This two phase study investigated the role of Educational Psychologists (EPs), in supporting school staff to transfer learning, from training about attachment and resilience into their practice. Of the various types of action research, this study focused on practical action research, using a responsive model design (Schmuck, 2006). Therefore findings from paper 1 informed the actions in paper 2. The researcher adopted a process consultancy role (Kemmis, 2007), which supported staff to identify and address concerns related to training transfer. The two papers view knowledge in terms of its usefulness for developing practice and therefore operate on the principles of a pragmatic approach. Using a mixed methods approach, the first paper and phase of the research examined the views of staff working in schools on their experiences of how training transfers to practice. In particular, paper 1 aims were to: 1) Determine if (and how) staff have changed their practice following the Multi Agency Attachment and Resilience Group (MAARG) training. 2) Identify what the supporting factors and barriers are perceived to be relevant to implementing or transferring the knowledge gained from the MAARG training, in their daily practice with children and young people. Key findings showed workplace factors such as communication and staff support, to influence staff’s experiences of training transfer. Barriers to implementation were also identified by staff (e.g. time constraints). These findings informed the second phase of the research, where staff were supported to develop capacity, and plan and implement actions to facilitate change. A case study approach was used to develop and evaluate a group intervention for school staff in two schools. This phase had three main aims: 1) To develop a programme which would further support staff to apply relevant knowledge learnt through training, to solve real life problems in their work. 2) To evaluate the processes of the programme of support, in terms of the fidelity of implementation, knowledge use, staff engagement and method acceptability (i.e. the 7 degree to which staff perceive the structure and processes of the programme to be suitable). 3) To evaluate the effectiveness of the programme of support, in terms of immediate outcomes. Process and outcome evaluations were carried out using a mixed methods approach. Key findings showed staff benefited from the intervention programme. The structured group consultation process enabled staff to work efficiently, share responsibilities whilst problem solving, and agree and implement actions with colleagues. Staff applied practical and experiential knowledge when solving problems, with little explicit links to training or research knowledge. Both papers reflect on the role of EPs within the contexts of training implementation. Sections 4 and 5 draw on the findings from both papers, and discuss implications for EP practice.

Dissertation (Ph.D. in Modeling, Virtual Environments, and Simulation)--Naval Postgraduate School, June 2009. / Dissertation supervisor: McCauley, Michael E. "June 2009." Description based on title screen as viewed on July 14, 2009. DTIC Identifiers: Flight simulator, virtual environment, human physiology, transfer of training, human performance, stress coping, stress exposure training. Author(s) subject terms: Stress, training, transfer of training, flight simulator, virtual environment, human physiology, human performance, strain, stress coping, stress exposure training. Includes bibliographical references (p. 163-170). Also available in print.

According to ¡§The 2003 e-learning readiness rankings report¡¨, published by The Economist and IBM in 2004, Taiwan was ranked the third place of e-learning readiness in Asia. In 2002, Taiwan¡¦s government set up the goal to establish the high quality e-learning environment and became one of the leading countries of doing research in e-learning technology. This research adopts the model of training transfer which includes four independent variables¡Ðtrainee characteristics, training contents, system design, and working environment, one intervening variable¡Ðlearning satisfaction, and one dependent variable¡Ðtraining transfer effectiveness. Through questionnaire investigation and data analysis, the conclusions are in the following¡G 1. When the trainee¡¦s motive is higher and easily accept computer training, trainee¡¦s satisfaction and training transfer effectiveness is higher. 2. When the trainee adopts proper training time or course and interacts well with other trainees, trainee¡¦s satisfaction and training transfer effectiveness is higher. 3. When the working environment is beneficial to training, trainee¡¦s satisfaction and training transfer effectiveness is higher. 4. When the e-learning system is easier to use and provides various evaluation ways, trainee¡¦s satisfaction and training transfer effectiveness is higher. 5. The intervening effect of learning satisfaction between trainee characteristics, training contents, system design, working environment, respectively, and training transfer effectiveness obviously existed.

This study investigated the relationship between teacher training transfer, perceptions of principal leadership, and specific principal behaviors among 62 teachers who participated in one district's new teacher induction program. A mixed methods design was employed. A sub-group of 19 participants reported statistically significantly greater training transfer than the other 40 participants; chi-square tests revealed no significant differences between these two groups in terms of demographics or conditions of their supervision. The 19 high-training-transfer participants also reported that their principals demonstrated certain behaviors at a statistically significantly greater level than was reported by the other 40 participants. These principal behaviors were categorized as promoting a culture of accountability and promoting a culture of professional learning. The participants in the high-training-transfer group also were more likely to perceive their principals as strong in both transactional and transformational leadership. However, in the entire sample, leadership style was not found to be significantly related to teacher training transfer, nor were any significant interaction effects revealed between perceived leadership style, teacher demographic variables, and teacher training transfer. The results indicated that specific instructional leadership behaviors were effective in promoting teacher training transfer, and that leadership style made a difference only when applied in the context of these instructional leadership behaviors.

This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments for measuring controlled and autonomous motivation to attend the training, the perceived utility of the training, utilisation of post-training support opportunities and the degree of on-going practice were developed for the study. The results indicate that perceived training utility is an important predictor for transfer. Controlled motivation to attend the training is showing the expected nil-relationship, while autonomous motivation is showing a relationship with transfer without reaching statistical significance. The results confirm a significant positive relationship between on-going practice of the trained techniques with positive psychological capital, whereas the relationship with a one-dimensional measure of mindful attention awareness did not reach levels of statistical significance. Utilisation of post-training support and on-going practice were confirmed as mediators between perceived training utility and the effectiveness measures of mindful awareness and positive psychological capital. Recommendations are made for using a multi-dimensional measurement of mindful awareness and the design of a future evaluation study on this training programme.

