The purpose of the study is to investigate the transfer of training in the Central Bank of Lesotho. To guide this study, the following questions were formulated and answered: .:. How do managers assess transfer of training in the Central Bank of Lesotho? .:. What is the extent of transfer of training in the bank? .:. What are the reasons behind lack of transfer of training, if it exists in the bank? .:. What can be done to promote transfer of training in the bank? The research method that was used in this study was the survey method, which aims at gathering data about large numbers of people. Questionnaires were used to elicit answers to these questions and were given to the management of the Central Bank of Lesotho, as well as to the employees who have undergone training. This company was chosen because the researcher has worked there for seven years and understands how it operates. The study found that behavioural performance appraisal is used by Central Bank of Lesotho management to assess transfer of training and that a high percentage of training is transferred immediately after training, when trainees are still excited about what they have learned. It was concluded that there are barriers to transfer of training such as lack of management and co-worker support, lack of resources after training, lack of motivation and many others. On the basis of these findings and conclusions, it was recommended that Performance Appraisal should not only be carried out by managers, but colleagues also have to assess an individual. Follow-up training and management support were encouraged, to motivate trainees to apply what they have learned. / Thesis (M.Bus.Ad.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

No description available.

The investigation examined the effects of formal and semantic intralist stimulus similarity (ISS) on transfer of stimulus differentiations in the A-B, A-C paradigm.

An experiment was conducted to examine the functionality of using auditory stimuli in isolation as fading stimuli. A review of the literature revealed very few reports regarding the usage of the auditory modality for fading purposes. The study employed auditory prompts as fading stimuli in the transfer of stimulus control across stimulus modalities, specifically, the transfer of stimulus control from auditory to visual stimulus properties. A single subject was employed for the experiment. The results were that the intensity of the auditory stimulus was an ineffective dimension to use for fading operations in the transfer of stimulus control across stimulus modalities, Further investigation is needed regarding the conditions that limit the transfer of stimulus control when auditory prompts are employed as fading stimuli.

The degree of transfer of technical training to workplace behavior was evaluated using a Solomon Four-Group experimental design. Additionally, all groups received retrospective pretests. Subjects were 103 technicians in an electronics company. Supervisors rated technicians on behaviorally anchored rating scales which were developed and labeled as behavior description scales for simplicity. Analysis of variance revealed no effect for training nor pretest. A training-pretest interaction effect was revealed for one dimension (Communication with Support Groups). Analysis of covariance revealed main effects for pretesting for two dimensions (Problem Solving and Communication with Supervisor) and a pretest-training interaction-for one dimension (Problem Solving). Except for one dimension, t tests revealed no significant differences between traditional pretests and retrospective pretests, thus negating a hypothesized response shift bias.

Thesis (Ph. D.)--Antioch University, 2007. / Title from PDF t.p. (viewed Apr. 10, 2007). Advisor: Jon F. Wergin. Keywords: transformative learning theory, deliberative curriculum theory, graduate professional education, theory building, higher education. Includes bibliographical references (p. 377-399).

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1974. / Bibliography: leaves 74-79. / viii, 79 leaves ill

This thesis aimed to describe the conditions under which transfer of training would occur and the processes that are involved in the transfer of training to the workplace. Two studies were conducted that assessed the individual, situational, and training design factors that impacted on the transfer of training to the workplace. Study 1 examined the influence of individual and situational factors on the achievement of trainees’ transfer goals. Trainees’ goals for transfer and their commitment to those transfer goals were found to act as mediators of the influence of self-efficacy, motivation, and situational constraints on transfer goal achievement. This result supported previous research that has shown that the impact of personal and situational factors on performance is mediated by the personal goal level and level of goal commitment (Wofford, Goodwin & Premack, 1992). Study 2 was based on a model of the determinants of training transfer proposed by Thayer and Teachout (1995). The model was modified to focus on the determinants of trainees’ transfer implementation intentions and implementation activities. Climate for transfer was assessed prior to training commencing and was found to influence pre-training levels of self-efficacy. However, positive and negative affect also influenced pre-training levels of both self-efficacy and motivation, and the two climate for transfer factors (Positive and Negative Work Climate) were found to influence positive and negative affectivity, respectively. It was concluded that climate for transfer does impact direct and indirectly on pre-training levels of self-efficacy and motivation. A second structural model found that pre-training self-efficacy is a strong determinant of the learning that occurs during training, and the level of post-training self-efficacy. Post-training self-efficacy is a strong determinant of transfer implementation intentions, which in turn were a strong determinant of implementation activities. Implementation activities were positively related to transfer success. Separate structural models were developed to assess the impact of in-training transfer enhancing activities on learning, post-training self-efficacy, transfer implementation intentions, and implementation activities. Self-control cues, relapse prevention activities, and goal setting (when assessed separately) were found to positively influence post-training self-efficacy and implementation intentions. Relapse prevention activities and goal setting (when assessed separately) were also found to positively influence implementation activities. The results strongly supported the modified model of training transfer that was presented. It was also concluded that situational factors do exert an indirect influence on the transfer process, apart from simply influencing what trainees are able to do after training has completed (Mathieu & Martineau, 1997, Quiñones, 1997).

Thesis (Ed. D.)--Illinois State University, 1970. / Title from title page screen, viewed Sept. 2, 2004. Dissertation Committee: Elmer A. Lemke, Clayton F. Thomas (co-chairs), Francis R. Brown. Includes bibliographical references (leaves 76-81) and abstract. Also available in print.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.