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Dubbeldeman EM, van der Kleij RMJJ, Brakema EA, Crone MR. Expert consensus on multilevel implementation hypotheses to promote the uptake of youth care guidelines: a Delphi study. Health Res Policy Syst 2024; 22:89. [PMID: 39095848 PMCID: PMC11295487 DOI: 10.1186/s12961-024-01167-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 06/23/2024] [Indexed: 08/04/2024] Open
Abstract
BACKGROUND The implementation of youth care guidelines remains a complex process. Several evidence-based frameworks aid the identification and specification of implementation determinants and strategies. However, the influence of specific strategies on certain determinants remains unclear. Therefore, we need to clarify which active ingredients of strategies, known as behaviour change techniques (BCTs), elicit behaviour change and improve implementation outcomes. With this knowledge, we are able to formulate evidence-based implementation hypotheses. An implementation hypothesis details how determinants and in turn, implementation outcomes might be influenced by specific implementation strategies and their BCTs. We aimed to identify (1) determinants relevant to the implementation of youth care guidelines and (2) feasible and potentially effective implementation hypotheses. METHODS A four-round online modified Delphi study was conducted. In the first round, experts rated the implementation determinants based on their relevance. Next, experts formulated implementation hypotheses by connecting BCTs and implementation strategies to determinants and were asked to provide a rationale for their choices. In round three, the experts reconsidered and finalised their hypotheses based on an anonymous overview of all formulated hypotheses, including rationales. Finally, the experts rated the implementation hypotheses based on their potential effectiveness and feasibility. RESULTS Fourteen experts completed the first, second, and third rounds, with 11 completed the final round. Guideline promotion, mandatory education, presence of an implementation leader, poor management support, knowledge regarding guideline use, and a lack of communication skills were reported as most relevant determinants. In total, 46 hypotheses were formulated, ranging from 6 to 9 per determinant. For each determinant, we provide an overview of the implementation hypotheses that were most commonly deemed feasible and potentially effective. CONCLUSION This study offers valuable insights into youth care guideline implementation by systematically identifying relevant determinants and formulating hypotheses based on expert input. Determinants related to engagement and to knowledge and skills were found to be relevant to youth care guideline implementation. This study offers a set of hypotheses that could help organisations, policymakers, and professionals guide the implementation process of youth care guidelines to ultimately improve implementation outcomes. The effectiveness of these hypotheses in practice remains to be assessed.
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Affiliation(s)
- Eveline M Dubbeldeman
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, the Netherlands.
| | | | - Evelyn A Brakema
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, the Netherlands
| | - Mathilde R Crone
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, the Netherlands
- Department of Health Promotion, Maastricht University, Maastricht, the Netherlands
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Arps S, Noviski KM, Tucker L, Tutwiler A. Medical students' motivations for participating in an elective focused on social inequalities and health disparities. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10313-7. [PMID: 38315269 DOI: 10.1007/s10459-024-10313-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 01/21/2024] [Indexed: 02/07/2024]
Abstract
In this study, we examine students' reasons for pursuing elective training focused on medical racism and systemic health inequities at a midwestern medical school. Data collection included semi-structured interviews with students who participated in an optional course focused on these topics. We analyzed their motivations, goals, and interests using reflexive thematic analysis and created three themes based on students' responses. Theme (1) "pre-existing conditions" focuses on students' knowledge, beliefs, worldviews and experience prior to the class. Theme (2) "enacting change" examines their desires to become effective physicians and improve medicine overall. Theme (3) "creating community" considers their preferences for a supportive and connected learning and social environment. We discuss the findings within the context of adult learning theory and Self-Determination Theory. The research provides insight about the overt and underlying factors that drive medical students' participation in training focused on social inequality. We also share recommendations for curriculum development and future research based on the patterns we found in students' discussions of their needs and expectations.
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Affiliation(s)
- Shahna Arps
- Department of Sociology and Anthropology, University of Toledo, Toledo, OH, USA.
