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Article
Publication date: 4 November 2014

Daniel Yaw Addai Duah, Kevin Ford and Matt Syal

The purpose of this paper is to develop a knowledge elicitation strategy to elicit and compile home energy retrofit knowledge that can be incorporated into the development…

Abstract

Purpose

The purpose of this paper is to develop a knowledge elicitation strategy to elicit and compile home energy retrofit knowledge that can be incorporated into the development of an intelligent decision support system to help increase the uptake of home energy retrofits. Major problems accounting for low adoption rates despite well-established benefits are: lack of information or information in unsuitable and usable format for decision making by homeowners. Despite the important role of expert knowledge in developing such systems, its elicitation has been fraught with challenges.

Design/methodology/approach

Using extensive literature review and a Delphi-dominated data collection technique, the relevant knowledge of 19 industry experts, selected based on previously developed determinants of expert knowledge and suitable for decision making was elicited and compiled. Boolean logic was used to model and represent such knowledge for use as an intelligent decision support system.

Findings

A combination of comprehensive knowledge elicitor training, Delphi technique, semi-structured interview, and job shadowing is a good elicitation strategy. It encourages experts to describe their knowledge in a natural way, relate to specific problems, and reduces bias. Relevant and consensus-based expert knowledge can be incorporated into the development of an intelligent decision support system.

Research limitations/implications

The consensus-based and relevant expert knowledge can assist homeowners with decision making and industry practitioners and academia with corroboration and enhancement of existing knowledge. The strategy contributes to solving the knowledge elicitation challenge.

Originality/value

No previous study regarding a knowledge elicitation strategy for developing an intelligent decision support system for the energy retrofit industry exists.

Details

Structural Survey, vol. 32 no. 5
Type: Research Article
ISSN: 0263-080X

Keywords

Article
Publication date: 14 August 2018

Andrew Kimwolo and Thomas Cheruiyot

This paper aims to determine the effect of intrinsically motivating idiosyncratic deals (I-deals) on innovative work behaviour (IWB) among tied life insurance agents in Kenya.

Abstract

Purpose

This paper aims to determine the effect of intrinsically motivating idiosyncratic deals (I-deals) on innovative work behaviour (IWB) among tied life insurance agents in Kenya.

Design/methodology/approach

Standard multiple regression analysis was used to test the hypotheses from data collected from a field study from 498 employees and 48 managers.

Findings

The study findings showed a positive relationship between both flexibility I-deals and IWB (ß = 0.461, p < 0.00) and between task and responsibilities I-deals and IWB (ß = 0.171, p < 0.01).

Research/limitations/implications

The cross-sectional collection of data weakens the author’s claim of causality between the variables in focus. The study extends literature on the effects of flexibility as well as tasks and responsibilities I-deals on IWB.

Practical implications

Organizations must grant their employees with intrinsically motivating I-deals in order for display of IWB.

Social implications

These I-deals provided intrinsic motivation of the employees in displaying IWB in the organizations. The exchange relationship with the employers got enhanced through their granting motivating employees to look for new ways of doing their work.

Originality/value

This is the first study to investigate a linear relationship between intrinsically motivating I-deals and IWB.

Details

International Journal of Innovation Science, vol. 11 no. 1
Type: Research Article
ISSN: 1757-2223

Keywords

Article
Publication date: 1 January 1994

Robert Burgin and Duncan Smith

Libraries devote considerable money to providing continuing education and staff development, but initial research suggests that there is little “pay off” to continuing…

Abstract

Libraries devote considerable money to providing continuing education and staff development, but initial research suggests that there is little “pay off” to continuing education efforts, that less than half of all training transfers to the work place. While a wide range of activities may be used to promote the transfer of training to the job, evidence shows that librarians do not often engage in such activities. Ways of strengthening support for transfer of training in libraries — and thereby enhancing the performance of the library's personnel — are suggested.

Details

The Bottom Line, vol. 7 no. 1
Type: Research Article
ISSN: 0888-045X

Article
Publication date: 14 June 2022

Zahid Hussain Bhat, Rouf Ahmad Mir, Raja Rameez and Riyaz Ahmad Rainayee

This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the…

Abstract

Purpose

This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training.

