Motivation To Transfer Research Articles

농업전문직 교육훈련 참가자의 현업적용도 영향요인이 직무만족도에 미치는 영향: 현업적용도를 매개로

Objectives The purpose of this study is to examine the relationship of agricultural professionals’ training transfer variables and job satisfaction in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer variables and job satisfaction in the workplace of agricultural professionals? Second, what is the relationship between the training transfer variable and training transfer in the workplace of agricultural professionals? Third, what is the mediating effects of training transfer between the training transfer variable and job satisfaction in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 490 questionnaires were distributed to agricultural professionals participating in job training program of Agricultural Human Resources Development Center for March in 2019 to November in 2020. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 490, 454 questionnaires were analyzed. Regression analysis was conducted to examine the relationship between agricultural professionals’ training transfer variables and job satisfaction. Results First, there was the relationship between the training transfer and job satisfaction. Among the training transfer characteristics, Self-efficacy, learning transfer motivation, job-related, learning transfer design, supervisor support and peer support had positive impacts on job satisfaction. Second, there was the relationship between the training transfer variables and training transfer. Among the training transfer characteristics, Self-efficacy, learning transfer motivation, job-related and peer support had positive impacts on training transfer. Third, there was the mediating effects of training transfer between the training transfer variable and job satisfaction. There was a partial mediating effects in the relationship between Self-efficacy, job-related, supervisor support, peer support, and job satisfaction. There was a full mediating effects in the relationship between learning transfer motivation, learning transfer design, and job satisfaction. Conclusions in order for agricultural professionals to increase job satisfaction it is necessary to establish strategies to improve self-efficacy and transfer motivation, design educational content that is highly relevant to the job, and increase the transfer climate of supervisor support and peer support that actively encourages the use of knowledge, skills, and attitudes learned through education and training when returning to work after the end of education. In addition, in order to increase job application, corporate support strategies such as personal efforts to improve self-efficacy and transfer motivation and providing successful learning experiences to maintain faith and confidence in learners themselves are required, and teaching methods to help learning transfer through educational content, various field cases, teaching plans, and teaching tools that are directly related to work. In particular, it can be seen that transfer motivation, which is a desire and effort to use educational content and actual learning as actions that are designed to be applied and utilized at the job site, has an educational effect of improving job satisfaction through job application that directly applies actual learned knowledge, skills, and attitudes to the job.

간호대학생의 핵심기본간호술 수행자신감 영향요인분석

This study is a descriptive research study conducted to confirm the factors influencing on nursing students' confidence in performing core basic nursing skills and use it as evidence to find ways to improve confidence in performing core basic nursing skills. The subjects were 179 Nursing student and data were collected from June 20 to 30, 2024. Data were analyzed t-test, ANOVA, Scheffe’s test, Pearson correlation coefficients and Multiple linear regression analysis using the SPSS 29.0. Confidence in performing core basic nursing skills includes critical thinking disposition(r=.528, p<.001), nursing process competency(r=.597, p<.001), and transfer motivation (r=.809, p<.001) and the transfer motivation (β=1.369, p<.001) was found an influential factor, and the explanatory power was 65.1%(Adj R2=.651, p<.001). Based on the results of this study, to increase the confidence of nursing students in performing core basic nursing skills, to develop and educated various teaching and learning education program that consider critical thinking disposition, nursing process competency, and transfer motivation that have been proven as correlations and influencing factors.

The Impact of Career Orientation of Beauty Salon Workers on Transfer Motivation: Focused on the Moderating Effect of Organizational Support

Purpose: In this study the impact of beauty shop workers’ Career Orientation on Transfer Motivation was analyzed with organization support as a moderating effect.
 Method: This study looked at previous studies on each variable based on domestic and foreign research papers and books, and analyzed a total of 310 valid questionnaires using beauty shop workers as the population. Statistical processing was performed using the statistical analysis package SPSS v.23. Frequency analysis was conducted to determine the demographic characteristics of the study subjects, and Cronbach's evaluation of internal consistency was conducted to determine the reliability of the questions on Career Orientation, Transfer Motivation, and organizational support. Reliability analysis was conducted using the Alpha coefficient. The comprehensive influence relationship forming the causal relationship between the variables presented in the research model was conducted through multiple regression analysis and controlled regression analysis.
 Results: The above analysis results are summarized as follows.
 First, the impact of Career Orientation on Transfer Motivation is that among the Career Orientation factors, Organizational Orientation (Organizational Orientation) and Professional Orientation (Professional Orientation) are It was found to have a positive (+) direction on Transfer Motivation. In other words, as Organizational Orientation and Professional Orientation among Career Orientation factors increase, Transfer Motivation also increases.
 Second, among Career Orientation factors, it was verified that Professional Orientation has the greatest influence on Transfer Motivation.
 Third, organizational support was found to moderate the effect of Career Orientation on Transfer Motivation.
 Among the Career Orientation factors, organizational support was adjusted to have a lower impact on Transfer Motivation the higher the Organizational Orientation, and the higher the Professional Orientation, the higher the Transfer Motivation. It was verified that the effect on (transition motivation) was adjusted to increase.
 Conclusion: This study provides basic data to improve the capabilities of employees through the organization's continuous support for organizational members and to facilitate human resource management so that they can directly contribute to organizational performance. As a result, the turnover rate of beauty shop workers can be reduced and individual capabilities can be strengthened. I hope that it can be put to good use.

