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Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies
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1991
Year
Training SystemStrategy UtilizationEducationRelapse PreventionImprovement StrategiesProgram EvaluationTeacher EducationWorkforce EducationBehavior ManagementRp InterventionCoachingManagementSkilled PerformanceSituational CharacteristicsJust-in-time LearningEmployee LearningWorkplace LearningRehabilitationSocial Skill TrainingPerformance StudiesTraining EvaluationProfessional Development
The study added a relapse prevention module to a two‑week training program to assess its effect on post‑training transfer. Researchers measured locus of control, perceived workplace support, and outcomes—reactions, knowledge, and on‑the‑job skill usage—from 81 trainees and their supervisors. RP participants achieved significantly higher knowledge and strategy use, with locus of control and perceived support moderating the intervention’s impact.
A relapse prevention (RP) module was added to a two‐week training programme in order to evaluate its impact on post‐training transfer. Locus of control, as well as the subjects' self‐perceptions of the degree to which the work milieu would support their application of the skills taught, were also measured. The outcome (dependent) variables, measured for the 81 training participants, included reactions, knowledge and on‐the‐job skill usage, with the latter being obtained from both the trainees and their immediate supervisors. The results indicate that, as compared to appropriate controls, knowledge acquisition and the extent of strategy utilization was significantly higher for those who participated in the RP. Locus of control and perceived support interacted with the RP intervention on the extent of strategy utilization. The results are discussed in the light of previous research on the issue of transfer of training.