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Whether one organization can survive or not, it will depend on its competitiveness. In other words, an organization which is not competitive enough will be forced to leave from this competitive battlefield. On the perspective of human capital, while taking about the level of the organizational competitiveness, the quality of ¡§human resource¡¨ is the key indicator besides the production equipment. In this case, almost every organization put efforts on employee training and education on talents for long-term planning. On personal perspective, training does not only increase one¡¦s confidence and job satisfaction, but also improve the performance ¡]Baldwin & Ford, 1988; Roat, 1988; Curry, Dobbins & Ladd, 1994¡^. In other words, a complete training can increase personal confidence and job performance efficiency as well. Curry (1994) indicated that the only 10-13% trainees can transfer what they have learned from training program to their work, which turns out the waste of 87-90% training cost (Huang, 1999). Moreover, one¡¦s willingness on participation depends on his motivation (Amabile, 1988) which implies that employees¡¦ motivation will significantly influence their performance. In this study, according to the released information of companies from The Life Insurance Association of The Republic of China, we have surveyed the employees of the top 8 companies. The variables including training transfer, as the independent variable, job performance, as the dependent variable, and work motivation, as the moderator, will be examined in this study. We are going to discuss that the work motivation will mediate the relationship between training transfer and job performance through hierarchical regression analyses. The result indicated that training transfer significantly influence job performance and work motivation mediates the relationship between training transfer and job performance. In practice, the trainers can try to increase the trainees¡¦ motivation on participation or consider those employees who are tend to be active on participation while developing organizational training program. Besides, the course design and teaching approaches can improve higher satisfaction of trainees. Increasing employees¡¦ work motivation through social support from managers and colleagues, promotion incentives, new job skills learned from training programs to improve employees¡¦ job performance.

In our country, military is becoming the frame of ¡§Consistent Authority and Responsibility¡¨ and ¡§Professional Department¡¨ due to the military downsizing trend and, besides, the situations between Taiwan and Mainland China--- As a result, we reduce the army personnel number down to 380 thousand members. The sample consisted of 368 officers & sergeant selected from the military. The data were analyzed by applying statistical methods, including factor analysis, reliability, one-way ANOVA, correlation and regression. Training transfer moderated the relationship between downsizing and job involvement, and got the important discoveries are stated separately as follows: 1. From our questioned officers & sergeant, they are not identified with the organization downsizing. National Defensive Department should take this seriously to figure ways out to lift army morale. 2. The different individual variables to downsizing consciousness, job involvement, job satisfaction and training transfer comes out a partly remarkable discrepancy. 3. Downsizing consciousness, job involvement, job satisfaction and training transfer reveals outstanding positive relation. 4. The interaction of efficiency changed consciousness and training transfer interference effect to the identification of job significance.

In the recent few years, players of financial industry in Taiwan have developed wealth management business in full swing because of the optimistic aspects for the future revenue. Financial advisors provide the suggestions for saving investments, asset allocation and tax deduction which can help clients achieve their financial goals. Based on personal criteria play essential roles in this battle. They not only need to search for the potential customers but also sell varied kinds of financial products to them. Thus, financial advisors become popular positions in latter days. This research studied the training transfer of effectiveness for financial advisors in the F bank and there were 176 effective questionnaires returned. The reliability test, T-test, One-way ANOVA, Pearson of Correlation and Multiple Regression Analysis were instructed as methods of research in this study. The results were stated as followed¡G 1.The training transfer of effectiveness is different because the financial advisors¡¦ ages, seniorities, tenures and positions are varied. 2.The training transfer of effectiveness is indifferent when the financial advisors¡¦ gender, marriage, education background, related financial experience and the investment target. 3.The characteristics of trainees, the design of training and working environment are positively correlated to the training transfer of effectiveness. 4.The characteristics of trainees, the design of training and working environment is able to predict the training transfer of effectiveness.

Safeguarding adults is a priority in adult social care, and training is one of the main ways in which policy and guidance around it is implemented. Training transfer refers to the use of new learning on the job, and while the transfer literature is well developed, it does not extend to safeguarding adults training. This research aimed to identify, develop and refine a programme theory of safeguarding adults training transfer by identifying factors that facilitate or inhibit the use of safeguarding adults training in practice, and the impact that the training has. A cross sectional mixed methods realist synthesis approach was used to evaluate two safeguarding adults training programmes provided in Cornwall, UK between 2009 and 2011. Realist synthesis aims to uncover what works, for whom, in which circumstances and how, and develops policy makers’ programme theories of interventions using evidence. A systematic review of training transfer generally, and then of health and social care transfer specifically led to a revision of the policy makers’ programme theory of training. Empirical research in the form of a factorial survey and narrative analysis of qualitative interviews was then undertaken, to further revise the programme theory to be specific to safeguarding adults training. Findings emphasise the importance of considering the effect of the training culture and transfer climate on safeguarding adults training effectiveness. Factors such as opportunity to use learning and supervisor support are important to transfer and the conflict between adult learning principles and mandatory training was explored. Safeguarding adults-specific supports were also highlighted, emphasising the importance of supporting practice using mechanisms other than training. Recommendations are provided regarding how the safeguarding related transfer climate can be improved. Limitations of the study include a high likelihood of sampling bias. The limitations of individual methods and problem of generalising findings obtained from a case study of Cornwall were reduced using the realist synthesis approach.