Chasing the Goal(s): how a goal-Setting Intervention Influences Transfer Motivation, its antecedents and Transfer of training for different training types

ABSTRACT Despite organizational investments in employee training, transfer of training remains low. One important component influencing transfer of training is transfer motivation, which is predicted by personal and contextual antecedents. Previous research has shown that goal-setting can increase transfer of training. However, it is unclear what antecedents of transfer of training are influenced through goal-setting and if these effects differ for different training types. Using the lens of the Unified model of Task-specific Motivation, this study investigated the effects of goal-setting on antecedents of transfer of training. Data were collected among 615 participants, which were randomly assigned to a goal-setting or control group. Both groups filled in a questionnaire directly after the training and indicated transfer after six weeks. Results showed beneficial effects of goal-setting for subjective norm and perceived freedom of action, whereas effects for transfer motivation were mixed. Moreover, effects of goal-setting differed for different training types. Most effects of goal-setting were found among hard-skill trainings and no effects among in-person trainings. Importantly, we found no differences for personal antecedents, transfer intention or transfer of training itself. Our results underline the necessity to intensify intervention designs and to consider specific training characteristics to raise transfer of training.

Efficacy of a virtual nursing simulation-based education to provide psychological support for patients affected by infectious disease disasters: a randomized controlled trial.

Virtual simulation-based education for healthcare professionals has emerged as a strategy for dealing with infectious disease disasters, particularly when training at clinical sites is restricted due to the risk of infection and a lack of personal protective equipment. This research evaluated a virtual simulation-based education program intended to increase nurses' perceived competence in providing psychological support to patients affected by infectious disease disasters. The efficacy of the program was evaluated via a randomized controlled trial. We recruited 104 nurses for participation in the study and allocated them randomly and evenly to an experimental group and a control group. The experimental group was given a web address through which they could access the program, whereas the control group was provided with a web address that directed them to text-based education materials. Data were then collected through an online survey of competence in addressing disaster mental health, after which the data were analyzed using the Statistical Package for the Social Sciences(version 23.0). The analysis showed that the experimental group's disaster mental health competence (F = 5.149, p =.026), problem solving process (t = 3.024, p =.003), self-leadership (t = 2.063, p =.042), learning self-efficacy (t = 3.450, p =.001), and transfer motivation (t = 2.095, p =.039) significantly statistically differed from those of the control group. A virtual nursing simulation-based education program for psychological support can overcome limitations of time and space. The program would also be an effective learning resource during infectious disease outbreaks. This Korean clinical trial was retrospectively registered (21/11/2023) in the Clinical Research Information Service ( https://cris.nih.go.kr ) with trial registration number KCT0008965.

Differential long-term effects of a language-based professional development program on instructional support quality

ABSTRACT The present study focused on the differential effects of two German PD programs in the ECEC field. We examined whether PD programs are equally effective for all ECEC professionals or whether ECEC professionals benefit differently from these learning opportunities. An experimental pre-post-follow-up study was conducted in the field with random assignment of participants (N = 50) to one of two language-based PD programs. In addition, transfer-relevant factors (transfer motivation, self-efficacy, support from supervisors and colleagues) were taken into account to investigate whether possible differences in changes in the quality of instructional support were related to the transfer conditions. Using longitudinal multilevel analyses, we found that the PD program “Talking with Children”, which focuses on language promotion strategies, is equally effective for all participants. Even with minimal perceived support from colleagues and supervisors, strategies learned in the PD program can be implemented to improve the quality of instructional support. Our results suggest the importance of considering transfer conditions to better support ECEC professionals in implementing what they have learned in PD programs in the future.

