Enhance Transfer Of Learning Research Articles

Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer.

New approaches to faculty development are needed. A longitudinal multimodal approach to faculty development was undertaken to enhance content learning transfer from a workshop to teaching practice. Ten timed digital interventions were delivered to nurse educators every 3 to 4 weeks over 10 months following a 5-hour workshop. The Kirkpatrick model was used to evaluate the intervention. Postintervention results support timed digital interventions as an innovative way to leverage technology used by faculty every day to facilitate transfer of learning of veteran-centered care content covered during a workshop to their teaching practice. Future considerations include application to other areas of nursing education practice. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The influence of learner characteristics, instructional design and work environment on the transfer of training

PurposeThis study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training.Design/methodology/approachA conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated.FindingsThe facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses.Research limitations/implicationsThis study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable.Practical implicationsThis study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular.Originality/valueThe training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.

Influence of individual characteristics, training design and environmental factors on training transfer: a study using hierarchical regression

PurposeThe purpose of this paper is to explore and provide empirical evidence for the combined effects of individual characteristics, training design factors as well as environmental factors (as pre-training factors) on training transfer.Design/methodology/approachPrimary data were collected from 235 managerial-level full-time employees in two phases with a temporal gap of two months. Both procedural and statistical measures were used to minimize the common method variance problem. Hierarchical regression analysis was conducted to analyze the data.FindingsThe results of this study clearly point out that all four predictor variables (voluntary participation, prior training information, training needs identification and training evaluation) positively and significantly influence training transfer.Research limitations/implicationsThe study contributes to the training transfer literature in three ways. One, the authors have shown the positive influence of pre-training factors (together as well as independently) on training transfer. The study is grounded in a strong theoretical framework, thus fulfilling the previous gap. This study brings more clarity to those variables (such as voluntary training) which are having contradicting views in the extant literature.Practical implicationsThe study has significant findings for the organizations operating in the current business scenario in their endeavor to enhance learning transfer, which is very low and a major cause of concern for every organization. If management is aware of the success factors of training transfer, they can ensure a better training transfer.Originality/valueThe training transfer literature showcases two significant gaps; first of all, it lacks in using appropriate motivational theories, and second, there is variability in the results. This paper bridges both the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on the role of individual, motivational and situational factors of training transfer to understand better which predictor variables can improve training transfer.

The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion.

BackgroundIt is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem.PurposeThe purpose of this randomized post-test study was to examine the effects of ALT on the transfer of learning in teachers who work with individuals with concussion.MethodsA convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer.Resultsone-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p = .22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p = .65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p = .03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner.DiscussionThe current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion.

Keeping the learning going: using mobile technology to enhance learning transfer

Every year billions of dollars are spent on development aid and training around the world. Little attention is paid, however, to the sustainability of the various interventions. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. Currently, there is a limited body of research examining how best to follow up after an educational professional development program in Africa. This qualitative exploratory study sought to address the gap in education development policy by examining three schools in Ghana, West Africa. This study helps increase our understanding of how technology can promote learning transfer in marginalized communities. It also provides suggestions for trainers and practitioners and offers a tentative model of learning transfer. Findings indicate that the use of group texting via WhatsApp helped training participants implement new knowledge in their schools. Participants reported that the mobile technology intervention assisted peer learning, increased participants’ motivation, reminded them of the training content and allowed them to network.

Getting stellar sales performance: why sales managers’ mentoring, coaching and technology capabilities make the difference

Purpose – The aim of this viewpoint is to distinguish the importance of sales managers’ attitude and role clarity in the context of mentoring, coaching and technology capabilities to achieve stellar sales force operations and performance. Design/methodology/approach – This report reviews the sales training literature to highlight how managerial interventions enhance competencies, behaviours and advanced level of selling orientation by mentoring and coaching construct. The concept of manager’s creativity and imagination is brought out to explain why it should be adapted and carried out in an era of vibrant and dynamic selling paradigm. Findings – Adapting and implementing the concept of mentoring and coaching in a personal or industrial selling context may provide sales organization and academicians a better reason of how leadership and personality traits of manager enhance learning transfer. Practical implications – Sales managers could develop appropriate new metrics based on market orientation for building strategic relationships, thereby eliminates ambiguity in sales-force function. Social implications – Increased sales result in sales force retention, organizational sustainability and economic growth. Originality/value – This paper introduces the concept of mentoring and coaching touch as improvement tactics to transform average salespeople into exceptional performers in contemporary selling to surpass productivity records.

Successful Strategies for Transfer of Learned Leadership

To support organizational efforts in leadership development, performance improvement professionals must be prepared to use a variety of development methods along with the right mix of strategies that enhance learning transfer. Regardless of the development methods used, leadership development programs that incorporate strategies to enhance learning transfer in the areas of leadership support, evaluation, and organizational issues are likely to be more successful than development programs that ignore transfer barriers in these critical areas.

Designing interpretive audio tours to enhance meaningful learning transfer at a historic site

The purpose of this research was to examine transfer of meaningful learning in a free-choice learning setting. Specifically, this research looked at the effect of interpretive message design on visitors' ability to transfer leaning from a heritage tourism site. This was an important perspective to gain, since learning transfer has not been explored in a free-choice learning environment but is an important learning outcome for heritage site visitors. Interpretive messages are common tools used to enhance learning at heritage sites and can be manipulated to enhance learning transfer. This Canadian case study offers preliminary insight into interpretive techniques useful for enhancing transfer and provides insight into future research that could improve our understanding of meaningful learning at tourism destinations. The theoretical and practical implications of this research will be examined and an overview of future research stemming from this study will be provided.