Trainee perceptions of factors that influence learning transfer

Abstract

MethodologyThe learning transfer factors derived from the literature were used as a starting point to design this study. Ten individual case studies were conducted to explore each Learning transfer 37

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

“…Based on the definition provided by Rouiller and Goldstein (1993, p. 379), TC is "situations and consequences that either inhibit or help to facilitate the transfer of what has been learned in training into the job situation," Mathieu and Martineau (1997) confirmed that organizational restraint affects TT by decreasing trainees' opportunities to perform their training tasks, and encouraged support from supervisors and coworkers. Lately, Lim and Johnson (2002) identified the factors of TC in work environment into organizational level factors such as commitment for training and whether the training program meet organizational goals setting, and individual level factors such as the supervisor's involvement in training and new knowledge and skills utilization. Therefore, TC may be described as either supportive or unsupportive characteristics of organization, supervisors and peers.…”

Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer

“…Among other variables in trainee characteristics, this study incorporated job function, position, years of related job experience, and employee' s immediate training needs as study variables because they have been emphasized as important factors influencing training transfer (Lim & Johnson, 2002), but some of these variables have been excluded from previous transfer studies. As found from several research studies, immediate training needs or expected utility of training content in transfer environment have been study variables for training transfer (Clark, Dobbins, & Ladd, 1993;Lim, 2000).…”

Percepções de psicólogos sobre a capacitação para intervenção com vítimas de violência sexual

“…As percepções das participantes sobre o desenvolvimento dos atendimentos segundo o modelo de grupoterapia cognitivo-comportamental para crianças e adolescentes vítimas de violência sexual constituem-se como um aspecto relevante ao impacto da capacitação e à transferência de aprendizagem (Lim & Johnson, 2002;Rodríguez & Gregory, 2005). Elas afirmaram que o modelo de grupoterapia cognitivo-comportamental constitui-se como uma intervenção efetiva ao atendimento de crianças e adolescentes vítimas de violência sexual.…”

“…Evidências têm demonstrado que as reações dos participantes à capacitação podem influenciar os índices de impacto e transferência de aprendizagem (Abbad, Borges-Andrade, & Sallorenzo, 2004;Cheng & Ho, 2001;Grossman & Salas, 2011;Lim & Johnson, 2002;Rodríguez & Gregory, 2005). Dentre os elementos que constituem as reações dos participantes à capacitação destacam-se as percepções do participante sobre a relevância dos conteúdos e técnicas trabalhados e a possibilidade de utilizá-los em seu contexto laboral (Abbad et al, 2004;Rodríguez & Gregory, 2005).…”