Search Results

This issue of 'Training and development in Australia' focuses on the concept of 'performance consulting' as the work of the future for training professionals, either as it occurs within existing organisational processes or is outsourced to experienced consultants. Feature articles in this issue are: 'Improving performance from the inside' by Elaine Yin (p. 6-9), which examines the role of the internal performance consultant within organisations and proposes a model for use by consultants in the implementation of training programs; 'The changing of the guard: performance consultants vs. trainers' by Anthony Sork (p. 10-12), which examines the rise of the consultant in the training and development industry, arguing the need for training companies to reinvent themselves to compete for clients, and outlining a model for performance consulting; 'Making the most of human capital' by Peter Myers (p. 14-17), which outlines a behavioural analysis system that comprises a three step process designed to help organisations tap the potential of their human resources; 'How to develop a model of strategic corporate training' by Wendy Jacobsen (p. 18-20), which presents a model of strategic corporate training for a hospital setting, proposes a sequence for the training and training related activities, and highlights the influence of the organisation on the transfer of learning into the workplace. Also in this issue is 'Learning drives health service performance' (p. 4-5), in which Matthew Daly, CEO of the South Western Sydney Area Health Service, speaks with Geoff Kelly about using learning as a key means of attracting and retaining talented medical and nursing staff. Show less

This study examined the underlying structure of transfer climate and those aspects of transfer climate that were related to pre-training, self-efficacy, pre-training motivation, and post-training transfer implementation intentions. Positive and negative affectivity (PA and NA) were also measured in order to better understand the relationship of these variables to trainees’ perceptions of the transfer climate and the other training-related variables. Transfer climate was best represented by two underlying constructs, although these were correlated. After controlling for PA and NA, none of the transfer climate variables were significantly related to pre-training self-efficacy, while only positive reinforcement was significantly related to pre-training motivation. Pre-training self-efficacy was also a signficant predictor of pre-training motivation, even after controlling for PA and NA. Negative affectivity was the only significant predictor of post-training transfer implementation intentions. Further research needs to clarify whether PA and NA are contributors to the trainees’ perceptions of the transfer climate or are a product of these perceptions.

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

Increased international student mobility is a central feature of the globalisation of higher education. Norway has a high ratio of its total student population abroad compared to other OECD countries. The vast majority returns to Norway after graduation. However, little is known about labour market prospects of the returnees relative to home graduates. In the proposed paper we will use a data set that allows us to compare the situation of both immigrants and ethnic Norwegians (natives) educated abroad with immigrants and natives with a corresponding degree from Norwegian colleges and universities. These groups will be compared in order to investigate the acceptance/transferability of higher education from abroad in terms of unemployment rates and skills mismatch (over-education). Both the situation 3.5-5 years after graduation and the situation more immediately after graduation will be investigated. The analyses are based on binary logistic regression models, with a substantial number of independent variables, including among others things field of study, number of years living in Norway, proficiency of the Norwegian language, native country, entry grades to higher education, grades when graduating from higher education, etc.

Preliminary results show that while immigrants of non-western origin have a significant higher risk of being unemployed than other groups, it seems to have no effect on the unemployment risk whether the immigrants are educated abroad or in Norway. Ethnic Norwegians educated abroad also have somewhat higher unemployment risk than natives educated in Norway. Natives educated abroad have a higher risk of being overeducated for their job, and so have non-western immigrants, both those educated in Norway and those educated abroad. The risk of being overeducated is especially high among non-western immigrants educated abroad. Higher risks for unemployment and skills mismatch among both immigrants and natives educated abroad indicate that education from abroad is not fully transferable to the domestic labour market. In addition, the high risk of unemployment among nonwestern immigrants graduated in Norway also indicates that some forms of discrimination exist.

Published abstract reprinted by permission of the copyright owner.

Selected papers from this conference are indexed from TD/TNC 87.466 to TD/TNC 87.478. Show less

The purpose of this study was to explore the transitional experiences of graduate nurses who had previously trained as enrolled nurses. A small survey design was utilised to collect data using in-depth interviews. Two themes emerged from the data, 'values dissonance' and 'role adjustment'. Results indicate that the transition from student to registered nurse is as stressful and labile for this student cohort as has been reported with regard to graduate transition generally. Industry expectations of these graduates must be aligned to their perceptions and abilities. Nursing graduates who previously trained as enrolled nurses require the same degree of guidance, support and understanding afforded other graduates upon entry into the workforce.

