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The application of cognitive constructs to the instructional systems model of training: implications for needs assessment, design and transfer
... Cognitive pathway refers to students' use of different metacognitive activities to engage themselves in learning, including planning, monitoring and revising behavior (Brown et al., 1983). As Ford et al. (1998) clarify, metacognition is a mechanism through which students monitor their progress and decide if they have a problem or adjust their learning when it is needed. The metacognition function helps students self-monitor their cognitive functions. ...
This study sought to examine factors contributing to students’ active learning in physical education based on motivational and active learning variables. The study attracted the participation of 400 students at the People’s Police College II in Vietnam, using a quantitative data collection and analysis method. Results from the study indicate that, although emotion is the most critical one, factors related to students’ attention/cognition, self-determination, behavior and knowledge mastery played significant roles in motivating students’ motivation and engagement in active learning in physical education. The study’s findings suggest practical and pedagogical implications for both administrators and instructors in preparing appropriate physical education lessons to promote students’ active learning.
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... Regarding its incompleteness, the model neglects the impact of individual and contextual factors on training efficacy (Bates, 2004). The effectiveness of training is a confluence of organisational, individual, and training design and delivery elements before, during, and post training (Tannenbaum & Yukl, 1992;Cannon-Bowers et al., 1995;Ford & Kraiger, 1995;Salas & Cannon-Bowers, 2001). This study's training design and delivery aspects are designated "training characteristics." ...
This paper delves into the intricate landscape of training transfer evaluation, exploring some models, strengths, and areas for improvement in assessing the effectiveness of training programs. This paper aims to analyse and compare training transfer evaluation models using a scoping review methodology. By examining their strengths, weaknesses and unique characteristics, the paper seeks to pinpoint opportunities for enhancement. The discussion centres around seminal works such as Kirkpatrick's Four-Level Model, Kaufman and Keller's Five Levels of Evaluation, the Phillips Return on Investment Model, Warr et al.’s Context, Input, Reaction and Outcome Model and Brinkerhoff’s Six-Stage Model, Bushnell’s input, process, output model. The paper underscores the importance of a comprehensive and adaptable approach to training transfer evaluation, emphasising the need for hybrid models that integrate strengths while addressing weaknesses. The exploration extends to measuring tools and research methods that enhance evaluation practices. The sequential explanatory mixed methods design emerges as an exemplar of a research methodology that seamlessly combines quantitative and qualitative approaches to offer a richer understanding of training transfer. As the paper concludes, it advocates for continuous research efforts to refine models, incorporate emerging technologies, and align evaluation practices with learning and organisational development dynamics. By revealing gaps in current knowledge and identifying previously unknown areas for improvement in training transfer, this paper contributes novel insights to the field of training transfer.
... Los estudios sobre la transferencia surgieron con la finalidad de identificar si la inversión en capacitación realizada por las empresas era redituable. El problema de la transferencia llevó a la exploración de aquellos factores que pudieran incidir en el proceso, así como en la búsqueda de estrategias que incrementaran la probabilidad de la aplicación en el puesto de trabajo de los conocimientos y habilidades adquiridos mediante la capacitación (Ford y Kraiger, 1995). Baldwin y Ford (1988) retomaron las aportaciones de Thorndike para sus estudios sobre la transferencia de la formación. ...
En este ensayo se presenta una aproximación a las teorías
que sustentan el estudio de la transferencia de la formación
docente. Para ello se parte de una revisión de los aportes de la
investigación en los campos de la transferencia del aprendizaje
y de la transferencia de la formación. Los conceptos derivados
de estos campos no pueden tratarse de manera indistinta, pues
en la literatura se identifican definiciones específicas para cada
uno de ellos, no obstante, guardan relación desde el punto de
vista teórico, en tanto que las actividades de formación, independientemente del ámbito, se espera que orienten la aplicación de lo aprendido. Se concluye que el estudio de la transferencia de la formación docente representa un aporte importante para el desarrollo de la investigación en el campo de la evaluación de la formación docente. Esto permite reflexionar sobre la efectividad de los programas formativos al explorar en detalle los factores que influyen en la aplicación en la práctica profesional de los conocimientos adquiridos durante la formación.
