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1.
Muhammad Awais Bhatti Sharrifah Ali Mohd Faizal Mohd Isa Mohamed Mohamed Battour 《Performance Improvement Quarterly》2014,27(1):51-82
The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer. 相似文献
2.
Transfer of training is a major concern for trainers and managers. If training does not transfer to the job, the value of the training is questionable. This study investigated the relationships between: 1) perceived importance of training objectives and perceived transfer of training relative to those objectives, and 2) types of supervisor reinforcement which trainees perceive to be most motivating and the types of reinforcement that they perceive their supervisors actually use. The study was conducted in the context of a Managerial Leadership Program within a large oil refinery and chemical company in Korea. The study found that as either supervisors or trainees perceived a training objective to be more important, they also perceived more transfer of training relative to that objective. The study also found that the types of reinforcement trainees perceived to be most motivating were also the types that they perceived their supervisors used most often. 相似文献
3.
Literature has indicated that support of the supervisor is critical for an employee to apply the competences developed during a training programme in the job. Typically in training transfer studies this is referred to as ‘supervisor support’. A close examination of supervisor support in training transfer studies shows that, although many studies consider it a similar construct, the content does differ from one study to another. The purpose of this systematic literature study is to elucidate this notion of supervisor support by conceptualising and operationalising the role of the supervisor in training transfer at a deeper level of specificity: in terms of particular behaviours and attitudes adopted by supervisors. Ninety-nine articles were retrieved and examined. As a result, a more holistic definition of the construct is proposed and 24 specific behaviours and attitudes that a supervisor can adopt to support training transfer, were discerned. 相似文献
4.
本文以杭州市建筑企业专业技术人员为例,通过问卷调查收集数据,分析组织因素对专业技术人员(知识型员工)培训效果的影响。研究结果表明,上级支持、同事支持和管理沟通对知识型员工的培训动机有正向影响,并通过培训动机的中介作用显著影响培训效果;培训决策权的集中程度对培训设计有负向影响,管理沟通对培训设计有正向影响,且二者通过培训设计的中介作用显著影响培训效果。建议企业从上级支持、同事支持、管理沟通和分权决策四个组织因素出发,通过建立培训支持体系、培训合作制度,以及营造学习型文化氛围等管理方式的改进,提升知识型员工的培训效果。 相似文献
5.
Rachel Andriatsitohaina Muthoni 《The Journal of Agricultural Education and Extension》2017,23(1):23-37
Purpose: This study determined the extent to which transfer of training among trainees from national partners of an international bean research network in Africa was perceived to have taken place; including determining the factors that predicted transfer of training back to the job. Methodology/approach: Online data collection using the Learning Transfer Systems Inventory (LTSI) from 139 respondents was made and analyzed using bivariate correlations and hierarchical multiple regression. Findings: An average of 75% of the training skills were perceived as transferred. ‘Personal capacity’ significantly predicted transfer, while ‘motivation to transfer’, ‘transfer design’, ‘supervisor’, and ‘peer support’ positively correlated with training transfer. Theoretical implications: The LTSI factors remain relevant explanations for training transfer with in African agricultural research and development organizations. Certain work environments are likely to have new factors such as ‘Supervisor and peer’ support which operated as one explanatory factor for training transfer, revealed the closeness of supervisors and peers in agricultural research and development settings. Practical implications: The international agricultural research network needs to consider the trainees’ ability to transfer new training given workload-related hindrances. Originality/value: The applicability of the LTSI for international agencies that conduct training for agricultural research and development in Africa has been tested. Such institutions need policies that enhance trainee capacity to transfer training to the work place. 相似文献
6.
