Mudanças recentes na área de Treinamento, Desenvolvimento e Educação (TD&E) introduzem novas formas de oferecer programas instrucionais, que passam a ser realizados via internet, suscitando discussões acerca de sua viabilidade, efetividade e potencial para retornar melhorias aos seus participantes e benefícios tangíveis às organizações. A avaliação da efetividade de ações de TD&E exige medir seus efeitos sobre o desempenho individual dos egressos, incluindo uma complexa gama de variáveis da organização, do treinamento e do indivíduo explicativas do processo de transferência de competências adquiridas ao ambiente de trabalho. Nesse sentido, o presente estudo teve como objetivo propor e testar um modelo de avaliação de ações educacionais corporativas ofertadas a distância, visando identificar fatores que influenciam na efetividade de treinamentos dessa natureza, entre variáveis do indivíduo (estratégias de aprendizagem), de reação ao curso (procedimentos instrucionais e desempenho do tutor) e do ambiente (barreiras e facilitadores em contexto a distância e suporte à transferência de treinamento), tendo como variável critério o impacto do treinamento no trabalho, medida em termos de desempenhos específicos (impacto em profundidade) e gerais (impacto em amplitude) no trabalho. A coleta de dados foi realizada por meio da aplicação virtual de questionários aos membros de uma organização pública brasileira do setor bancário, que participaram de um treinamento a distância (autoavaliação), e a seus superiores hierárquicos (heteroavaliação). Foram realizadas a adaptação e a validação teórica de instrumentos nacionais utilizados na coleta de dados; tradução ao espanhol dos instrumentos de medida e aplicação em estudo piloto na Espanha que antecedeu o estudo de campo principal; análises estatísticas (descritivas, consistência interna, fatoriais exploratórias e confirmatórias) para a verificação de evidências de validade dos instrumentos de medida; regressões múltiplas e modelagem por equações estruturais para testar o conjunto de relações entre as variáveis presentes no modelo de investigação proposto (predição, mediação e moderação). Foram confirmadas a validade e a confiabilidade dos instrumentos, configurando-se como ferramentas de avaliação úteis ao diagnóstico da efetividade de treinamentos em ambientes corporativos. Os achados, baseados nos altos níveis de ajuste dos modelos encontrados, comprovaram o poder explicativo da satisfação com os procedimentos instrucionais, das estratégias de aprendizagem, sobretudo as de elaboração e aplicação prática, e do suporte à transferência (material e de pares), para o processo subsequente de aplicação das novas habilidades no trabalho, na autoavaliação de ambos tipos de impacto; na heteroavaliação, o suporte de supervisores e as estratégias cognitivas e busca de ajuda explicaram, respectivamente, a ocorrência do impacto em profundidade e em amplitude; além da identificação do papel mediador/moderador das reações e do suporte à transferência. Os resultados empíricos obtidos por meio da utilização de modelos mais sofisticados de análise de dados e combinado à inclusão de hipóteses preditoras, mediadoras e moderadoras para a investigação do fenômeno do resultado do treinamento no desempenho dos egressos suprem lacunas de pesquisa e oferecem importantes subsídios à área de avaliação de programas de TD&E, beneficiando o desenvolvimento do campo científico, em termos de avanços teórico-metodológicos, e trazendo implicações práticas, ao apresentar orientações aos profissionais que influenciam sobre o desempenho de suas atividades e facilitam as intervenções em contextos organizacionais e de trabalho. / Recent changes in the field of training introduce new ways to offer these programs in organizations, which are currently delivered by the Internet, raising questions about their feasibility, effectiveness and potential to return improvements to the participants performance and tangible benefits to organizations. The evaluation of e-training effectiveness requires measuring its effects on the individual employees performance, including a large and complex range of organizational, training design and individual variables that explain the transfer of training process at the workplace. Though, the present study aimed to propose and test an assessment model in a distance corporate context, to identify factors relating to individual characteristics (learning strategies), reaction (instructional procedures and tutors performance) and the work environment (barriers and facilitators in e-learning and support to training transfer) that can influence e-training outputs. To measure the effectiveness of training at work, the dependent variable was the transfer of training, measured in terms of specific (in depth impact) and overall (in width impact) performance at work. Data collection was conducted through online questionnaires delivered to members of a Brazilian public organization of the banking sector that had participated in an e-training (self-evaluation), and to their supervisors (hetero-evaluation). Adaptation and content validation of national instruments used in data collection were conducted; translation into Spanish of the measuring instruments and application in a pilot study in Spain prior to the main study; statistical analysis (descriptive, internal consistency, exploratory and confirmatory factor analysis) to verify the reliability of the scales; multiple regressions and structural equation modeling to test the relationships between the variables in the proposed research model (prediction, mediation and moderation). The validity and reliability of the instruments indicate them as useful assessment tools in diagnosing the effectiveness of training in corporate environments. The findings, based on the high level of fit for the models, confirm that the trainee satisfaction with the instructional procedures, the learning strategies, mainly the elaboration and practical application strategies, and the perception of material and peer support, contributed to the subsequent process of applying the new skills at work in the self-evaluation of both types of impact; in the hetero-evaluation, the supervisor support and the cognitive and help-seeking strategies explained, respectively, the in depth and in width impact; besides, the mediating/moderating role of reaction and support to transfer was identified. The empirical results obtained through the use of more sophisticated models of data analysis and combined with the inclusion of predictive, mediating and moderating effects to investigate the transfer of training in the employees performance clarify research gaps and provide important subsidies to the training evaluation field, benefiting the development of the scientific literature, in terms of theoretical and methodological advances, and bringing practical implications, offering guidance to professionals that influences on the performance of their activities and facilitates interventions at work and organizational settings.