Effects of team-based mixed reality simulation program in emergency situations.

This study aimed to demonstrate the effectiveness of a team-based mixed reality simulation program about emergencies. A nonequivalent control group pretest-posttest design was utilized. We recruited 32 nurses for the experimental group and 32 for the control group, resulting in a total of 61 nurses ultimately included as subjects for analysis. This mixed reality program is designed to facilitate responses in cardiopulmonary resuscitation situations simultaneously using four HoloLens. With shared content visible to all four trainees, the participants could engage in simulation while freely communicating. The experimental group engaged in cardiopulmonary resuscitation emergency simulation while wearing the HoloLens, while the control group was provided with written CPR materials. There were significant increases in the experimental group's critical thinking (p < .001), learning transfer motivation (p = .006), communication confidence (p = .033), and learning immersion (p < .001) compared to the control group. The program developed in this study presents an effective educational strategy that can enhance nurses' emergency competencies and leverage the practicality of mixed reality.

From genes to fields: Environmental compatibility of herbicide tolerant transgenic cotton

IntroductionThere are several enticing reasons to use genetic engineering to develop transgenic cotton plants with economically relevant new traits. The use of transgenic cotton to protect crops from biotic stressors like weeds may prove to be a cost-effective solution. ObjectivesThe development of herbicide-resistant cotton variants is the primary motivation for gene transfer in this crop. In the current study, we conducted a battery of experiments on the herbicide-tolerant cotton variety MNH-786 to investigate its expression patterns and environmental adaptation. Material and methodsThe 35S promoter controls the expression of the codon-optimized Cp4-EPSPS gene that is present in this variety. Several different molecular approaches, such as polymerase chain reaction (PCR), Florescent In-Situ Hybridization analysis, and enzyme-linked immunosorbent assay (ELISA), are used to confirm the presence of transgenic cotton plants. The glyphosate spray assay was performed using molecular analysis, employing a dosage of 2000 ml per acre. The suitability of transgenic and non-transgenic cotton plants in four unique environments—the Multan, Vehari, Bahawalpur, and Faisalabad Districts of Punjab province, Pakistan was assessed using a comparative comparison. A gene x environment interaction (GEI) biplot was used to analyze the correlation between genes and their environments. ResultsTransgenic cotton plants screened using PCR to target 1.467 kb regions showed effective integration into cotton genomes. Results showed that Cp4-EPSPS proteins fluctuated and associated with environmental variables across all three generations (T0, T1, and T2). In the herbicide spray assay, all transgenic cotton plants survived, but non-transgenic cotton and all weeds died. According to the "which-won-where" polygon, transgenic cotton plant Events 3, 4, 5, 6, and 7 performed better in three settings, except Faisalabad. According to correlation and heat-map yield research, transgenic cotton variety MNH-786 Events 4, 5 and 6 have a higher consistency and influence in Vehari district's natural habitats. Multan and Bahawalpur also show encouraging results. In Faisalabad, no transgenic events perform well. ConclusionWe conclude that Events 4 and 5 show a substantial abundance of genetic potential that is robust over a wide range of environments thanks to our thorough study of the outcomes obtained under these conditions. SignificanceOur study emphasises the importance of transgenic cotton, its performance, and its exposure to appropriate agroecological zones. This knowledge can be advantageous for farmers in attaining optimal conditions to maximize productivity.

Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training

Investigating Transfer Motivation Profiles, Their Antecedents and Transfer of Training

Structural Analysis of the Relationship between Managers' Knowledge-Based Leadership and Knowledge Transfer Motivation, Relying on the Mediating Role of Organizational Learning Culture and Knowledge Transfer Climate

Structural Analysis of the Relationship between Managers' Knowledge-Based Leadership and Knowledge Transfer Motivation, Relying on the Mediating Role of Organizational Learning Culture and Knowledge Transfer Climate