Andreas Gegenfurtner 《Vocations and Learning》2013,6(2):187-205
This longitudinal study examined the multidimensionality of motivation to transfer training. Based on self-determination theory, expectancy theory, and the theory of planned behaviour, motivation to transfer was conceptualized in three dimensions: autonomous motivation to transfer, controlled motivation to transfer, and intention to transfer. Relationships of these dimensions with attitudes toward training content, knowledge test performance, and self- and supervisory-assessed transfer were investigated to understand further the mediating role of intentions in the transfer process. Participants were 128 trainees in occupational health and safety programs. Confirmatory factor analysis indicated good fit of the proposed three-factor structure. Partial least squares (PLS) based path modelling indicated partial support of the hypothesized relationships. Knowledge gain following training was large (Cohen’s d?=?1.00), while attitude change was small (Cohen’s d?=?0.27). The findings are discussed in terms of their significance for the development of theories of training effectiveness and their implications for evaluating professional development. 相似文献
7.
Lawrence R. Wheeless Virginia Eman Wheeless Richard D. Howard 《Communication quarterly》2013,61(3):222-232
This study examined the relationship of communication‐related variables to employee job satisfaction. Specifically, employee communication satisfaction with supervisor, perceived supervisor receptivity to information and ideas, employee participation in decision‐making, participation versus desired participation level, and job satisfaction with supervisor, co‐workers, promotions, pay, and work were studied. The subjects for the study were classified employees (secretaries, clerks, lowest level supervisors, etc) in three administrative units (Controller, Personnel, and Admissions & Records) of a comprehensive Eastern university. The communication‐related variables accounted collectively for a substantial amount of variance (76%) in employees job satisfaction. Moreover, communication satisfaction with supervisor and supervisor receptivity in information were found to be more powerful “predictors”; of job satisfaction than the decision participation variables. The study cast some doubt upon the comparative value of participation as a communication strategy with low‐level employees. Specific guidelines for direct application of results and implications for future research were derived from the study. 相似文献
8.
Ann Macfadyen Christine English Michael Kelleher Maggie Coates Colin Cameron Vanessa Gibson 《高等教育研究与发展》2019,38(5):985-1000
ABSTRACTAn action research project involving 25 master’s supervisors, from health and education disciplines, sought to enhance their understanding of dissertation supervision. Recognising that they were sometimes slightly unsure about their role, they sought to identify issues that contributed to this circumstance, and to develop supervisor preparation materials to support future colleagues. During interviews and collaborative workshops, colleagues shared their experiences and reflected with one another on the nature of supervision. Through this process, they constructed a model that conceptualises how they practice. The core element is an ongoing assessment of a student’s readiness, motivation and individual situation. In response to this assessment, supervisors balance three functions: Facilitating, Nurturing and Maintaining Standards. Facilitating encourages student growth through challenge or stimulation. Nurturing involves the provision of support and reassurance within a safe space in which this growth can occur. Maintaining standards ensures that academic and professional rigour are preserved. 相似文献
9.
This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered. 相似文献
10.
Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class. 相似文献
11.
This study examines the relationships between supervisor communication apprehension, employee communication apprehension, and employees' reports of information received from their supervisor. Results indicated that supervisor communication apprehension was negatively related to employees' reports of information received. Employee communication apprehension and employees' reports of information received from supervisors were not significantly related. Supervisor communication apprehension was negatively related to the information load reported by employees. Finally, a positive relationship was identified between employee communication apprehension and the information load reported by employees. 相似文献
12.
沈彦彬 《上海教育评估研究》2020,9(3):52-57
以成功智力理论为基础,自编《本科生创新能力调查问卷》,选取上海市E校大三、大四年级共378位本科生进行调查。调查发现:相较于没有参与过大学生创新训练项目的本科生,参与过项目的本科生创新能力各维度的得分更高,且差异显著。本科生参与该项目的次数越多,创新能力水平越高。在参与该项目的过程中,参与动机、导师指导显著影响项目参与者的创新能力。从而建议设计多层次的创新训练课程体系,构建全方位的校内导师管理体系,促进高校创新育人。 相似文献
13.
