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The positive transfer of learned ski...

Casper, Barbara.

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The positive transfer of learned skills from training to changed behaviors at the job.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The positive transfer of learned skills from training to changed behaviors at the job./
作者:	Casper, Barbara.
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2472.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184345
ISBN:	9780542257612

The positive transfer of learned skills from training to changed behaviors at the job.
Casper, Barbara.

The positive transfer of learned skills from training to changed behaviors at the job. - 265 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2472.

Thesis (Ed.D.)--Pepperdine University, 2005.

Given the ever-changing business demand for information and knowledge and the dwindling supply of available skilled labor, organizations are maximizing the inherent value of their existing human capital by investing in formal training programs. Unfortunately, more than 80% of the knowledge and skills gained in training by individuals do not translate into changed job behavior. To improve training cost efficiencies, organizations need to recognize the factors influencing learning transfer and assess the factors that are promoting or inhibiting behavioral change. The two influential factors that emerged from the various learning transfer models were individual characteristics (e.g., motivation and ability) and situational characteristics (e.g., supervisory support, peer support, task support, and the opportunity to perform the newly learned skills).

ISBN: 9780542257612Subjects--Topical Terms:

1017515
Education, Business.

The positive transfer of learned skills from training to changed behaviors at the job.
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245 1 4 $a The positive transfer of learned skills from training to changed behaviors at the job.
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500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2472.
500 $a Adviser: Farzin Madjidi.
502 $a Thesis (Ed.D.)--Pepperdine University, 2005.
520 $a Given the ever-changing business demand for information and knowledge and the dwindling supply of available skilled labor, organizations are maximizing the inherent value of their existing human capital by investing in formal training programs. Unfortunately, more than 80% of the knowledge and skills gained in training by individuals do not translate into changed job behavior. To improve training cost efficiencies, organizations need to recognize the factors influencing learning transfer and assess the factors that are promoting or inhibiting behavioral change. The two influential factors that emerged from the various learning transfer models were individual characteristics (e.g., motivation and ability) and situational characteristics (e.g., supervisory support, peer support, task support, and the opportunity to perform the newly learned skills).
520 $a To determine the relationship between individual and situational characteristics and learning transfer, the researcher selected a quantitative research design and administered self-reported survey instruments to a target population of 118 EDT's Project Management Training participants. Based upon on the data collected from 52 participants (44% response rate), the researcher performed a correlation analysis to determine the relationships between the individual and situational characteristics and learning transfer. In every instance, Pearson correlation coefficient (r) and coefficient of the determinant (R2) were reported.
520 $a Specifically, the results indicated that job function was the strongest (R2 = 21%) predictor variable of project management learning transfer. Although all the predictor variables had a positive relationship with project management learning transfer, the variables with the lowest correlation were motivation to learn (r = .125), locus of control ( r = .217), and self-efficacy (r = .260). The researcher also performed descriptive statistics and frequency distribution analysis to report the attribute variables and numeric variables associated with the demographic data.
520 $a Based on the results of the study, training stakeholders should consider learning as a process rather than a one-time classroom event. Follow-through learning activities accelerates the transfer of learning into changed behaviors at the job by ensuring that learning is meaningful, continuous, job-related, and timely. Future research should continue to explore the current study's variables with a more diversified population in various settings using different data collection methods and data analyses.
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