Training Design Factors Research Articles

対面とオンラインによる企業内技術研修の満足度を規定する要因の分析

This study aims to evaluate how satisfaction of technical training courses in in-house education was influenced by comprehension, goal achievement and training design factors: difficulties, trainers′ instruction ways, training materials and training volumes. Covariance structure analysis was conducted on questionnaire answer data from approximately 16,000 participants of training courses, which were classified into lecture and practical training types in comparison of face-to-face classes with online classes. The analysis revealed that goal achievement had a significant effect on satisfaction, and comprehension had an indirect effect on satisfaction through goal achievement. The influence of the training design factors on satisfaction, comprehension and goal achievement differed significantly with training types. In particular, the difficulties showed no significant effect on comprehension in online lecture-type trainings. This indicates subjective difficulties of online class participants may be different from those of face-to-face class participants.

The Influence of Training Design Factors on Training Transfer: A Preliminary Study

The Influence of Training Design Factors on Training Transfer: A Preliminary Study

Active learning and instructor accessibility in online talent training: a field experiment in China during COVID-19

Purpose Drawing on self-determination theory (Deci and Ryan, 2012) and Hew’s (2016) five-factor model, our study aimed to investigate the impact of two online training design factors (instructor accessibility and active learning) on learner’s self-efficacy and learning outcome amid the COVID-19 pandemic. Design/methodology/approach A randomized pretest-posttest control group field experiment was designed to assess participants’ self-efficacy and learning outcome of an online training program - territory business management plan, under three conditions: instructor accessibility, active learning, and controlled. Participants (N=87) were medical sales representatives from a Fortune-Global 500 pharmaceutical company’s subsidiary office in China. Data was analyzed with 2 (time) x 3 (group) MANOVA with time (pretest and posttest) as a repeated measure to investigate differences in changes in self-efficacy and learning outcome between three groups. Findings Overall, participants’ self-efficacy and learning outcome were significantly improved via the online training program for all three groups. Specifically, the impact of the training on learning outcome was the strongest for the active learning group, less strong for the instructor accessibility group, and the least strong for the control group. Originality/value Our research contributes towards understandings of the effectiveness of online talent training programs by examining two critical instructional design factors during a time of crisis. Our findings suggest that active learning (interactions with the training materials by purposeful self-reflection) might be a stronger predictor for increasing learning outcome than instructor accessibility (receiving feedback and tutoring sessions from the instructor) for online training programs.

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.

Self-perceived long-term transfer of learning after postpartum hemorrhage simulation training.

To explore long-term transfer (application of acquired knowledge and skills on the job) after postpartum hemorrhage simulation training based on either instructional design (ID) principles or conventional best practice. In this qualitative study, semi-structured interviews with obstetrics and gynecology healthcare practitioners were conducted between August 7 and September 26, 2015, in Recife, Brazil. The participants were randomly selected from each of two postpartum hemorrhage simulations attended 2years earlier (one ID and one conventional best practice). Thematic analysis was used to explore (1) residents' perceptions of long-term transfer of learning, (2) ID elements influencing the perceived long-term transfer, and (3) differences in the participants' perceptions according to the type of simulation attended. There were 12 interview participants. After either simulation format, residents perceived long-term transfer effects. Training design factors influencing transfer were, in their opinion, related to trainees' characteristics, simulation design, and workplace environment. Trainees who participated in the ID-based simulation perceived better communication skills and better overall situational awareness: "I didn't do that before." All residents perceived long-term transfer after simulation training for postpartum hemorrhage. Those who attended the ID format additionally perceived improvements in communication skills and situational awareness, which are fundamental factors in the management of postpartum hemorrhage.