| | | | - Lauren Tucker
- College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA
| | - Ameisha Tutwiler
- College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA
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Greenan P. The impact of implementation intentions on the transfer of training from a management development program. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2023. [DOI: 10.1080/13678868.2023.2174976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Affiliation(s)
- Pete Greenan
- Department of Management, Huddersfield Business School, Huddersfield, UK
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de Jong B, Jansen in de Wal J, Cornelissen F, van der Lans R, Peetsma T. How to predict transfer of training? Investigating the application of the unified model of task‐specific motivation. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2023. [DOI: 10.1111/ijtd.12297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Bastian de Jong
- Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands
| | - Joost Jansen in de Wal
- Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands
| | - Frank Cornelissen
- Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands
| | - Rikkert van der Lans
- Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands
| | - Thea Peetsma
- Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands
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Rudolphi-Solero T, Lorenzo-Alvarez R, Ruiz-Gomez MJ, Sendra-Portero F. Impact of compulsory participation of medical students in a multiuser online game to learn radiological anatomy and radiological signs within the virtual world Second Life. ANATOMICAL SCIENCES EDUCATION 2022; 15:863-876. [PMID: 34449983 DOI: 10.1002/ase.2134] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 08/13/2021] [Accepted: 08/24/2021] [Indexed: 05/22/2023]
Abstract
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.
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Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, Universidad de Málaga, Málaga, Spain
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Mishra S, Sahoo M. Motivation to transfer soft skills training: a systematic literature review. MANAGEMENT RESEARCH REVIEW 2021. [DOI: 10.1108/mrr-03-2021-0225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to synthesize existing knowledge on trainee motivation to transfer (MTT) soft skills training through a systematic literature review (SLR).
Design/methodology/approach
By applying a rigorous reproducible process, this SLR identified a total of 33 peer-reviewed articles on MTT in soft skills training.
Findings
The systematic review offers several important findings. First, research on MTT has accelerated in the recent past with studies conducted in varied geographic contexts. Second, MTT has been operationalized and measured as an antecedent and mediator of training transfer as well as an outcome itself is sampled papers. Third, MTT is recognized as critical in facilitating the transfer of soft skills. Finally, an investigation of empirical studies helped locate gaps in research methodologies, measurement of MTT and finally its predictors.
Research limitations/implications
The study is limited by the search string and its choice of peer-reviewed articles published in the English language only.
Originality/value
In the absence of systematic reviews on MTT in the context of soft skill, the study contributes immensely by providing an updated, cogent summarization of extant work and potential directions for future research/practice.
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Kodwani AD, Prashar S. Influence of individual characteristics, training design and environmental factors on training transfer: a study using hierarchical regression. EVIDENCE-BASED HRM: A GLOBAL FORUM FOR EMPIRICAL SCHOLARSHIP 2021. [DOI: 10.1108/ebhrm-09-2019-0085] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
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.
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Deosthali KV, Johnson RD. An Empirical Examination of Voluntary Development Activities of Employees. IIM KOZHIKODE SOCIETY & MANAGEMENT REVIEW 2021. [DOI: 10.1177/22779752211002925] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study develops and empirically examines a model of voluntary employee self-development behaviours and presents a unique lens for the study of self-development behaviours that integrates the disparate social exchange and motivational models currently applied in the management and training motivation literature. Specifically, the current model utilizes the Theory of Planned Behavior (TPB) as a guiding framework in the combination and expansion of these streams to create an integrated model. This model was validated using a survey of 203 employees. Structural Equation Modelling (SEM) was used to analyse the data. The results indicated support for nine out of eleven theorized relationships in the model, and the new model explained more variance in self-development behaviours (38%) than either lens: the social exchange (8.5%) or the motivational (19%). Thus, the results indicate there is important value in integrating the lenses. Implications for research and practice are also discussed.
