developing human resources in each industry sector. Originality/value: Incubating ISC in South Korea is at an earlier stage in terms of research and policy practice. The research findings in this study lay the foundations for further empirical explorations.

Published abstract.

Earlycite article first published online June 2019 by Emerald. Show less