농업전문직의 교육훈련 현업적용도 영향요인 연구

Objectives The purpose of this study is to examine the effect of agricultural professionals’ training transfer varia-bles on their training transfer in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer characteristics and training transfer in the workplace of agricultural professionals? Second, what is the relationship between each training transfer variable and training transfer in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 486 questionnaires were distributed to agri-cultural professionals participating in job training program of Agricultural Human Resources Development Center for March to November in 2019. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 486, 428 questionnaires were analyzed. Hierarchical regression analysis was conducted to examine the relationship between training transfer variables and training transfer. Results First, there was the relationship between the training transfer characteristics and training transfer. Among the training transfer characteristics, Self-efficacy and learning transfer motivation of personal psychological traits, job-related and learning transfer design of training program, and supervisor support and peer support of transfer climate had positive impacts on training transfer. Second, The effective training transfer variables to training trans-fer affect training transfer in following order: learning transfer motivation, peer support, job-related, self-efficacy, and supervisor support. Conclusions In order for agricultural professionals to apply training contents to the field, there is a need to examine the effective variables that affect self-efficacy and motivation, make an effort to strengthen motivation, organize training programs related to duties, design the programs reflecting learners’ needs, and provide experience data and action plans. In addition, it is necessary that organization provide opportunities for trainees to apply training contents to the field and there is a need of transfer climate such as continuous peer support and unconstrained communication. It also suggests that for professionals who value problem-solving-oriented jobs and personal competencies, research on various individual characteristic variables among the factors influencing field applica-tion is necessary.

Evaluation of a Virtual Reality Simulation to Improve Problem-Based Learning for Neurologic Examination in Nursing Students.

In the era of the fourth industrial revolution, there is a requirement of innovative strategies to enhance nursing students' learning transfer. Virtual Reality Simulation Problem-Based Learning (VRS-PBL) has been validated to be an advantageous strategy that can improve knowledge, clinical performance, and self-efficacy. We aimed to identify the effectiveness of VRS-PBL for improving nursing students' neurologic examination. Data were collected in 2021. Seventy-six participants were recruited via the convenience sampling. Students in the control group underwent conventional lecture and demonstration of neurological assessment prior to practicum, whereas students in the experimental group underwent VRS-PBL once a week for 2 weeks (60 minutes per session). Compared with the control group, the academic self-efficacy (t = -2.80, P = .007) and neurological examination performance (t = -11.62, P < .001) of the nursing students increased significantly in the experimental group. On the other hand, there was no significant difference between the two groups of the transfer motivation (t = -1.76, P = .082). The nursing students integrated the knowledge and skills learned through VRS-PBL, and improved the effectiveness and efficiency of their learning. VRS-PBL that reflects various clinical situations can be used as a foundation for establishing effective teaching strategies to improve nursing competency from novice to expert nurses.

Knowledge Transfer Within Organizations: Mechanisms, Motivation, and Consideration.

Knowledge transfer-the extent to which one unit learns from or is affected by the experience of another-has the potential to improve the performance of organizations. Through knowledge transfer, developments made in one unit of an organization can benefit others. Studies have found, however, considerable variation in the extent to which knowledge transfers across organizational units. In some cases, knowledge transfers seamlessly, whereas in others, knowledge transfer is far from complete. This article reviews research with the aim of explaining the variation observed in knowledge transfer. Key factors identified as explaining the variation include knowledge transfer opportunities, knowledge characteristics, mechanisms for knowledge transfer, motivation for transfer, and the depth of consideration of knowledge. These factors are integrated into a theoretical framework that predicts when knowledge transfer will be successful. The article concludes with a discussion of directions for future research to increase our understanding of knowledge transfer in organizations.

Does training content matter? Differences between soft- and hard-skill trainings in transfer motivation

PurposeTransfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.Design/methodology/approachA total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.FindingsThe results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.Practical implicationsThe outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.Originality/valueTo the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.

Social Support for Training Effectiveness: Mediating Training Transfer Motivation and Moderating Transfer Design

Organizations invest in training and development to enhance their productivity. But, evidence proved the low effectiveness of the training because of the poor training transfer. Thus, training effectiveness is a permanent issue in developing human competencies and organizational performance. This study examined the effect of social support, that is, supervisor and peer support on training effectiveness, that is, training transfer, training maintenance, and training generalization with the moderated mediation effect of training transfer design and training transfer motivation. This study followed positivist epistemology on cross-section survey data collected from banking employees using multi-stage sampling. Hayes’s approach was used to test hypotheses. The findings of the study revealed a significant positive effect of social support on training effectiveness. Results revealed that peer support is vital in comparison to supervisory support to enhance training effectiveness. Training transfer motivation mediated the effect of peer support and transfer motivation predicting training effectiveness. The study concluded that optimal positive support from peers and supervisors is essential to enhance training effectiveness; the higher training transfer motivation of trainees further supports the relationship. This study emphasizes the significance of workplace factors to increase training transfer effectiveness, providing practical and theoretical implications.

Do Just Trainer Behaviors Matter?