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Affiliation(s)
| | - Richard D. Johnson
- Carson College of Business, Washington State University, Pullman, WA, USA
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Crane MF, Kho M, Kangas M, Griffin B, Karin E, Earl JK, Harris CB. Strengthening resilience in over 50’s: a nested clustered-randomized controlled trial of adaptive systematic self-reflection. ANXIETY STRESS AND COPING 2020; 33:623-641. [DOI: 10.1080/10615806.2020.1768375] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Monique F. Crane
- Department of Psychology, Macquarie University, North Ryde, Australia
| | - Madison Kho
- Department of Psychology, Macquarie University, North Ryde, Australia
| | - Maria Kangas
- Department of Psychology, Macquarie University, North Ryde, Australia
| | - Barbara Griffin
- Department of Psychology, Macquarie University, North Ryde, Australia
| | - Eyal Karin
- eCentre Clinic, Department of Psychology, Macquarie University, North Ryde, Australia
| | - Joanne K. Earl
- Department of Psychology, Macquarie University, North Ryde, Australia
| | - Celia B. Harris
- Department of Cognitive Science, Macquarie University, North Ryde, Australia
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Bernardino G, Curado C. Training evaluation: a configurational analysis of success and failure of trainers and trainees. EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2020. [DOI: 10.1108/ejtd-10-2019-0177] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
PurposeThis study aims to investigate the formative evaluations of the training programmes of a Portuguese national railway public company for an entire calendar year. The aim is to uncover alternative configurations for the design of training programmes to create better levels of evaluation. This study is based on the following research question: What are the configurations that lead to the success and or failure of trainers and trainees? Among those, are there any common designs that generate the success and or failure of both trainers and trainees?Design/methodology/approachThis study used matched data from an entire calendar year to examine the trainers and trainees’ evaluations of 429 training events. This study also used a fuzzy-set qualitative comparative analysis (fsQCA) to provide configurations that generate the success or failure of trainers and trainees. This methodology offers alternative pathways to the same outcomes and thus gives managers different options to reach similar results.FindingsThe results show that there are more configurations that lead to trainers’ success (five) than to its absence (four). However, the configurations that lead to trainees’ success (three) are less than those that lead to its absence (six). The findings indicate that a single common configuration exists that leads to high evaluations.Research limitations/implicationsThis study does not address summative evaluations. Regarding data, the study acknowledges the use of self-evaluations for trainees, although they serve as a proxy for a learning evaluation. The generalisation of the results outside the Portuguese railway company’s context is not possible.Practical implicationsThe proposed analysis is applicable to other settings without restrictions. Managers may replicate this study’s approach in their organisations to uncover the alternative configurations that lead to the success or failure of trainers and trainees. They may adopt the ones that lead to successful outcomes and avoid the ones that lead to undesired ones.Originality/valueThis study is innovative because it addresses concurrently the success or failure of trainers and trainees that is only possible by using the fsQCA method. This study opted to use this method to provide alternative pathways to extreme outcomes: the most successful or the most unsuccessful. These multiple pathways are better results compared to traditional quantitative statistical methods that only provide a single estimated solution to the presence of the dependent variable; for example, a regression analysis or structural equation modelling.
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Zia MQ, Naveed M, Bashir MA, Shamsi AF. The interaction of situational factors on individual factors and self-development. EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2020. [DOI: 10.1108/ejtd-10-2019-0172] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Purpose
Organizations are facing pressure to reduce costs of training and enhancing the role of self-development that is self-driven and contextual in nature as a means to supplement employee development. The purpose of this study is to investigate the influence of individual and situational factors on self-development as well as the moderating role of situational factors. Individual factors are referred to personal characteristics, i.e. learning goal orientation and proactive personality, while situational factors are environmental conditions, including job autonomy and empowering environment.
Design/methodology/approach
Data were gathered from 280 middle managers of the banking sector. Partial least squares structural equation modeling was conducted to validate the model.
Findings
The study findings revealed a significant direct relationship of individual (learning goal orientation and proactive personality) and situational (empowering environment and job autonomy) factors with self-development. The study also found only a significant moderating effect of empowering environment in relation to learning goal orientation and self-development, correspondingly job autonomy moderates the relationship of proactive personality and self-development.
Practical implications
The study concludes with offering some implication for organization to focus on self-development activities by providing an empowering environment and job autonomy to its employees, which will result to minimize the overall cost of training. Organizations should also identify the individual factors that lead to self-development like proactive personality and learning goal orientation.
Originality/value
This study gives new insight on the predictors of self-development and their interaction. This study may be a pioneer to empirically validate a theoretical model about the interaction of situational factors between individual factors and self-development. Furthermore, it contributes and advances our knowledge by demonstrating how individual and situational factors are influencing middle mangers’ self-development in workplace.
