The research describes how post-training supervisory support enhances training transfer in the private sector. Transfer of training principles were identified, after which the participants were interviewed to determine which transfer of training criteria were used by supervisors to enhance training in the work environment. The study population for this research was comprised of call centre supervisors and call centre agents from a company in the private sector in Gauteng Province, South Africa. The study methodology involved qualitative interviews and document reviews. Themes and sub-themes were identified from the data collected. The findings of the study reflected how post-training supervisory support enhances transfer of training. Recommendations were provided that could have a significant impact on organisations’ approach towards ensuring successful transfer of training to the work environment. Suggestions for further studies were made. The study concludes by suggesting a transfer of learning strategy aimed at enhancing transfer to the work environment that should be implemented by organisations. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

Made available in DSpace on 2016-03-15T19:26:10Z (GMT). No. of bitstreams: 1 Patricia Teixeira Maggi da Silva.pdf: 1940112 bytes, checksum: f67de4db105b9e577d41ad3239dc1356 (MD5) Previous issue date: 2014-02-25 / Fundo Mackenzie de Pesquisa / This research investigated the phenomenon of transfer of learning from the following guiding question: How is the process of transfer of learning obtained in MBA programs to the workplace, in the view of students and alumni? The overall objective was to understand the process of transfer of learning acquired in MBA programs to the workplace. The theoretical framework is grounded in the international literature and presents and analyzes the models that evaluated the transfer of learning in different types of educational activities, including the MBA itself. We also sought to understand the characteristics of the MBA as a program in management education. In this sense, it was presented a brief history of this program, contextualizing the model of MBA in Brazil and the main criticism it has received over the past few years. The research of descriptive character, was developed based on the assumptions of the basic or generic qualitative studies. This option was considered the most appropriate because it seeks to understand a phenomenon, from the perspective of the research participants, in this case, the MBA students. The interview was the main strategy used for data collection. Thirteen students and alumni of MBA with specialization from a higher education institution in the city of São Paulo were interviewed. The interviews were analyzed, allowing the generation of analytical codes hierarchically organized into categories, facilitating the analysis and interpretation of meanings. The main results reported in the research show that the student is the protagonist in the transfer of learning process from the MBA to the workplace. The factors related to the design of the course and the work environment were less significant. The results also revealed that the transfer of learning occurs in various disciplines throughout the course. Finally, it was found that the hard skills are easier to be transferred and generate faster results. / Esta pesquisa investigou o fenômeno da transferência da aprendizagem, a partir da seguinte questão orientadora: Como se dá o processo de transferência das aprendizagens obtidas nos programas de MBA para o trabalho, na visão de alunos e ex-alunos? O objetivo geral foi compreender o processo de transferência das aprendizagens adquiridas em programas de MBA para os locais de trabalho. O referencial teórico está embasado na literatura internacional e apresenta e analisa os modelos que avaliaram a transferência de aprendizagem em diferentes tipos de ações educacionais, incluindo o próprio MBA. Procurou-se também compreender as características do MBA como um programa de educação gerencial. Neste sentido, apresentou-se um breve histórico sobre esse programa, contextualizando o modelo de MBA no Brasil e as principais críticas que ele vem recebendo ao longo dos últimos anos. A pesquisa, de caráter descritivo, foi desenvolvida com base nas premissas dos estudos qualitativos básicos ou genéricos. Esta opção foi considerada a mais adequada, pois visa compreender um fenômeno, a partir da perspectiva dos participantes da pesquisa, no presente caso, os próprios alunos do MBA. Como estratégia de coleta de dados, foram realizadas treze entrevistas com alunos e ex-alunos de cursos de MBA com especialização de uma instituição de ensino superior na cidade de São Paulo. As entrevistas foram analisadas, possibilitando a geração de códigos analíticos organizados hierarquicamente em categorias, facilitando a análise e a interpretação dos significados. Os principais resultados revelados na pesquisa mostram que o aluno é o protagonista no processo de transferência das aprendizagens do MBA para os locais de trabalho. Os fatores relacionados ao desenho do curso e ao ambiente de trabalho se mostraram menos significativos. Os resultados revelaram ainda que a transferência das aprendizagens ocorre nas várias disciplinas ao longo do curso. Por fim, foi possível verificar que as habilidades do tipo hard skills são mais fáceis de serem transferidas e geram resultados mais rápidos.