Most of the research on supervision has focused on supervisors in academic institutions (faculty members or doctoral students). In this article the authors describe a study in which they examined supervisors in community agencies where master's level counselors were assigned for practicum and internship training. The survey suggested that agencies were heavily invested in supervising graduate level counseling students and providing them with a rich clinical experience. Respondents typically had a master's degree, used various models of supervision, and provided feedback by means of self-report and audiotape or videotape review of counseling sessions. Results suggest that these supervisors had little contact with the concurrent academic supervisor and may have had little formal training in supervision. Implications of this survey include a need for more training for supervisors in graduate counseling programs and a need for more liaison between campus and field supervisors. 相似文献
14.
研究生导师是研究生培养中的第一责任人,提升研究生培养质量的关键在于推进导师专业发展。研究生导师专业发展的素质标准是研究生导师专业发展的目标与方向。当前我国研究生导师专业发展素质标准包括导师入职标准和导师入职后的发展标准。科研水平是导师入职的主要标准,包括导师学历/学位、职称、科研经验、科研项目与经费等节点,是导师专业发展的前提条件;指导能力是导师入职后发展的主要标准,包括导师指导研究生的岗位职责、指导经验、课程与教学能力等节点,是导师专业发展素质的核心维度;师德修养是导师专业发展素质的基本要求,包括导师政治素质、职业道德、为人师表等节点;导师自我角色认知与管理能力是导师专业发展的基本维度,包括导师不断提升自己思想和业务素质、研究研究生教育等节点。推进我国研究生导师专业发展,不仅需要学校层面的导师专业发展机制,更需要导师自主、自觉地反思自己的指导实践。 相似文献
15.
A.-Chr. Engels-Schwarzpaul 《Educational Philosophy and Theory》2015,47(12):1250-1264
AbstractWhen postgraduate researchers’ interests lie outside the body(ies) of knowledge with which their supervisors are familiar, different supervisory approaches are called for. In such situations, questions concerning the appropriateness of traditional models arise, which almost invariably involve a budding candidate’s relationship with a knowing-established researcher/supervisor. Supervisory relationships involving creative practice-led research in particular confront significant challenges by new and emerging themes, questions, processes and practices. My lack of disciplinary knowledge regarding two PhD candidates’ projects led me some years ago to question the effects of this lack and to search for effective ways of dealing with it. A subsequent commitment to different modes of candidate/supervisor collaborations was based on three assumptions: One, a supervisor is not, in the first instance, a conveyor or purveyor of knowledge. Two, postgraduate researchers already have substantial and refined pockets of relevant knowledge to draw on. Three, and very importantly, they are able to activate networks of distributed knowledge, often outside of the University. The argument presented in this article draws theoretically on Jacques Rancière and Hannah Arendt’s ideas of pedagogy and public space, as well as notions of cosmopolitics (Cheah & Robbins), mode 2 knowledge (Gibbons et al.) and not-knowing in Art & Design (Jonas). Reflections on my experiences of supervising PhD and Master of Art & Design candidates, together with ideas offered by contributors to a book I have recently edited, will locate moments of choice and the emergence of the unforeseeable, of vigilance towards singular events as much as collective understanding. 相似文献
16.
导师是博士生培养的关键。在与高等教育发达国家比较视野下,从博士生体验和评价视角探析当前我国博士生导师对博士生指导现状及相对水平,可为优化研究生导师指导行为提供支持。经选取Nature调查中代表性发达国家对比发现,我国博士生对导师总体满意,但对导师指导分项满意度还有较大提升空间。具体到导师指导行为上,我国博士生对出版发表、合作机会、资金支持的满意度略高于或接近于发达国家,但在导师学术指导频次,给予心理支持和职业发展指导方面与发达国家存在一定差距,尤其是对导师给予其学术指导,提供参加学术会议、会议报告机会等培养支持满意度处于对比8国的较低水平。基于数据分析和讨论,建议导师遴选应加强对导师指导能力和指导质量的考察,高校对导师的岗位要求和岗位评价等应细化导师指导行为,多渠道为博士生开展同行学术交流创造条件。 相似文献
17.
