PREDICTING TRAINING SUCCESS: NOT MUCH MORE THAN g

Ree, Malcolm James; Earles, James A.

doi:10.1111/j.1744-6570.1991.tb00961.x

Cited by 311 publications

(195 citation statements)

References 25 publications

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“…Clark and Voogel (1985) argue that "one of the most common and supportable findings in educational research is that far transfer is achieved by students with higher general ability scores" (p. 120). Ree and Earles (1991) examined which measure of intelligence best predicted training success and found that general intelligence was best. Kanfer and Ackerman (1989) found cognitive ability clearly exerted an effect on trainee performance due to its effect on attentional resource capacity, and Robertson and Downs (1979) found trainee ability accounted for 16% of the variance in training effectiveness.…”

Section: Cognitive Abilitymentioning

confidence: 99%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,001

1,078

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Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer-learner characteristics, intervention design and delivery, and work environment influences-to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction. Keywords: training transfer; learner characteristics; intervention design; work environment; integrative literature reviewSince Baldwin and Ford's (1988) highly recognized review of the "transfer problem" in training research, an outpouring of conceptual and research-based suggestions have focused on how to lessen the gap between learning and sustained workplace performance. Estimates of the exact extent of the transfer problem vary, from Georgenson's (1982) estimate that 10% of training results in a behavioral change to Saks ' (2002) survey data, which suggest about 40% of trainees fail to transfer immediately after training, 70% falter in transfer 1 year after the program, and ultimately only 50% of training investments result in organizational or individual improvements. Given these estimates, it is clear that learning investments continue to yield deficient results, making training transfer a core issue for human resource development (HRD) researchers and practitioners focused on designing interventions that support individual, team, and organizational performance (Yamnill & McLean, 2001 As the stream of transfer research continues to infiltrate various academic disciplines (management, HRD, training, adult learning, psychology), the need for a comprehensive and analytical review is warranted to summarily link the assorted genres of transfer research and provide targeted direction moving forward. The last comprehensive literature review was offered by Ford and Weissbein (1997) and addressed the suggestions put forth in the seminal work of Baldwin and Ford (1988). These works identified gaps in the way transfer was viewed, studied, and measured, and have provided numerous opportunities to improve the study of transfer, especially in applied settings. While not attempting to keep in step with decade reviews, we do feel that advancements in the last decade in each of the areas-learner, design, and work environment-require an updated synthesis of the transfer literature to provide both experienced and emerging transfer scholars direction for future research.To conduct this integrative review, we first identified a taxonomy of major conceptual factors influencing transfer in order to categorize the ...

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Section: Cognitive Abilitymentioning

confidence: 99%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,001

1,078

View full text Add to dashboard Cite

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“…Accordingly, the present study was designed to address a number of individual-level hypotheses. Given that it has been well established that g is a valid predictor of complex skill acquisition and training success (Fleishman & Mumford, 1989;Ree & Earles, 1991) and much of the research on cooperative learning generally suggests that learning is enhanced when individuals are paired with highability partners, we examined the following hypotheses.…”

Section: Ability-based Pairing Strategies and Individual Learningmentioning

confidence: 99%

Assessing the Impact of Ability-Based Pairing Strategies in Team Training of a Complex Skill

Day¹,

Arthur²,

Bell³

et al. 2005

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“…but she was lazy." Natural talent, indexed by IQ score, predicts performance in school and in jobs initially (Hunt, 1995;Ree & Earles, 1991;Schmidt & Hunter, 1998). High performers in professions typically have high IQ scores (Barron & Harrington, 1981).…”

Section: What Is Natural Talent?mentioning

confidence: 99%

Individual differences in expertise development over decades in a complex intellectual domain

Howard

2009

Memory & Cognition

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Learners acquire expertise at different rates and reach different peak performance levels. Key questions arise regarding what patterns of individual differences in expertise development occur and whether innate talent affects such development. International chess is a good test domain for both issues, because it has objective performance measures, actual practice measures (number of games), longitudinal population data, and minimal gatekeeper influence. Players' expertise development typically follows either a logarithmic or a power-function curve, approaching asymptote by around 750 games. A comparison of eventual top players and other eventually well-practiced players typically reveals a performance difference at domain entry, which widens progressively with practice and then stays large and constant. The data show various correlated signs of apparent greater natural talent in eventual top players: precocity (indexed by entering the domain and gaining the grandmaster title much younger on average), faster acquisition of expertise (indexed by fewer years and games needed to gain the grandmaster title from domain entry), and a higher peak performance level after extensive actual practice. A factor analysis found evidence for an underlying natural talent factor that constrains ultimate performance level.

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PREDICTING TRAINING SUCCESS: NOT MUCH MORE THAN g

Cited by 311 publications

References 25 publications

Training Transfer: An Integrative Literature Review

Training Transfer: An Integrative Literature Review

Assessing the Impact of Ability-Based Pairing Strategies in Team Training of a Complex Skill

Individual differences in expertise development over decades in a complex intellectual domain

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