The problem of this study is to see if there is more symbolic language transfer by autistic children in an untrained matching situation if there has been previous training on similar matching situations. The purposes of the study are twofold. The first is to see if subjects will make a motor sign response untrained to an object if the word for the object has been trained to the motor sign response and to see if they will make a motor sign response untrained to a word for an object if they have been trained to make the response to the object named. The second is to see, if transfer occurs, whether the order presentations of object and word are a factor.

Thesis (MA. (Psychology)) -- University of the North, 2002. / The aim of the study was to assess as to whether psycho education can lead to compliance,and to strengthen the families to be long-term caregivers in Mankweng hospital (psychiatric clinic) of the Limpopo Province. It is included two phases(l) baseline and (2) follow-up. The baseline included of 82 (50 males and 32 females) participants with schizo phrenia. Their (patients) ages ranged from 17 years to 62 years with the mean age of 37.5 (SD=l 0.2). So, forty-one (41) patients were the experimental group who interviewed and also received intervention , and the remaining forty-one(41) were only interviewed at the baseline. After nine moths , follow-up was done, and it included fifty-seven (36 males and 21 females) participants who were followed up at their homes. Thirty-one (31) were the experimental group and twenty-six (26) were the control group. Their ages ranged from 20 years to 62 years with the mean age 39.3 (SD= l2.6). At follow-up , the questionnaire was going along with the Brief Psychiatric Rating Scale for both groups. The results showed that most of the patients were compliant to their medications however ,with no significant differences because of the small sample that represented the population . For instance , not all patients were available at the follow-up session and there were other factors that could harm the effectiveness of research. The research concludes that psycho-education in South Africa can promise to improve health for the individuals only if the psychiatrists continue to educate patients to be effective on their treatment; and it can provide a concrete approach to the development of social and coping skills of the patients and their families.

Learning and development (L&D) professionals in a Fortune 500 company were unable to determine whether managers who completed leadership development courses were transferring what they learned to their work practices. The purpose of this qualitative single instrumental case study was to uncover the factors that accelerated or impeded the transfer of training for employees in the workplace. The conceptual framework was social cognitive learning theory with emphasis on the triadic reciprocal causation model. Guiding questions were used to explore 2 areas: (a) how managers described their preparedness to transfer the training to their jobs, and (b) how managers described their perceptions of the transfer of training from the concepts learned in class to practical job application. Data were collected through one-on-one online interviews with 12 managers who had completed a leadership development course. Data analysis included organizing the data; reading them multiple times; developing codes, categories, and themes; and interpreting the findings. Over 90% of the participants stated that they felt prepared to implement the training after the class. However, only half reported a moderate to high level of confidence incorporating the training into their work. A 3-day professional development project was designed to heighten awareness of the benefits of advancing the transference and application of training with a strong focus on driving social change in the workplace through improved interpersonal skills between managers and their direct reports.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 24, 2010). Includes bibliographical references (p. 29-30).

