Transfer of Training

What did Holladay & Quiñones (2003)'s experimental study find about transfer?

82 undergrads doing naval air defense simulation on PC. Practice variability was postiively related to performance variability & self-efficacy generality and negatively with training performance level. Self-efficacy generality was related to far (not near) transfer performance, and mediated the practice-far transfer relationship.

What is the distinction between analogic versus adaptive transfer? (Barnett & Ceci, 2002).

Analogical transfer refers to situations where problem solutions of the transfer tasks are familiar or analogous to those of the training task. Adaptive means using existing knowledge base to change a learned procedure or generate new solutions to new problems. Adaptive implies that rote application of procedure is not sufficient.

What is the difference between closed and open skills? (Yelon & Ford, 1999)

Closed skills have a trainee mimic trained behavior as closely as possible Open involves creating generalizable rules/concepts where trainees are to create their own plan for how to apply those rules and customize the training to fit their needs.

What is the distinction between maximal and typical transfer? (Huang et al., 2015)

For maximum transfer, trainees are given explicit or implicit prompts to maximize effort while demonstrating the skill transfer, typically for a short period of time. On the other hand, typical transfer occurs when trainees transfer skills without prompts, typically over an extended period of time and without focusing on the fact that the skill transfer is being evaluated

What did Saks & Burke's (2012) survey of T&D assocaition of Canada members find about transfer?

Frequency of training evaluation at all four levels of Kirkpatrick model related to transfer. Level 3 & 4 related to immediate and delayed transfer Level 3 sig. predictor at level 3 1 year after training.

What is the generalization context for training transfer (Baldwin & Ford, 1988).

Generalization refers to the process of taking and applying the knowledge, skills and behaviors and applying them within the job context. Maintenance refers to the retention of the trained material over a period of time on the job.

What are the principles of learning that Baldwin & Ford (1988) identify?

Identicial elements (learn better when training/transfer context has identical stimuli), general principles (learn better when things are general), variety of stimuli leads to positive transfer, and conditions for practice (massed vs. distributed, whole/part, feedback, overtraining)

What did Colquitt et al. (2010) MA of training motivation have to say about transfer?

In their partially mediated MASEM model, sig. pathways came from training climate, age, anxiety, conscientiousness, LOC, post-training self-efficacy and skill acquistion; non-sig pathways from reactions and declarative knowledge. Motivation to learn was fully mediated by skill acquisition and post-training self-efficacy. In standard MA findings though, valence, motivation to learn, supervisor support, positive climate, cognitive ability, pretraining self-efficacy were all strong predictors.

What is the distinction between lateral and vertical transfer? (Blume et al., 2010)

Lateral is when a skill spreads over a broad set of situations w/ similar complexity/difficulty. Vertical is when acquired skill impacts acquisition of a more complex or superordinate skill (e.g., learning to fly a plane, and then learning appropriate team interrole behaviors for effective flight cockpit performance).

Barnett & Ceci (2002) propose the ideas of near and far transfer. What are they?

Near transfer of skills and knowledge is where the skills are applied in contexts and situations that are very similar to the training context. Far transfer involves using the learned materials in situations that are significantly different from the training context.

What does Blume et al. (2010)'s MA of Transfer have to say?

Only 6 studies have measured transfer more than once. Lots of standard antecedents found (though same source and same-measurent context bias removed lowered the relationships significantly). Enivornmental and motivation factors were small-to-moderate predictors. Predictor-transfer relationships stronger for closed skills for cognitive ability; for open skills, stronger for motivation, self-efficacies, and posttraining performance w/ timelag.

What is the definition of training transfer (Baldwin & Ford, 1988)?

Positive transfer refers to the degree to which trainees effectively apply the knowledge, skills, and attitudes gained in a training context to the job. It is more than a function of original learning in a training program; for it to have occurred, the learned behavior/knowledge must be generalized to the job context and maintained over a period of time on the job

What did Keith & Frese (2008) MA of EMT find about training?

That EMT leads to better posttraining transfer performance than proceduralized or exploratory training methods that do not ecnourage errors during training.