Design/methodology/approach

A conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated.

Findings

The facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses.

Research limitations/implications

This study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable.

Practical implications

This study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular.

Originality/value

The training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.

Details

Industrial and Commercial Training, vol. 54 no. 4
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 2 May 2017

Fredrick Muyia Nafukho, Mary Alfred, Misha Chakraborty, Michelle Johnson and Catherine A. Cherrstrom

The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training…

3173

Abstract

Purpose

The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents.

Design/methodology/approach

A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed.

Findings

The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning.

Research limitations/implications

Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses.

Originality/value

This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.

Details

European Journal of Training and Development, vol. 41 no. 4
Type: Research Article
ISSN: 2046-9012

Keywords

Book part
Publication date: 5 December 2017

Abstract

Details

Methodological Challenges and Advances in Managerial and Organizational Cognition
Type: Book
ISBN: 978-1-78743-677-0

Book part
Publication date: 25 July 2008

Gregory Ashley is a Ph.D. student at the University of Nebraska at Omaha in the area of Industrial/Organizational (I/O) Psychology. Greg holds undergraduate degrees in…

Abstract

Gregory Ashley is a Ph.D. student at the University of Nebraska at Omaha in the area of Industrial/Organizational (I/O) Psychology. Greg holds undergraduate degrees in Psychology and telecommunications, and Masters degrees in Business and Economics. His research has been published in both economic and psychology-related publications. Prior to entering academia, Greg accrued over 20 years of hands-on business experience working in a variety of management positions in the telecommunications industry.

Details

Emotions, Ethics and Decision-Making
Type: Book
ISBN: 978-1-84663-941-8

Open Access
Article
Publication date: 3 January 2022

Janos Salamon, Brian D. Blume, Gábor Orosz and Tamás Nagy

The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of…

Abstract

Purpose

The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer.

Design/methodology/approach

Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses.

Findings

Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT.

Practical implications

Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low.

Originality/value

To the best of the authors’ knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 6 May 2020

Aitana González-Ortiz-de-Zárate, Miguel Aurelio Alonso García, Carla Quesada-Pallarès, Francisca Berrocal Berrocal and Gary N. McLean

The purpose of this paper is to validate two scales, the factors predicting transfer (FPT) and the effectiveness questionnaire (CdE), in the Spanish Public Administration (SPA).

Abstract

Purpose

The purpose of this paper is to validate two scales, the factors predicting transfer (FPT) and the effectiveness questionnaire (CdE), in the Spanish Public Administration (SPA).

Design/methodology/approach

The FPT was administered at the end of the training, and the CdE four months after training. Participants had attended one of the 62 trainings offered by the SPA. With 1,457 participants, exploratory factor analysis (EFA; n = 728) and confirmatory factory analysis (CFA) (n = 729), randomly assigned, were performed on the FPT, and CFA (n = 726) was applied to the CdE.

Findings

A 30-item and four-factor solution emerged for the FPT through the EFA, which was confirmed by a good model fit through the CFA. A seven-item single-factor solution was confirmed for the CdE. Measurement invariance for the mode of instruction and gender was accepted for both instruments.

Research limitations/implications

Further research should be done in a more heterogenous sample that includes private organizations, different sectors and sizes. In the human resource development (HRD) field, these results suggest, in line with previous research, the existence of underlying constructs of factors of transfer that migrate across cultures.

Practical implications

The potential use of the FPT is the diagnosis of factors of transfer, and for the CdE, evaluation of the transfer of interventions at the behavioral level. The instruments are suitable for research and practice that compares online and in-class training.

Originality/value

The study performs the first rigorous analysis of measurement instruments to evaluate factors that predict transfer in Spain.

Details

European Journal of Training and Development, vol. 44 no. 6/7
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 9 April 2021

Ragini and Piyali Ghosh

Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which…

Abstract

Purpose

Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support.

Design/methodology/approach

The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used.

Findings

Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer.

Practical implications

Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer.

Originality/value

An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

Details

European Journal of Training and Development, vol. 46 no. 1/2
Type: Research Article
ISSN: 2046-9012

Keywords

1 – 10 of 381