This descriptive study, adapted from Holton and Bates' Learning Transfer System Inventory (LTSI), examined factors that facilitated and/or hindered transfer of learning for participants of a four-day grant writing workshop. The targeted population was a group of faculty and staff at a Midwest state-supported institution of higher education. The workshops included lecture, group and individual work time, and one-on-one consultation with workshop presenters. Learning focused on developing project ideas, searching for a funding sponsor, and developing the proposal narrative and budget. Multiple workshops were offered between December 2000 and December 2003.The LTSI represents sixteen factors for transfer of learning; these factors were adapted to construct an online survey related to Grantsmanship Workshop content. The survey items reflected the workshop phases and the transfer concepts of each phase: prior to the workshop (learner readiness, supervisor/peer support, motivation to attend, learning interests, pre-workshop preparation); during the workshop (workshop design, time allotment, feedback); and after the workshop ended (content validity, transfer design, personal capacity for transfer, opportunity to use). In addition to these 49 Likert scale items, the survey included yes/no, short answer, and open-end questions related to post-workshop activity, allowing the opportunity to provide additional evidence of their workshop experiences. Of the sixty-six former participants contacted via email, twenty-two voluntarily completed the survey.Issues highlighted during the pre-workshop time period were (1) understanding the significance for learning about grant writing, (2) perception of external support for workshop attendance, and (3) preparation for the workshop. During the workshop, participants acknowledged the benefits of using individual interests to learn the general concepts surrounding grant writing and connecting the learning back to their respective transfer environments. Points of debate were raised regarding program design, particularly with time allocation; responses varied from "not enough individual time" and "too much lecturing" to "too fast-paced" and "not long enough." Two transfer issues emerged after the workshop: time for completing projects, and departmental- and college-level support for pursuing externally funded projects.Findings from the study were used to recommend strategies for future study, as well to suggest transfer strategies for program planners, instructors, program attendees, and other stakeholders. / Department of Educational Studies

Abstract The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their perception of the organization being a learning organization. The study actually had three parts. First, it intended to investigate the perception of law enforcement officers regarding factors within their work environment that influence or impede the transfer of training process (specifically, organizational support and transfer climate/culture). Second, it intended to determine the perception of law enforcement officers concerning the promotion of their organization's learning practices, learning culture, and the continuous learning environment at an individual, team, and organizational level (a learning organization). Lastly, it intended to determine if there was a difference in the perception of law enforcement officers related to transfer of training and a learning organization utilizing the variables of rank, posting, gender, years of service, and age. The participants included law enforcement officers within a Caribbean police department. The two theories employed as the theoretical framework for this study are the training transfer process model by Baldwin and Ford (1988) and the Watkins and Marsick's (1997) framework of learning organization, the dimensions of learning organization. Data was collected using qualitative and quantitative methods (focus groups and a paper and pencil version of the Dimension of Learning Organization - A). A pilot study was conducted to establish the integrity of the data collection methods and evaluate the viability of the focus groups. The conclusions that emerged from this research indicated that subordinates and management did not perceive the organization as one that provided support for transfer of training within the work environment. As it relates to the officers' perception of their organization as one that promotes a learning practices and culture, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning at an individual level (group mean = 3.26 with a standard deviation of 0.91). As it relates to the team or group level, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning (group mean = 3.10 with a standard deviation of 1.12). As it relates to the organizational level, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning at an organizational level (group mean = 3.40 with a standard deviation of 1.07). However, this does not mean that the officer's individual scores were in this range.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 109-115).

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).