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Reyes DL, Dinh J, Lacerenza CN, Marlow SL, Joseph DL, Salas E. The state of higher education leadership development program evaluation: A meta-analysis, critical review, and recommendations. THE LEADERSHIP QUARTERLY 2019. [DOI: 10.1016/j.leaqua.2019.101311] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Pucken VB, Schüpbach-Regula G, Gerber M, Salis Gross C, Bodmer M. Veterinary peer study groups as a method of continuous education-A new approach to identify and address factors associated with antimicrobial prescribing. PLoS One 2019; 14:e0222497. [PMID: 31536527 PMCID: PMC6752762 DOI: 10.1371/journal.pone.0222497] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Accepted: 09/01/2019] [Indexed: 11/19/2022] Open
Abstract
Within the dairy industry, most antimicrobials are used for dry-cow therapy or mastitis treatment. To reduce antimicrobial usage in dairy cows, increasing awareness and behaviour change is necessary. As veterinarians are known to be influenced by their peers, peer study groups as a continuous education might contribute to this. Therefore, the objective of this study was to analyse written records of veterinary peer study group meetings to identify factors associated with antimicrobial prescribing decisions, and to analyse veterinarians' attitude towards the benefits of this continuous education method. Twenty-three participating Swiss cattle practitioners were divided into three groups. Each group met every two to five months, together with a facilitator and an expert on the topic to be discussed. Written records from every meeting were taken and analysed qualitatively to identify factors influencing veterinarians' decisions on antimicrobial prescribing and mastitis therapy. In addition, focus group discussions were conducted after the last meeting, to assess the veterinarians' learning achievements gained during the peer study group meetings. Extrinsic factors such as external pressure, competition, farmer, individual animal, farm and diagnostics as well as intrinsic factors such as own experience/attitude, knowledge and change of mindset during career could be shown to influence veterinarians' decisions on antimicrobial prescribing. In the focus group discussions, the veterinarians stated that they gained new knowledge, received new stimuli, exchanged with their peers and felt supported in their relationship to their farmers. Since the identified factors are partly interrelated, it is not sufficient to change a single factor to achieve a change in the antimicrobial prescription behaviour of veterinarians. Veterinary peer study groups could contribute to the intention to change, because veterinarians experienced multiple benefits from this method of continuous education. In order to quantify this, the prescription data of the veterinarians are analysed in a next step.
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Affiliation(s)
- Valerie-Beau Pucken
- Clinic for Ruminants, Vetsuisse Faculty, University of Berne, Berne, Switzerland
| | | | - Manuela Gerber
- Clinic for Ruminants, Vetsuisse Faculty, University of Berne, Berne, Switzerland
| | - Corina Salis Gross
- Swiss Research Institute for Public Health and Addiction, University of Zurich, Zurich, Switzerland
| | - Michèle Bodmer
- Clinic for Ruminants, Vetsuisse Faculty, University of Berne, Berne, Switzerland
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Gegenfurtner A, Knogler M, Schwab S. Transfer interest: measuring interest in training content and interest in training transfer. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2019. [DOI: 10.1080/13678868.2019.1644002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Andreas Gegenfurtner
- Faculty of Philosophy, University of Passau, Passau, Germany
- Institut für Qualität und Weiterbildung, Technische Hochschule Deggendorf, Deggendorf, Germany
| | | | - Susanne Schwab
- Centre for Teacher Education, University of Vienna, Vienna, Austria
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Revolutionizing training and education? Three questions regarding massive open online courses (MOOCs). HUMAN RESOURCE MANAGEMENT REVIEW 2019. [DOI: 10.1016/j.hrmr.2018.06.004] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Sahoo M, Mishra S. Effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training. MANAGEMENT RESEARCH REVIEW 2019. [DOI: 10.1108/mrr-02-2018-0089] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeTrainees’ motivation to transfer the training imparted is an important constituent in determining required training outcomes in organizations. The purpose of this study is to examine the effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training.Design/methodology/approachResearch hypotheses were tested using a survey. A questionnaire was used to collect data from employees of an Indian governmental power transmission organization, attending any one soft skills training programme in the past year. Out of the 500 questionnaires distributed, 389 were deemed useable for the study, producing an effective response rate of 77.8 per cent.FindingsThe findings establish a direct and positive association between trainee characteristics, training attitudes and need analysis with transfer motivation.Originality/valueThis study contributes to extant literature by examining associations in hitherto underexplored areas such as that of training attitudes and training need analysis with transfer motivation. In addition, the findings provide insights into challenges pertaining to transfer motivation in soft skills training initiatives.
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Reinhold S, Gegenfurtner A, Lewalter D. Social support and motivation to transfer as predictors of training transfer: testing full and partial mediation using meta-analytic structural equation modelling. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2018. [DOI: 10.1111/ijtd.12115] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Sarah Reinhold
- School of Education, Technische Universität München; München Germany
| | - Andreas Gegenfurtner
- Institut für Qualität und Weiterbildung, Technische Hochschule Deggendorf; Deggendorf Germany
| | - Doris Lewalter
- School of Education, Technische Universität München; München Germany
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Gegenfurtner A, Könings KD, Kosmajac N, Gebhardt M. Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2016. [DOI: 10.1111/ijtd.12089] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
| | - Karen D. Könings
- Maastricht University, Universiteitssingel 60, 6229 ER Maastricht; the Netherlands
| | - Nikola Kosmajac
- University of Turku, Assistentinkatu 5, 20014 Turku; Finland
| | - Markus Gebhardt
- Technical University of Munich, Arcisstraße 21, 80333 Munich; Germany
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