A Typology of Training Design and Work Environment Factors Affecting Workplace Learning and Transfer

The purpose of this article is to develop a typology of elements involved in the design of training as well as in the work environment that affect work-place learning and transfer. This typology focuses on elements that can be manipulated by the human resource development (HRD) researcher and practitioner as part of the HRD implementation rather than on dispositional and personality characteristics of individuals participating in the intervention. It identifies elements within the work environment, as well as elements before, during, and after training. By presenting a typology, this article provides a first step in theory building or a “theory of the middle range. ” Furthermore, it leads to implications for future theoretical development, research, and practice.

A Meta-Analytic Review of Behavior Modeling Training

A meta-analysis of 117 studies evaluated the effects of behavior modeling training (BMT) on 6 training outcomes, across characteristics of training design. BMT effects were largest for learning outcomes, smaller for job behavior, and smaller still for results outcomes. Although BMT effects on declarative knowledge decayed over time, training effects on skills and job behavior remained stable or even increased. Skill development was greatest when learning points were used and presented as rule codes and when training time was longest. Transfer was greatest when mixed (negative and positive) models were presented, when practice included trainee-generated scenarios, when trainees were instructed to set goals, when trainees' superiors were also trained, and when rewards and sanctions were instituted in trainees' work environments.

Stability of Preferences for Microskills across Two Videotaped Clients

38 counselor trainees at 0 vs 1 semesters practicum training were asked to indicate their preferences among 10 microskills (e.g., reflection of feelings) in response to viewing six videotaped counseling segments from two clients. The main effect of training was not statistically significant, indicating skill preferences between beginning and more advanced students were not different. Ranks of preferences were calculated for each of the 10 microskills across the six videotaped segments. Spearman coefficients were then calculated for the ranked microskills across videotaped segments. The average of these correlations was .89, indicating an excellent stability of preferences for nondirective skills regardless of the different presentations by two clients. Implications are discussed, emphasizing an expanding research agenda regarding training in microskills.