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oai:www.ideals.illinois.edu:2142/82256 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

text Hulin, Charles L. Richman, Wendy Lynn 2015-09-25T20:39:58Z 2015-09-25T20:39:58Z 10000-01-01 1998 1998 This study examined the effectiveness of two post-training interventions, goal-setting and self-management training, on improving transfer of training. The interventions provided trainees with cognitive skills and techniques needed to help them transfer their learned skills from the classroom to their jobs and to generalize their training to new situations. This study investigated the processes by which the two post-training interventions might lead to better transfer of trained skills by examining the effects of trainee self-efficacy, motivation, and characteristics of the work environment within a comprehensive transfer of training framework. A transfer of training model incorporating various motivational and contextual variables was developed. This research evaluated five training programs in two different organizations; a total sample of 437 employees. The findings indicate that goal-setting training was an efficient and cost effective means of improving the extent to which trainees applied their skills to the job, especially when trainees worked in an environment that supported and valued training and development activities. Trainee self-efficacy, transfer of training climate, continuous learning culture, training performance, and in some instances motivation, emerged as significant predictors of both maintenance and generalization of trained skills. Implications for training research and human resource practices are discussed. Made available in DSpace on 2015-09-25T20:39:58Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912354.pdf: 9683000 bytes, checksum: ded6602f46c7c30fc5b5498017f5fcfb (MD5) Previous issue date: 1998 Embargo set by: Seth Robbins for item 83537 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 251 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998. http://hdl.handle.net/2142/82256 (MiAaPQ)AAI9912354 eng Education, Educational Psychology Examining the Effects of Post-Training Interventions on Transfer of Training Psychology Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.