A missing link in the transfer problem? Examining how trainers learn about training transfer

Hutchins, Holly M.; Burke, Lisa A.; Berthelsen, Alice May

doi:10.1002/hrm.20371

Cited by 88 publications

(49 citation statements)

References 41 publications

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“…We try to bring it down to a practical level” (participant 2, female, US). These results mirror those from Hutchins, Burke, and Berthelsen (), who similarly found that training practitioners seldom refer to literature as they make decisions surrounding training transfer. Often, trainers do not have access to such resources, or this access can be pricey due to expensive journal access rights.…”

Section: Discussionsupporting

confidence: 83%

What, When, and with Whom? Investigating Expatriate Reentry Training with a Proximal Approach

Szkudlarek

Sumpter

2014

Human Resource Management

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While reentry transition has long been regarded as one of the most challenging phases of an expatriate assignment cycle, reentry training has received little scholarly attention. Using a qualitative research design based on interviews with 31 training providers, we bring the issue of reentry training into focus. Our findings shed light on three components of training design and execution: content, timing, and participant format. Our comparison of actual reentry training practice with an ideal, theory‐driven design revealed numerous inconsistencies. Further investigation of these inconsistencies led us to theorize how training practices may predominantly be shaped by contextual factors. Our findings accentuate the challenges of HRM practices more broadly, showing how practice design can be driven by logistical matters and organizational interests, rather than by evidence‐based precepts. © 2014 Wiley Periodicals, Inc.

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Section: Discussionsupporting

confidence: 83%

What, When, and with Whom? Investigating Expatriate Reentry Training with a Proximal Approach

Szkudlarek

Sumpter

2014

Human Resource Management

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“…Los importantes recursos que las empresas invierten en la formación de sus empleados merecen la pena cuando realmente lo que han aprendido se transfiere a la práctica (Hutchins, Burke, & Berthelsen, 2010). En este sentido, más del 50% de los participantes en esta investigación (50,7%) ha manifestado que el desarrollo de los cursos ha supuesto cambios positivos en su quehacer profesional.…”

Section: Discussionunclassified

La evaluación de cursos de formación online: el caso ISTAS

Rodríguez-Santero

Gordillo

2016

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ResumenEste artículo pretende exponer un ejemplo real de cómo pueden evaluarse cursos de formación online, dedicándose especial atención a la transferencia del aprendizaje. La investigación se ha llevado a cabo mediante un estudio de encuesta aplicado a 471 participantes de toda España que han recibido los cursos de formación online desarrollados por la fundación ISTAS (Instituto Sindical de Trabajo, Ambiente y Salud). Se ha efectuado un análisis psicométrico, descriptivo y correlacional. La fiabilidad del cuestionario se determinó mediante Alfa de Cronbach y la validez de constructo a través del Análisis Factorial Exploratorio (AFE) por componentes principales (ACP). El análisis de los datos, cuantitativo y cualitativo, nos ha permitido constatar buenos resultados en todos los factores analizados (diseño pedagógico, actuación del tutor, transferencia del aprendizaje logrado en el curso, temporalización y diseño del entorno virtual). Se logra también distinguir diferentes niveles de transferencia en función de distintos criterios (antigüedad en el sector laboral, tipología de empresa y motivo por el cual se realizó el curso). La transferencia fue moderada, y se materializa en la aplicación de conocimientos y habilidades en su desempeño profesional, ya sea para orientar a compañeros, dar solución a problemas, o mejorar su competencia sindical. Palabras claveFormación online, evaluación de la formación, transferencia del aprendizaje, aprendizaje adulto. AbstractIn this article, we provide a real example of online training assessment, focusing closely on learning transfer. The research consisted of an online survey conducted amongst 471 participants from Spain who had previously undergone online training developed by ISTAS Foundation (Instituto Sindical de Trabajo, Ambiente y Salud). Participants were surveyed on their training experience. A psychometric, descriptive and correlational analysis was performed. Questionnaire reliability was determined using Cronbach's alpha and construct validity through Exploratory Factor Analysis (EFA) by Principal Component Analysis (PCA). Qualitative and quantitative data analysis allowed us to confirm positive outcomes in every factor under scrutiny (instructional design, tutor performance, learning transfer, timing and design of the virtual environment). We were also able to distinguish various transfer levels based on criteria laid down at the beginning of the study, such as experience in the labour sector, company type and student motivations for taking the course. Learning transfer was moderate, and materializes especially in the application of knowledge and skills in participants' professional performance, either to guide peers, solve problems or improve their union work.

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“…Sending employees to courses without utilising their newly acquired knowledge would seem to be a waste of money, at least from an organisational perspective (Hutchins et al, 2010). Therefore, an important part of the development segment of the HR supply chain ensures that employees have opportunities to take on new responsibilities within the organisation (Wallo, 2008).…”

Section: Career Managementmentioning

confidence: 99%

Setting the stage for innovation: towards a conceptual model of the HR-innovation link

Wallo

Kock

Nilsson

2016

IJHRDM

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Abstract:The article shows that human resource management (HRM) and human resource development (HRD) activities play a potentially important role in facilitating innovation in organisations. Based on previous research, a conceptual model is presented that displays how an organisation's human resource (HR) function can facilitate innovation by securing and developing the HR supply chain to ensure the healthy and continuous flow of personnel and competence into, within, and out of the organisation (i.e., by securing the appropriate competences for the job and the organisation, by developing and retaining existing competences, and by transferring competences from employees who are leaving to those who remain in the organisation). This article argues that HR practitioners can set the stage for innovations by actively and strategically implementing HR activities that support the creation of an expansive learning environment in which both adaptive and developmental learning can occur.

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A missing link in the transfer problem? Examining how trainers learn about training transfer

Cited by 88 publications

References 41 publications

What, When, and with Whom? Investigating Expatriate Reentry Training with a Proximal Approach

What, When, and with Whom? Investigating Expatriate Reentry Training with a Proximal Approach

La evaluación de cursos de formación online: el caso ISTAS

Setting the stage for innovation: towards a conceptual model of the HR-innovation link

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