An Examination of Factors Affecting Transfer of Training among Human Resources of Iranian Medical Science Universities

Background/Objectives: The purpose of this study was to identify and examine the factors affecting transfer of training among human resources of Universities of Medical Science of Iran in 2015 - 2016. Methods/Statistical Analysis: Utilising a mixed method approach, this research studied a sample of 346 employees of the Universities. The research tools included a semi-structured interview and researcher-made questionnaire which its Cronbach alpha coefficient was estimated 0.93. Findings: Overall, the finding based on interviews and exploratory factor analysis (EFA) showed that employees determined six fundamental factors that affect transfer of training in Iran’s Universities of Medical Science: Training design factors, Management factors, Environmental factors, Cultural factors, Supportive factors, Individual factors. Application/ Improvements: Based on the results of this study, effective training transfer can compensate for poor quality in education in terms of improving staff performance.

Training Transfer and Transfer Motivation in the Malaysian Banking Sector

AbstractA study of 503 participants in a financial training program at 11 Malaysian banks investigated the role and importance of training design factors—transfer design and perceived validity of content—along with individual performance self‐efficacy, transfer motivation, and affective reaction in the training transfer process. As hypothesized, the study found that transfer design and perceived content validity work together to improve trainees' performance self‐efficacy. The study also tested the dual role of perceived content validity and found that it not only improves trainees' performance self‐efficacy level, but also positively influences their affective reaction. Furthermore, the researchers noted that performance self‐efficacy has a mediating influence on perceived content validity, transfer design, and transfer motivation, and that affective reaction plays a mediating role between perceived content validity and transfer motivation. The results also indicated that transfer motivation works as a mediator on performance self‐efficacy, affective reaction, and training transfer. The findings suggest that both researchers and human resources practitioners should address the factors that enhance trainees' performance self‐efficacy level and their affective reaction. © 2013 Wiley Periodicals, Inc.

The role of individual and training design factors on training transfer

PurposeThe purpose of this study is to highlight the role of individual and training design factors on training transfer.Design/methodology/approachA review of the literature is conducted, and this review highlights a dual role of perceived content validity in the form of increasing self‐efficacy and the role of trainees' reaction. The study suggests that transfer design factors improve performance self‐efficacy and reaction measures work as a bridge between content validity and transfer motivation. In addition, the role of transfer design in training transfer theory is explained.FindingsA combination of variables is proposed, suggesting further investigation to build a strong training transfer theory. The study highlights the dual role of perceived content validity as a factor to develop positive trainee reaction and increase trainee performance self‐efficacy. Furthermore, the study proposes that transfer design and perceived content validity increase trainee performance self‐efficacy, which leads to maximizing training transfer through transfer motivation. The study also explains that perceived content validity influences transfer motivation through trainee reaction, and proposes a framework coupled with future research directions.Research limitations/implicationsThe suggested framework provides a theoretical basis for researchers to build a strong training transfer theory. This conceptual paper elaborates the role of perceived content validity, transfer design, reaction, performance self‐efficacy and transfer motivation to substantiate training transfer theory. Future researchers should test the proposed framework empirically and highlight other factors that could increase the efficacy and motivation levels of trainees in order to maximize training transfer.Practical implicationsTransfer design factors in this paper provide practical implications for training transfer in general and training professionals in particular. Thus, training transfer is maximized through positive trainee reaction, which is an important facet of training. Another factor, i.e. perceived content validity, not only develops positive reaction but also increases the efficacy level of trainees. Therefore, in order to increase the performance self‐efficacy and motivation level of trainees, training professionals should focus on the content and transfer design factors to maximize training transfer.Originality/valueThis conceptual paper contributes to the existing training transfer literature by suggesting a combination of variables that provides a theoretical basis for building a strong training transfer theory.

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of 3 training design factors--goal frame, goal content, and goal proximity--cutting across these 2 theoretical domains on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all 3 factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content compared with congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed.

Training design factors influencing transfer of training to the workplace within an international context

Numerous research studies on transfer of training within an organisation have been conducted, but seldom found in international settings. In an effort to examine the effect of training design on the transfer of human resource development (HRD) training for a global company, a training project for a Korean organisation was studied. The focus of the study was to examine the learning, transfer, and reasons for impeding or facilitating the training transfer made by the HRD professionals of a Korean organisation. Data analysis results revealed the degree of learning and training transfer and several reasons for high or low transfer of training. Discussions and conclusions were made to help programme designers in global contexts develop effective training programmes for cross-cultural application.