Predicting autonomous and controlled motivation to transfer training

Gegenfurtner, Andreas; Festner, Dagmar; Gallenberger, Wolfgang; Lehtinen, Erno; Gruber, Hans

doi:10.1111/j.1468-2419.2009.00322.x

Cited by 99 publications

(122 citation statements)

References 57 publications

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“…[25] Furthermore, the clinicians felt that the students' placement in PHC facilities should occur later in the training programme, even though the learning content of the training programme addresses PHC, thereby endeavouring to match identical elements to practice and job requirements. [10] Omansky [16] confirms that work-integrated learning aims to support the integration of theory and practice or learning transfer. Therefore students are involved in everyday tasks and render comprehensive care to clients under the supervision of a nurse clinician during their placements in primary healthcare facilities (see Table 2).…”

Section: Educational Designmentioning

confidence: 93%

“…[8,10] Ruona et al [11] state that it is increasingly clear, that although learning may have occurred in class, the workplace may either inhibit or support application of learning. Transfer climate is described as a "mediating variable in the relationship between the organisational context and an individual's job attitude and work behaviour."…”

Section: Figure 1 Systemic Model Of Transfer Of Learning Adopted Anmentioning

confidence: 99%

“…It seems as if the student's motivation to transfer learning or desire to use knowledge and skills mastered in the training programme on the job is lacking. [8,10] …”

Section: Student Characteristicsmentioning

confidence: 99%

“…[8] Gegenfurtner, Festner, Gallenberger, Lehtinen, and Gruber [10] added attitude towards training content and instructional satisfaction to the list of characteristics that influence intention to transfer learning.…”

Section: Figure 1 Systemic Model Of Transfer Of Learning Adopted Anmentioning

confidence: 99%

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Perspectives on transfer of learning by nursing students in primary healthcare facilities

Botma

2016

JNEP

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Supportive work environments promote professional socialisation and integration of theory in practice. Qualitative data generated through four nominal groups were deductively analysed using the components of the systemic model of training transfer. This article reports on the perspectives of nurse clinicians, clinical facilitators, and students from the training institution regarding aspects of student characteristics, educational design, transfer climate and work environment that influence nursing students' transfer of learning in primary healthcare (PHC) facilities. A perception exists that students lack the desire to use knowledge and skills mastered in the training programme in clinical practice. Although the educational design strives to promote transfer of classroom learning, students may not be motivated to transfer classroom learning. The learning climate hampers transfer of learning because the students' perceptions are that they are unwelcome, not taken into consideration and not respected. The lack of essential equipment demotivates students. This study confirms the interrelatedness of the systemic transfer of training model and emphasises the importance of considering all elements that influence learning transfer when planning clinical placements of students.

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Section: Educational Designmentioning

confidence: 93%

Section: Figure 1 Systemic Model Of Transfer Of Learning Adopted Anmentioning

confidence: 99%

“…It seems as if the student's motivation to transfer learning or desire to use knowledge and skills mastered in the training programme on the job is lacking. [8,10] …”

Section: Student Characteristicsmentioning

confidence: 99%

Section: Figure 1 Systemic Model Of Transfer Of Learning Adopted Anmentioning

confidence: 99%

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Perspectives on transfer of learning by nursing students in primary healthcare facilities

Botma

2016

JNEP

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“…Previous researchers have noted that perceived benefit of training impacted in different ways on training motivation, such as motivation to learn, pre-training motivation, post-training motivation and motivation to transfer. However, scholars have interpreted it in numerous ways; for example, the perceived benefit of training for job needs was interpreted as job relevance, job utility, training fulfillment, content validity, perceived importance and content relatedness (Axtell, Maitlis, & Yearta, 1997;Bell & Ford, 2007;Clark, Dobbins & Ladd, 1993;Gegenfurtner, Festner, Gallenberger, Lehtinen, & Gruber, 2009;Nikandrou, Brinia, & Bereri, 2009;Seyler, Holton, Bates, Burnett, & Carvalho, 1998;Tannenbaum, Mathieu, Salas, & Cannon-Bowers, 1991;Tsai & Tai, 2003). Meanwhile, the perceived benefit of training for personal needs is referred to as 'self-assessed needs' by Myers (1997).…”

Section: Interactive Effect Of Perceived Benefit Of Training On Dispomentioning

confidence: 99%

Integrated Theoretical Model for Employees’ Intention to Participate in Non-Mandatory Trainings

Sutha¹,

Kailasapathy²,

Jayakody³

2016

IJBM

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The significance of non-mandatory training is presently being acknowledged across the globe and currently its importance has been raised to a level near to that of compulsory training. However, research evidence indicates that if the training is non-mandatory, employees are generally reluctant to participate in training programs. Yet, a study of the current literature suggests there is no appropriate theoretical framework to predict and explain the motivational and inhibitory factors underlying employee participation in non-mandatory training. This paper addresses this lacuna, drawing from the Adult Learning theory, the Expectancy theory and the Perceived Organizational Support (POS) theory; it argues that the perception of a supportive environment in the organization, the fostering of employees' dispositional characteristics, job involvement and career motivation, working together enhance employees' intention to participate in the non-mandatory training programs. Building on this argument further, it is proposed that when the perceived benefit of training is stronger, its effect on employee dispositional characteristics, job involvement and career motivation pertaining to participation in non-mandatory training becomes stronger. Being one of the early attempts at theorizing on employees' intention to participate in non-mandatory training, this paper hopes to provide an appropriate theoretical foundation for the empirical work in this field, while providing an insight for managers involved in non-mandatory training of employees.

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