Published abstract. Show less

Organizations invest a significant amount of time and money on management and supervisory training programs. The intent of this study was to examine the relationship between four specific work-environment factors (organization support, supervisor support, peer support, and participation in a peer support network) and transfer of training at one-month, six-month, and one-year points following supervisory skills training. Quantitative and qualitative data were collected from both trainees and their direct supervisors. ANOVA [ANalysis Of VAriance] results of aggregate data showed that trainees who reported receiving high levels of organization, supervisor, and peer support, and who also participated in a peer support network, reported higher levels of transfer of knowledge and skills. When data were segregated and examined according to length of time since trainees had completed training, findings were still significant for organization, supervisor, and peer support but only at the one-year point, not at one month or six months. Participation in a peer support network was not significant at any of the three points of time. In short-answer responses, trainees indicated that lack of time and lack of management support and buy-in were significant barriers to transfer. T-test results indicated that trainees and their supervisors did not differ in their perceptions of level of transfer of skills or amount of organizational or direct supervisor support received by the trainees.

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

Previous research has indicated that the transfer climate of work organisations is an important factor in determining the degree to which knowledge, skills and abilities gained in training transfer to the workplace. In particular, workplace social support from supervisors and coworkers is consistently cited as an important factor that can facilitate or inhibit training transfer. However, research evidence regarding the impact of workplace social support on training transfer is mixed. In order to address this issue a study was conducted to identify under what conditions workplace social support impacts on training transfer. This study evaluated a workplace drug and alcohol training programme to examine the impact of workplace social support and identification with workplace groups on training transfer. Results indicated that the influence of workplace social support on training transfer was moderated by the degree to which trainees identified with workplace groups that provided this support. This study supports the proposition that in order to fully understand training transfer, and to design effective training programmes, training research and practice needs to focus on both the personal and situational factors that may interact to influence learning and transfer.

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

The first half of this chapter analyses the different knowledge cultures of higher education and the workplace, contrasting the kinds of knowledge that are valued and the manner in which they are acquired and used. In particular, performance in the workplace typically involves the integration of several different forms of knowledge and skill, under conditions that allow little time for the analytical/deliberative approach favoured in higher education. One consequence is greater reliance on tacit knowledge, including knowledge of how more formal, explicit knowledge is used in various practice settings. The second half focuses on transfer as a learning process, which requires both understanding and positive commitment from individual learners, formal education, employers and local workplace managers. Transfer is conceptualised in terms of five stages, whose distinctive characteristics and learning challenges are discussed in some detail. The neglect of transfer is attributed both to the cultural gap between formal education and the workplace and profound ignorance of the nature and amount of the learning involved.

Published summary reprinted by permission of the copyright owner.

The volume from which this chapter is taken is indexed at TD/TNC 82.297. Selected chapters are indexed from TD/TNC 82.298 to TD/TNC 82.311. Show less

Research examining the relationship between workplace literacy and training-related factors is virtually nonexistent. This study examined how variations in individual learning transfer system perceptions were associated with job-related workplace literacy skill differences. Results indicated significant differences in learning transfer system perceptions for employees who had the math and reading skill levels required for their jobs versus those who did not. Findings suggest a complex and little understood relationship between workplace literacy skills and learning transfer system perceptions.

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

The main purpose of this study was to examine the validity of a new systemic model of learning transfer and thus determine if a more holistic approach to training transfer could better explain the phenomenon. In all, this study confirmed the validity of the new systemic model and suggested that a high performance work system could indeed serve as a catalyst to successful training transfer.

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

This study addresses an issue of global concern in skills training, namely, the rapid and permanent eradication of persistent habit errors, and bad or unsafe working practices. This article offers an alternative human factors explanation for the profound difficulties and low transfer of training experienced during error pattern retraining, and the correction of habitual performance faults. It describes Old Way New Way, a metacognitive strategy for achieving rapid and permanent error and technique correction and habit unlearning, and presents the results of an experimental trial of this behaviour change methodology. Vocational education students, representing a broad range of skill types, were recruited and randomised to one of two error correction modes, or to a control group. One Old Way New Way correction session with students yielded 80 per cent or higher performance improvement that was maintained over three post-test periods. Students and teachers reacted positively to the Old Way New Way learning method. The high level of transfer of learning obtained is consistent with results in other settings. Implications for education, training, coaching and other performance enhancement settings are discussed.

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