The effectiveness of verbal self‐guidance as a transfer of training intervention: its impact on presentation performance, self efficacy and anxiety

Brown, Travor C.; Morrissey, Lynn

doi:10.1080/14703290410001733302

Cited by 40 publications

(39 citation statements)

References 27 publications

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“…This result is also unlike those of other studies in literature, which found that anxiety had a negative, significant correlation with self-efficacy (Brown and Morrissey, 2004;Lucchetti et al, 2003). This may be due to the fact that these concepts can come up with different results according to cultures.…”

Section: Discussioncontrasting

confidence: 57%

The relations among musical instrument performance self-efficacy, self-esteem and music performance anxiety in pre-service music teachers

Girgin¹

2017

Educ. Res. Rev.

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This study investigated the relations among pre-service music teachers' musical instrument performance self-efficacy, music performance anxiety and self-esteem. This study was designed as a correlative survey, and was conducted with a total of 527 pre-service music teachers. The data were collected by using the Musical Instrument Performance Self-Efficacy Scale, the Coopersmith SelfEsteem Inventory and the Kenny Music Performance Anxiety Scale. Correlation and regression analyses were used in analyzing the data. The study findings showed the following results; there was an inverse low level significant relation between the musical instrument performance self-efficacy and the self-esteem levels of pre-service music teachers; there was a positive medium level significant relation between the musical instrument performance self-efficacy and the music performance anxiety levels of pre-service music teachers; there was an inverse medium level significant relation between the self-esteem levels and the music performance anxiety levels of pre-service music teachers.

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Section: Discussioncontrasting

confidence: 57%

The relations among musical instrument performance self-efficacy, self-esteem and music performance anxiety in pre-service music teachers

Girgin¹

2017

Educ. Res. Rev.

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“…For example, support for including self-efficacy development methods to enhance transfer have been demonstrated: (a) when mastery experiences and supportive feedback were included as a transfer intervention (Gist, 1986), (b) when goal setting and self-management strategies were used in a posttraining transfer intervention (Gist et al, 1991), and (c) when participants used verbal self-guidance as part of a transfer intervention (Brown & Morrissey, 2004).…”

Section: Self-efficacymentioning

confidence: 99%

“…Some interventions that have been designed to increase learner self-efficacy have produced increases in training performance (Gist, 1989;Gist, Stevens, & Bavetta, 1991;Morin & Latham, 2000;Stevens & Gist, 1997) (Gist, 1986), (b) when goal setting and self-management strategies were used in a posttraining transfer intervention (Gist et al, 1991), and (c) when participants used verbal self-guidance as part of a transfer intervention (Brown & Morrissey, 2004).…”

Section: Self-efficacymentioning

confidence: 99%

“…Various studies have found a positive relationship between pretraining self-efficacy and ultimate training mastery (Harrison, Rainer, Hochwarter, & Thompson, 1997;Holladay & Quinones, 2003;Mathieu, Martineau, & Tannenbaum, 1993). In terms of transfer outcomes, self-efficacy has been found to be positively related to transfer generalization and transfer maintenance across multiple studies (Chiaburu & Marinova, 2005;Ford, Smith, Weissbein, Gully, & Salas, 1998;Gaudine & Saks, 2004;Gist, 1989;Latham & Frayne, 1989;Mathieu, Tannenbaum, & Salas, 1992;Saks, 1995;Stevens & Gist, 1997;Tannenbaum, Mathieu, Salas, & Cannon-Bowers, 1991).Some interventions that have been designed to increase learner self-efficacy have produced increases in training performance (Gist, 1989;Gist, Stevens, & Bavetta, 1991;Morin & Latham, 2000;Stevens & Gist, 1997) (Gist, 1986), (b) when goal setting and self-management strategies were used in a posttraining transfer intervention (Gist et al, 1991), and (c) when participants used verbal self-guidance as part of a transfer intervention (Brown & Morrissey, 2004). …”

mentioning

confidence: 99%

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Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,005

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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“…Indeed it has been suggested that "the widest possible combination of methods" should be used [45], while "the best treatment for OCA appears to be a combination of behavioural and pedagogical interventions delivered in a supportive and positive atmosphere" [43]. Despite this conclusion, frameworks for the development of oral presentation skills are not easy to find [7,46]. This means that the call by Docan-Morgan and Schmidt "for teachers and course designers to develop and test innovative techniques and activities that can help learners reduce their public speaking anxiety" needs to be heeded [42].…”

Section: Possible Interventionsmentioning

confidence: 99%

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Ireland¹

2016

INTED2016 Proceedings

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Student oral presentations: developing the skills and reducing the apprehension Original CitationIreland, Chris (2016) Student oral presentations: developing the skills and reducing the apprehension. In: Proceedings of 10th International Technology, Education and Development Conference Valencia, Spain. 79 March, 2016. IATED (2016). IATED, Valencia, Spain, pp. 1474 1483 This version is available at http://eprints.hud.ac.uk/id/eprint/27264/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or notforprofit purposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way.For more information, including our policy and submission procedure, please contact the Repository This paper reports on an intervention which seeks to help students develop oral presentation skills and at the same time help apprehensive presenters reduce their fear of delivering oral presentations. The intervention, which takes place with foundation level undergraduate Accounting students, is underpinned by problem-based learning and contributing student pedagogy and focuses on the development of self-efficacy which has been identified to be a key area for the reduction of oral communication apprehension in public speaking contexts [6]. The paper will introduce the concept of communication apprehension in oral presentations and discuss causes and possible interventions. It details the progress that has been made in the study which uses qualitative data in the form of research conversations and student reflections. Such an approach is taken in order to gain insights into the "lived experiences" of students, which has been absent in much of the previous research conducted in the area [5].

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The effectiveness of verbal self‐guidance as a transfer of training intervention: its impact on presentation performance, self efficacy and anxiety

Cited by 40 publications

References 27 publications

The relations among musical instrument performance self-efficacy, self-esteem and music performance anxiety in pre-service music teachers

The relations among musical instrument performance self-efficacy, self-esteem and music performance anxiety in pre-service music teachers

Training Transfer: An Integrative Literature Review

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

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