Drawing upon the componential theory of creativity, cognitive evaluation theory and social exchange theory, the study reported in this paper tested a mediating model based on the hypothesis that abusive supervision negatively influences creativity sequentially through leader–member exchange (LMX) and intrinsic motivation. The study employed structural equation modelling to analyse data from a survey on 857 postgraduates with academic supervisors at four universities in China. The findings were that (1) LMX fully mediates the relationship between abusive supervision and intrinsic motivation; (2) intrinsic motivation partially mediates the relationship between LMX and creativity; and (3) LMX and intrinsic motivation sequentially mediate the relationship between abusive supervision and individual creativity. Theoretical contributions to understanding the mechanism underlying the effect of abusive supervision on individual creativity and the practical implications of academic supervisors’ leadership practices and universities creativity management strategy are discussed. 相似文献
18.
《International Journal of Educational Research》1999,31(6):487-498
Kuhl (1996, Enzyklopädie der Psychologie, Serie Motivation und Emotion, Bd. 4, Motivation, Volition und Handlung (pp. 665–765). Göttingen: Hogrefe) differentiates between two modes of action control: self-regulation and self-control. The purpose of the present study is to investigate the relevance of self-regulation and self-control in management training transfer. Three hypotheses were derived from Kuhl's theory. The first is that self-regulators remember intentions better than self-controllers. The second is that self-regulation is associated with positive emotions, whereas self-control is associated with negative emotions. The final hypothesis is that self-regulation increases the success of training transfer, whereas self-control impedes the success of training transfer. To test these hypotheses, a longitudinal field study was conducted with 82 managers participating in two 2-day training sessions. Self-regulation and self-control were measured at the outset of the training session using the Volitional Components Inventory (VCI) (Kuhl & Fuhrmann, 1998, Lifespan perspectives an motivation and control (pp. 15–49). Hillsdale; NJ: Erlbaum). The dependent variables — intention memory, emotions, intention realization, and criteria fulfillment — were assessed three months after the course. The results corroborate Hypotheses 1 and 2; partial support was found for Hypothesis 3. Discussing these results, several suggestions for improving managers’ self-regulation are proposed. 相似文献
19.
建立研究生导师培养能力的评估机制 总被引：1，自引：0，他引：1
研究生导师的培养能力如何,对研究生的培养质量起着关键性的作用,但对其培养能力,目前尚无评估机制,理应创建。笔者认为,研究生导师培养能力评估机制的主要内容应是,建立科学的评估指标,其中应综合考察研究生培养的外在环境因素以及导师内在的德能才情因素。 相似文献
20.
In the current context of doctoral education students are required to develop a range of complex academic literacy skills to accomplish optimal performance in their academic communities of practice. This has led to increase the interest in research on doctoral writing. However, research on how supervisors contribute to doctoral writing has not been extensive. The purpose of this study is to analyze the supervisors’ perspectives on doctoral writing by addressing three questions: a) What role do supervisors attribute to writing in doctoral training? b) What type of writing support do supervisors intend to provide to their students? and c) What are the relations between the role supervisors attribute to writing and the type of writing support supervisors offer to their students? Participants were 61 supervisors in the social sciences and humanities with diverse levels of expertise. Using a cross-sectional interpretative design, we collected qualitative data using an open-ended survey. Categories based on content analysis were established (Miles and Huberman 1994). The results demonstrated that supervisors attributed different roles to doctoral writing, ranging from process- to product-oriented and focusing on 1) producing appropriate academic texts, 2) generating epistemic activity, and 3) promoting communication and socialization. A significant number of supervisors did not attribute any role to writing but acknowledged writing as an important and neglected activity. Three categories of writing support were identified based on the type of activities supervisors reported and their involvement: 1) telling the students what to do, 2) reviewing and editing students’ texts, and 3) collaboratively discussing students’ texts. The results suggest that there are complex relations between the role that supervisors’ attribute to writing and the type of writing support supervisors are able to offer. The relations appear to be mediated by supervisors’ awareness and resources concerning doctoral writing. 相似文献