A midsize nonprofit blood bank organization is experiencing a high percentage of supervisors and managers not transferring skills taught in leadership development training programs back to the workplace. The purpose of this mixed methods, sequential, explanatory study was to understand the relationship between supervisor support or opposition and trainees' perception on factors that influence transfer of training and to identify strategies to improve transfer of training in the organization. Baldwin and Ford's Model of the training transfer process laid the framework for this study. Quantitative data were collected from trainees (N = 60) who attended leadership development programs between January 2012 and June 2014 and were analyzed using descriptive analysis, correlational analysis, and multiple regression. The correlation analysis indicated positive relationships between transfer of training and supervisor support. Qualitative data, collected during interviews (N = 8) that focused on trainees' perceptions on how to enhance transfer of training in the organization, corroborated the quantitative results. According to thematic analyses of the interview data, supervisor support, training design, opportunity to use skills on the job, and performance coaching and mentoring have the potential to improve training transfer. Policy recommendations were created to increase transfer of training back to the workplace. The findings of the study could help supervisors and managers increase training transfer, which could improve the organization's profits and create collaborative learning environments that benefit the participants and the communities where these participants live and work.

筆者有感於人力資源發展之重要性，以及訓練乃為現代企業組織人力資源之重要途徑之一，故為達以下諸目的而導引本項研究： 一、探討訓練相關名詞意義及其內容。 二、探討訓練相關概念、理論及模式。 三、探討訓練評估之理論模式。 四、訓練評估之實證調查與分析─探討中華電信國際分公司辦理員工訓練 之成效。 五、展望未來─透過訓練成效評估，發展人力資源之建議與結論。 我國電信三法通過後，百年老店的電信事業於民國八十五年七月一日起改為國營公司型態，其面臨產業間其他電信公司的競爭，角色由百年老店之獨佔者，蛻變為自由開放市場之競爭者，其所屬員工如何運用訓練途徑，培養第二專長訓練，以及如何藉由訓練途徑發展人力、發展組織，使能因應組織變遷，讓人力資源獲最佳之效用，乃是本文實證分析之重點。 為深入了解人力發展、訓練途徑以及訓練成效、訓練移轉現況，筆者採取實證調查方式，編製問卷於民國八十八年四月十六日至四月廿六日對中華電信國際分公司員工進行抽樣調查，樣本為450份，問卷回收336份，回收率為75%，並將調查所得資料進行統計分析及彙整，期了解訓練成效，並提出改進建議。 本研究特針對中華電信國際分公司所開辦之訓練課程，包括：1.資訊電腦類2.外國語文類3.通信技術類4.企業管理類，於課程結束後對受訓學員施予問卷調查之評估。經研究調查後，有以下主要發現： 一、在各種不同課程之整體滿意度方面 以通信技術類整體滿意度最高；其次為外國語文類；值得重視的 是，資訊電腦類，因為電腦設備不足，其成效打折扣。此外，將整體 滿意度與性別做交叉分析、卡方檢定，發現男性受訓者對訓練整體滿 意度較高。 二、在整體不滿意度訓練原因方面 本研究問卷針對訓練成效反應不滿意、沒意見者，開放複選題方 式填答，每人最多可勾選三項原因，統計分析如下：認為名額太少或 班次太少所佔比率最高；其次為工作忙無法全程參與；最後為未能配 合現在工作需要。此外，不滿意之其他原因，依受訪者自己填答者， 分別有：開課資訊未能普遍知會各單位、公司限制人數、次數，每班 上課學員太多，上課期間無人代理業務，時間過短，師資不夠專業、 缺專用訓練教室及訓練設備（電腦）等原因，頗值得決策當局重視與 改善。 三、在訓練需求分析方面 1.就未來訓練課程規劃方面，員工期待未來訓練課程須能配合公司未 來發展需要，員工個人現在工作技能之加強及員工個人未來工作轉 換之需要等均佔極高之百分比，其中尤以配合未來發展需要最高。 另外，由員工自行填答者，有加強對全體員工熟悉公司各項業務， 應對全體員工全面施行第二專長訓練而非特定對象（少數單位或少 數員工）等，足供該公司未來訓練方案規劃時之參考。 2.未來極需培訓訓練課程種類方面，員工期待未來亟需培訓訓練課程 種類，四種需求性均分佈相當，顯示國際分公司面臨組織變遷趨 勢，員工對於各種訓練課程之需求甚殷，其中以外國語文類領先， 其次為企業管理類、與資訊電腦類並列第二，再是通信技術類。 3.就極須培訓之外國語文課程方面，依次為英語、日語。 4.就極須培訓之通信技術課程方面，依次為數據通信、衛星通信、光 纖通信、線路交換。 5.就極須培訓之企業管理課程方面，依次為行銷能力、客戶服務、市 場調查分析與管理才能、商品廣告與企業形象、會議與談判技巧。 6.就極須培訓之資訊電腦類課程方面，依次為INTERNET 、電腦概 論、MS-WORD、 MS-EXCEL、MS-ACCESS、MS-POWERPOINT。 以上調查顯示受訪者對於未來訓練之需求性甚高，各類課程之需求分 析足供管理當局作為未來訓練方案規劃之參考。 四、在受訓者學習行為層次方面 就受訓者學習行為層次方面，整體課程中受訓者對於所學習知識、技能暨改進工作態度、可將所學應用在工作行為方面，均表示極高的同意。其中以外國語文類課程所獲的同意度最高。 本研究的主要建議如下： 一、整體訓練方面 整體訓練滿意度顯示極高滿意度，惟仍有少數受訪者認為有下列因素 待改進： 1、建議籌設專用訓練教室 2、建議改善訓練設施，增添訓練器具，如電腦、投射器………等。 3、配合受訓者之需求，適度增加訓練時數。 4、建議對授課講師，提供專業性授課技巧之學習訓練。 5、建議派訓單位之主管應切實執行業務代理制度，使每位員工均能安 心、專心地學習。 6、建議每班上課人數仍應適當外，對於眾多訓練需求者，宜妥善衡酌參 訓候選人在工作上應用之急迫性，再依公平分配原則，使每位均有接 受訓練機會。倘若名額仍不足因應訓練需求，應考慮增加開班。 7、建議國際分公司人事室應將擬辦訓練課程，均公告於該分公司之企業 網站。 8、建議儘量依受訓學員之基本學識與技能編班，俾利講師授課。 二、整體訓練滿意度與性別有顯著性差異，表示不同性別對於整體訓練滿 意度有顯著性差異，男性對於整體訓練滿意度較高。建議訓練主辦單 位，研究提高女性對訓練滿意度的作法。 三、建議學員受訓後，各單位及主管應提供員工受訓後，將所學之知識、 技能應用在工作崗位之機會。 四、建議訓練課程應兼顧理論與實務之結合。 五、建議重視訓練評估，並配置專業的訓練規劃人才，主辦訓練相關業 務。 六、建議選派參訓學員時，應依業務實際性、急迫性需求選派，避免重複 上課者，使訓練資源能有效運用。 七、建議建立系統化訓練評估制度，針對不同受訓對象、課程標準、課程 內容、課程性質等，擬定適當的評估標準。 八、訓練過程除可發展人才外，更可發掘人才，因此本研究建議應將訓練 與考核、升遷制度密切配合。 九、建議主管人員之培訓，可採用經歷與訓練結合方式，俾利長期性人才 之培育。 