Motivation to transfer is essential for the transfer of training. Without motivation, newly acquired knowledge and skills will not be applied at work. The purpose of this integrative literature review is to summarize, critique, and synthesize past transfer motivation research and to offer directions for future investigations. First, seven contributions of past research are presented in an attempt to understand antecedents, correlates, and consequences of motivation to transfer. Second, an alternative view that complements and extends current approaches is discussed, and its implications for future studies investigating employees' motivation for training application on the job are outlined.
In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi-item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by 124 International Journal of Training and Development attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training.
In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals' expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional knowledge by emphasizing knowing about what to avoid as part of experts' effective actions. During routine actions, negative knowledge enhances professionals' certainty of how to proceed and increases the efficacy through the avoidance of impasses and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through reference to recent empirical work.Keywords Negative knowledge . Learning from errors . Professional learning . Workplace learning Avoiding serious errors is an important quality of professional expertise. One explanation for expert performance is associated with the ability to avoid severe errors. A plausible, but yet not widely considered explanation for such a capacity is the availability of explicit knowledge about what not to do in certain situations-so called negative knowledge. Here, we propose that integrating the concept of negative knowledge into research on professional learning and on expertise is worthwhile.
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