Abstract: We explore whether justice-related trainer behaviors can contribute to positive training outcomes, with just behaviors defined according to the organizational justice literature. We also explore possible psychological mechanisms that may explain why just trainer behaviors matter, focusing on positive affect and felt obligation. The importance of just world beliefs is also investigated. In 100 individual training sessions, we manipulated trainer behaviors, just or unjust, and primed trainees with a message regarding whether the world is just. Just trainer behaviors related directly to increased trainee transfer motivation and indirectly to both transfer self-efficacy (via positive affect) and training performance (via general justice perceptions). Belief in a just world played no significant role.

Is state-owned enterprise merging private enterprise “market choice” or “space crowding” ? —Based on the motives of equity transfer of mixed-ownership enterprises

Many state-owned enterprises have mergers and acquisitions (M&A) with private enterprises, which has caused private enterprises to worry about their living space being squeezed. Based on 572 data records about equity transfers of Chinese listed companies extracted from CSMAR4.0 from 2013 to 2020, this paper categorized ownership structures into three categories: privatization of state-owned enterprises (Category 1), state-owned enterprises merging private enterprises (Category 2), and state-owned enterprises merging state-owned enterprises (Category 3). The categorical regression of ex-ante equity transfer motivation revealed that the motives for Category 1 conformed to the phenomenon of the “pretty girl gets married first” and “embezzlement view.” Category In contrast, the motives for Category 2 conformed to the “fiscal revenue view.” The categorical regression of ex-post equity transfer motivation showed that all three types significantly improved various efficiencies and represented an optimal allocation of resources. Moreover, it was revealed that the transfer of equity to state-owned enterprises by inefficient private firms in Category 2 also significantly improved enterprise efficiency. Thus, it can be considered as a rational behavior of market selection and never squeezed the space crowding. Further analysis showed that the efficiency improvement is due to the symbiotic development relationship rather than the antagonistic relationship between heterogeneous shareholders. Therefore, it is suggested to initiate market-oriented reform by actively developing ownership mixed-ownership economy and adhering to the “two unwavering” basic economic system.

Finding triggers for training transfer: evidence from the National Human Resource Development Institute in Korea

IMPACT This article looks at public sector training from a human resource development (HRD) perspective. The authors discuss training to improve performance but also coaching trainees to transfer their expertise and training to others. Employees who transfer training were shown to be better performers. An HRD training programme that does not consider a trainee’s personal characteristics (for example capacity, motivation, interest, self-efficacy, and psychological state) cannot promote learning or transfer motivation. Practitioners who design HRD programmes for the public sector must consider individual differences and customized HRD programmes to facilitate knowledge transfer in the workplace.

Can Inquiry Letters Make R&D Information Pricing More Effective? Evidence from China

ABSTRACT There are information transfer motives and earnings management motives for the disclosure of R&D expense information. These two motives contradict each other, which can cause distortion of corporate R&D expense information and lead to mispricing of R&D information. In this paper, we investigate the market reaction to R&D expense inquiry letters (hereafter, RDILs) and their impact mechanism from the perspective of correcting R&D information mispricing by using Chinese A-share listed companies from 2015 to 2019. We find that RDILs have a significantly negative market reaction, suggesting that they have additional information content. Mechanism analyses indicate that this information content is affected by the inquiry letter characteristics and the R&D characteristics of the inquired firm. The findings of this paper have implications for how developing countries can use capital markets to stimulate corporate innovation, and for the establishment of proactive inquiry mechanisms to address the mispricing of innovation information. Exchanges in other countries should consider their use.

How to predict transfer of training? Investigating the application of the unified model of task‐specific motivation

AbstractTransfer motivation is an important factor influencing transfer of training. However, earlier research often did not investigate transfer motivation as a multidimensional construct. The unified model of task‐specific motivation (UMTM) takes into account that (transfer) motivation is multidimensional by including both affective and cognitive motivational components and their antecedents. Prior research has provided evidence that the UMTM can predict self‐reported transfer of training, but is unclear whether it also can predict transfer reported by expert external raters. Moreover, it is unclear whether controlling for prior knowledge matters for the relationship between transfer motivation and transfer of training. This study improves on existing research by accounting for both of these gaps in the literature. Data were collected among 299 participants who filled in a questionnaire about the UMTM components directly after attending a writing training. They also handed in written documents before, and 6 weeks after the training, which were rated on transfer by trainers. Outcomes showed that components of the UMTM positively predict externally reported transfer when prior knowledge was controlled for. The outcomes imply that the UMTM has predictive value for transfer of training and points out which factors influence whether transfer does or does not occur.