十、在企業面臨變革趨勢下，建議管理決策當局應普遍調查訓練需求，透 過系統性完整規劃，切合組織面、員工面、工作面之需求，在兼顧發 展企業、成長員工、強化工作技巧之前提下，開發並有效運用人力資 源。 / Considering the importance of human resource development and the training is always one solution for human resource in the modern organization. The author makes such research with the following content: 1.Studying the meaning & context in the training field. 2.Realizing the concept, theory & model in the training field. 3.Studying the evaluation model for training field. 4.An example investigation and analysis for the training evaluation.----The result of trainee in the company CHTI (Chungwa Telecom International Co., Ltd. ). 5.View in the future ----- The conclusion and suggestion for the human resource development. The thesis is specified in the training classes of CHTI including the following courses: 1.Information & computer 2.Foreign language 3.Communication technology 4.Business administration After the investigation and analysis, we could find the following characteristics. 1.The Satisfaction in different courses It's most satisfied in the communication technology course. The second place is the foreign language course. The rare of computer facility cause the unsatisfaction in the information & computer training course. Besides, we found the male trainee were more satisfied than female. 2.The reason of unsatisfaction in the training course. This research found that most people were unsatisfied in the attendance number limitation or the training class was fewer. Besides, some employee was too busy to attend the training course. 3.Analysis in the training requirement: a.Training program: Most people wish the training course could fit the requirement of the development of company. They also wish the training course could refine their skill. b.Training course: The employee required all four kinds training courses. There is no outstanding one. c.The training of foreign language: The most popular foreign language in the training courses is English, the Japanese is second place. d.The training of communication technique: The most popular communication technique in the training courses is digital communication. e.The training of business administration: The most popular business administration in the training course is sales capability. f.The training of information & computer: The most popular information & computer in the training course is INTERNET. 4.The learning behavior of trainee. Most trainees agree that it is more helpful in their work to apply the knowledge or technique learned from the training course, especially in the foreign language course. The suggestion of this research: 1.In the generic training field: a.A dedicated training class room b.Training tools and facility such as computer and projector. c.Increase the training period to fit the requirement of trainee. d.Support the instructor with the training technique course. e.Realize the agent rule to let the trainee concentrate in the training course. f.Increase the training frequency to fit the requirement of employee. g.Make well use of the INTRANET to advise all the training information for all employees. h.Classify the training course according to the background of the trainee. 2.The male trainees were more satisfied with the training course than the female. So we need to make some improvement in the female training course. 3.The manager are supposed to make chance for the trainee to use the technique learned from the training course. 4.The training courses are supposed to fit with the reality. 5.Set up a dedicated training department. 6.It needs to avoid to retrain the employee. 7.Set up a system rule to estimate the training efficient for every trainee and training courses. 8.It is suggested to combined the training with the promotion rule. 9.It is suggested to combine the training with the background for a long-term training. 10.It is suggested for the strategy maker to develop and well use every employee through training requirement investigation combined with all the other requirement.