Thesis (MComm)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Training represents an expensive investment organisations make in their human resources. For this reason, it is imperative that the knowledge, skills, attitudes and behaviours gained in training be transferred into visible on-the-job performance and results. Unfortunately, despite the increasing amounts of time, effort and money being spent on organisational training, the so-called “transfer problem” remains a threat. Continued low transfer puts a major portion of the training investment at risk, thus justifying practical efforts to leverage greater transfer of training. This study is one such effort. The primary goal of this study was to develop and test an empirical model of the transfer process so as to establish the effects of trainee ability and motivation on this process. More specifically, it aimed to establish the relationships between the constructs trainee ability to learn, motivation to learn, intention to learn, learning and retention, motivation to transfer, intention to transfer and consequently, transfer. A comprehensive study of the transfer of training literature was conducted so as to gain a better understanding of the issues relevant to the purpose of the study. The sample used for this study consisted of 116 trainees attending an assessor training course provided by the Wholesale and Retail Sector Education and Training Authorities (W&RSETA) in South Africa. Five questionnaires were administered during the course of the study, of which two were developed especially for the purposes of the study. The Motivation to Learn Questionnaire consisted of three sections. Section A was designed to give an indication of the demographic data of the trainees. Section B measured Motivation to Learn and Section C measured Intention to Learn by means of a Likert-type scale. The Motivation to Transfer Questionnaire also consisted of three sections, with Section A providing demographic data, Section B measuring Motivation to Transfer, and Section C measuring Intention to Transfer via a Liker-type scale. A Mental Alertness Scale, giving an indication of ability to learn (i.e. general cognitive ability), as well as a pre- and post Knowledge Test, measuring learning and retention, also had to be administered during the study. These measures were distributed to the various training facilitators for administration according to specified instructions at their respective training sessions. The data was subsequently analysed using SPSS. Unfortunately, not all hypotheses could be corroborated in this study, yet useful insights were nonetheless gained. It was discovered that ability to learn significantly affects the amount of learning and retention that occurs during training. Ability to learn was also positively correlated with motivation to learn the training material. Motivation to learn produced significant relationships with three variables, namely intention to learn, intention to transfer, as well as motivation to transfer learning into on-the-job performance. Intention to learn was also found to positively correlate with intention to transfer. Finally, motivation to transfer indicated a significant correlation with intention to transfer. Consequently, conclusions were derived from the results obtained and recommendations for future research made. / AFRIKAANSE OPSOMMING: Opleiding is ‘n duur belegging wat organisasies in hul menslike hulpbronne maak en daarom is dit uiters belangrik dat die kennis, vaardighede, houdings en gedrag wat tydens opleiding aangeleer word, oorgedra word tot sigbare werksprestasie en resultate. Ongelukkig bly die oordrag van aangeleerde kennis en vaardighede ‘n probleem, ten spyte van die toenemende besteding van tyd, inspanning en fondse aan organisatoriese opleiding. ‘n Groot deel van die belegging in organisatoriese opleiding word op die spel geplaas deur voortdurende lae vlakke van oordrag. Om die rede, regverdig dit praktiese pogings om hoër oordragsvlakke te bewerkstellig. Hierdie studie poog om ‘n bydrae te maak in hierdie verband. Die primêre doel van die studie is om ‘n empiriese model van die oordragsproses te ontwikkel en te toets, en sodoende die effek van leerders se vermoëns en motivering op hierdie proses vas te stel. Meer spesifiek, poog dit om die verband tussen die konstrukte van leervermoë, motivering om te leer, intensie om te leer, leer en retensie, motivering om oor te dra, intensie om oor te dra, en oordrag, vas te stel. ‘n Omvattende literatuurstudie van die oordrag van leer is uitgevoer om sodoende ‘n beter begrip te kry van die konstrukte ter sake. ‘n Steekproef van 116 leerders is in die studie gebruik. Die leerders het ‘n assessoropleidingsprogram bygewoon wat deur die W&R SETA verskaf is. Vyf vraelyste is gedurende die studie toegepas, waarvan twee vir die doeleindes van die studie ontwikkel is. Die motivering-om-te-leer vraelys bestaan uit drie afdelings. Afdeling A verteenwoordig demografiese items, en Afdeling B en Afdeling C meet onderskeidelik motivering om te leer en intensie om te leer met behulp van ‘n 7-punt Likert-tipe skaal. Die oordragmotiveringsvraelys bestaan ook uit drie afdelings, waar Afdeling A weer op demografiese informasie fokus. Afdeling B en C meet onderskeidelik oordragmotivering en oordragintensie met behulp van ‘n 7-punt Likerttipe skaal. ‘n Verstandelikehelderheidsskaal (wat leervermoë gemeet het), sowel as ‘n voor- en na-kennistoets (wat leer en retensie meet) is ook toegepas gedurende die studie. Hierdie vraelyste is aan die verskillende opleiers versprei sodat hulle dit volgens die instruksies in hulle onderskeidelike opleidingssessies kon toepas. Die data is geanaliseer deur die gebruik van die rekenaarpakket SPSS. Al die hipoteses kon nie bevestig word nie, maar nuttige insigte is nogtans ingewin. Resultate toon dat leervermoë ‘n beduidende effek het op die hoeveelheid leer en retensie wat gedurende opleiding plaasvind. Leervermoë het ook ‘n positiewe verband met leermotivering getoon. Leermotivering het beduidende korrelasies met drie veranderlikes getoon, naamlik leerintensie, oordragintensie en oordragmotivering. Leerintensie het ook ‘n positiewe korrelasie met oordragintensie getoon. Laastens is ‘n beduidende korrelasie tussen oordragmotivering en oordragintensie bevind. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is gemaak.