Abstract
How to enhance the transfer of training remains an important question, and to some extent, post-training interventions can provide an answer. The purpose of this study was to validate inconclusive findings on the effectiveness of two post-training transfer interventions. This study used Solomon four-group design to filter out the effects of pretest sensitization and history, which are threats to the internal and external validity but have rarely been checked in previous transfer studies. Management study undergraduate students were randomly divided into two groups: pretested and unpretested groups. After a time management workshop, the students were randomly subdivided into three additional groups based on the following conditions: full relapse prevention (RP); proximal plus distal goal setting (GS); and the control group. Although results from both intervention groups were not significantly different from those of the control group, a significant difference was found between full RP and proximal plus distal GS in terms of self-reported time-management behavioral change. It is difficult to conclude whether post-training interventions enhance the transfer of training. Further ideas for improving research designs were explored, such as increasing the time intervals between training and interventions so that trainees have opportunities to attempt transfers before the interventions.
Highlights
The transfer of training is the utilization of knowledge and skills acquired through training in new settings
Hypothesis 3 that the goal setting (GS) group would transfer more than the relapse prevention (RP) group was accepted
Hypothesis 3, that participants in the proximal plus distal GS group would demonstrate greater transfer than those in the RP group, was partially supported, as self-reported behaviors were different between the RP and GS groups, whereas the hypothesis was not supported for observer-rated behavior and knowledge
Summary
The transfer of training is the utilization of knowledge and skills acquired through training in new settings. It is a stepping stone from thinking, learning, and developing to increasing personal and organizational performance. Training transfer is critical for maximizing transfer outcomes. The transfer problem—the question of how to enhance this transfer—requires further clarification [1]. In studies of different interventions (pre, during, and post), the post-training interventions have been found to have the strongest influence on transfer [2]. Investigations of post-training interventions have been increasing in transfer studies [3]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