面對廿一世紀的來臨，各公私組織已將人力視為其重要的資產，不論國家競爭力或企業競爭力的提昇，人力的良窳佔有極重要的角色。「國家競爭優勢」作者波特(Porter)教授的著名菱形理論中，甚至將人力資源列為影響產業競爭優勢的基本因素之一。雖然人力資源十分重要，但組織因身處持續變遷的環境中，若對人力資源不加以培育，其價值可能流失，甚至成為組織的包袱或債務。故Johnston & Packer兩人認為「教育與訓練是保存與增加國家人力資源的主要功能」(1987：116)；Thomas Peters建議「工作訓練與持續再訓練，必須提高為企業與國家的最高議題」(1988：322)； Porter在其所著「國家競爭優勢」一書中認為，競爭力強的企業大多擁有完整且比對手更強的員工訓練活動，它們在內部訓練的投資平均甚至高於產業研發(1996：853)。 在學術界，專家學者不斷地呼籲訓練對組織與國家的存續與發展是非常的重要；而在實務界，不論各公私部門組織，對訓練皆已投注相當多的資源，舉例來說在美國整個產業每年花費在訓練發展的成本將近1100億，我國目前雖無詳細的統計金額，但從政府的訓練機構已由民國五十九年的三十所躍升至目前的六十餘所(吳定，民88：33)的蓬勃發展現象，亦可見訓練所受到的重視程度。 訓練的重要雖不容置疑，但訓練的成效如何亦不容忽視，依據Hoffman的報告預估只有訓練費用的10%能在可觀察的工作行為上得到成果(1983：34-39)；Baldwin & Ford(1988)研究發現，訓練後不到10%能產生真正的學習成效；Curry(1994)等人評估訓練結果僅有10-13%的學習成效能夠移轉到工作情境上； John Newstrom調查分析後認為在訓練後，有40%可以馬上運用在工作上，25%可以持續應用至六個月，而只有15%在一年之後仍然能運用訓練時所學。由上述論點顯見訓練的投入與訓練產出實不成比例，近幾年來許多專家學者不斷探究造成兩者相差懸殊的原因，紛紛進行訓練成效的評鑑，郤發現「訓練移轉」在整個訓練過程中實佔有關鍵性的地位。 所謂「訓練移轉」簡單的說是指員工將訓練時所學的新知識與新技能有效地應用在工作行為上。本文擬從組織與個人兩大因素來探究對於訓練移轉的影響如何。而組織因素依據Huczynski & Lewis(1980), Baldwin & Ford(1988), Tracey & Tews(1995), Xiao(1996), Gregoire, Propp & Poertner(1998)等人的說法，可歸類組織文化與氣候､主管的支持､同儕的態度､考績與報酬系統以及工作特徵等五項因素。個人屬性依據Huczynski & Lewis(1980), Noe(1986), Baldwin & Ford(1988), Tracey&Tews(1995), Xiao(1996), Gregoire, Propp & Poertner(1998)的說法，可分為動機與期望､工作能力､工作態度､目標設定等四項因素。最後，以台北捷運公司為本文的個案研究對象。 第一章 緒論 第一節 研究動機 第二節 研究目的 第三節 研究方法與限制 第四節 研究流程 第五節 訓練移轉的基本概念 第二章 文獻探討 第一節 訓練移轉之相關研究 第二節 組織特性對訓練移轉之影響 第三節 個人屬性對訓練移轉之影響 第三章 個案研究 第一節 研究架構與假設 第二節 研究對象 第三節 研究工具 第四節 樣本特性 第五節 資料分析的方法 第四章 調查分析 第一節 因素分析 第二節 信度分析 第三節 人口統計變項與訓練移轉之關係 第四節 組織特性、個人屬性與訓練移轉之相關分析 第五章 結論 第一節 發現 第二節 建議

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 40-41.

South Africa has witnessed radical policy reforms since the advent of the new democratic dispensation in 1994. As provincial, district and local practitioners developed responses to those new national education policies, implementation issues were revealed in all their complexity. Policy implementation became one of the most difficult challenges South Africa had to contend with. It necessitated the development of the capacity of the state and its people to implement policy. The complexities of the people development environment in South Africa create a range of challenges for development. The lack of multi-level empirical data on training effects continues to exacerbate this state of affairs. This context requires that comprehensive assessment mechanisms be put in place for training programmes aimed at the realisation of policy goals. The broad purpose of this inquiry, therefore, is to determine the impact of an education management development training intervention as it passes through different levels of the education system in South Africa - national, provincial, district and local. The following key questions guided this investigation. Firstly, how do stakeholder understandings of “education management development” transfer from one level to another in a cascade model of training? And secondly, what is the operational impact of an education management development-training programme at the different levels (i.e., province, district and school) of the education system? Questionnaires, free attitude interviews and observations were used as key data collection instruments. Data was analysed using a combination of quantitative and qualitative strategies for making sense of the training information. Data was interpreted against the backdrop of the literature on the “transfer of training”, and these findings are represented in the last three chapters of this thesis. This research generated four major findings, with a variety of subsidiary findings, which deepen our insights into policy implementation as it relates to education management development in South Africa. Some of the major findings of this study are that: a) The organisers did not in the first place conduct the baseline study on training needs and secondly, they did not take into consideration the organisational requirements of the anticipated training. This anomaly could ultimately compromise the outcomes of this intervention. b) The policy deployment processes of the North West Department of Education (of ensuring that the governmental policies for quality, cost and service delivery are understood from the highest to the lowest level of the organisation) are fraught with problems that undermined basic understandings of the Education Management Development training programme which was conducted between 1998 – 2000. c) Successful policy implementation depends crucially on resource allocation and, in the case of the Education Management Development Training Programme, the nature and magnitude of allocated resources e.g., transport provision could not guarantee positive training results; and d) The overly rationalistic view adopted by the trainers of the Education Management development-training programme did not take into account the complex contexts within which change unfolds. Resultantly, the changing of the roles of facilitators could not be planned-for in advance. The significance of this study is that it identifies the barriers to learning in training events, and sheds new light on the transfer of training problem that continues to undermine organisational change and human resource development. Some of the unique findings of the study can be found in the fact that the Expert Trainers could only recall a few intentions of the EMD modular training. The District Facilitators displayed limited knowledge of the disciplinary procedures in their areas of operation and there was limited conceptualisation of the EMD by the principals of schools. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2005. / Education Management and Policy Studies / unrestricted

The multiple case study investigated levels and types of transfer observed in a K-8 STEM (science, technology, engineering, math) academy in a project-based learning (PBL) environment. The academy was constructed two years prior to the study and conducive to PBL instruction. The students and teachers were in the second year of using PBL in the subject of science at the time of the study. The grade levels observed were second, fourth, and sixth grade and each grade level had three PBL units examined from the beginning to the end of the unit. The nine case studies, from the three different grade levels, were observed to identify Haskell's levels and types of transfer as determined by project requirements, observation of students, completed projects, and student interviews. The findings from this study showed that while projects moved the students beyond knowledge acquisition to application of knowledge in completed projects such as books, films, dances, etc., higher levels of transfer and more types of transfer were not evident. Therefore, based on the results of this study, the evidence of lower levels of transfer suggests that the PBL units, though inventive and potentially valuable to student learning, were not designed for higher levels of transfer.

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.

Student employees (N=86) at a major research institution participated in a new hire orientation training and then responded to questionnaires measuring ten transfer behaviors and eight work environment constructs measuring support, frequency of contact, cohesion, and general means efficacy. Supervisor ratings of trainee performance were used to measure transfer behaviors.