... While the ISD model provides a useful framework for thinking about training, as noted by Kraiger (2003), "modern" research on T&D has been influenced by three papers published in the late 1980s: Baldwin and Ford (1988) on transfer of training, Howell and Cooke (1989) on cognitive models of learning, and Noe (1986) on training effectiveness. Howell and Cooke, and then later Kraiger, Ford, and Salas (1993) and Ford and Kraiger (1995) drew the focus of research away from training as an intervention inward to the mental processes of the learner. What happens when we learn? ...
... This is one of the weaknesses of the 60-hour training. Studies have also recommended assessing training effectiveness by conducting tests at pre-training, during-the-training and post-training stage (Ford and Kraiger, 1995;Cannon-Bowers et al., 1995). Therefore, this study examined the pre-training, during-the-training and the post-training characteristics to explore the effectiveness of the 60-hour training. ...
60-hour long training is a continuous professional development programme for the public servants of the people’s republic of Bangladesh. This training aims at the capacity development of the public servants, which in turns contributes to the organisational performance. 60-hour long training in a year for the employees of public sector in different public sector organisations across the country has been undertaken to raise the skills and competencies and modify the attitude of the public servants under the supervision of MOPA. Since its introduction in 2016, the efficacy of 60-hour long Training programme has not been explored yet. Therefore, this study aims at filling in this gap in literature in public sector, focusing on the trainings offered to employees and its influence on their performance in these organisations. How the outcome of the 60-hour training leads to increased organisational performance is yet to be ascertained. Interpretive approach has been adopted in this study. Data have been collected from selected upazilas of two districts (Moulvibazar, Habiganj) and three Ministries, namely, Ministry of Public Administration, Ministry of Education and Ministry of Health. The findings of the study show that training characteristics consist of before-the-training, during-the-training and after-the-training characteristics. The characteristics of these three stages of training that influence training effectiveness of the 60-hour training in this study comprise: learning readiness of the trainees, pre-training facilitation and activities, environment of training, training method, performance of trainer and style, training contents, training objectives and results. Research findings suggest the strongest important relationships between the characteristics of training such as pre-training, during-the-training and post-training that in turn contribute to the effectiveness of the 60-hour training. Sixty-hour trainin, Efficacy, before-the-training, during-the-training and after-the-training characteristic
... These approaches, like training on unconscious bias or the business case for diversity, are considered to (Roberson et al., 2013). Active learning theory also suggests an awareness and understanding of one's own thought processes are essential to the exertion of cognitive effort and subsequent learning in training contexts (Ford & Kraiger, 1995). ...
... However, there are many different components for procedural skills learning besides the time spent practicing on physical simulator with specific tasks such as utilizing didactic, and video-based instruction, reflection and supervised practice with feedback and formative assessment. [21][22][23][24][25] In our study, all subjects most likely received learning from the videobased instruction and during the practice for the period of the pre-test scoring. Indeed, video-based instruction has been shown to be efficacious in the development of laparoscopic skills. ...
Aim: Current financial and work hour constraints make proctored on-site laparoscopic simulation training challenging. An independent learning approach utilizing proficiency-based training is a potential solution. The purpose of this study was to determine if an independent approach using a portable, laparoscopic training device within one’s home environment could effectively train novices in laparoscopic procedural skills.
Methods: After baseline testing, laparoscopic novices (n = 16) were randomized to one of two study groups. The on-site group (n = 7) received unlimited access to the workplace laparoscopic trainers and the home group (n = 9) received portable laparoscopic trainers for home. Both groups underwent self-directed, proficiency-based training for three months then were retested. Results were compared with parametric and non-parametric statistical tests.
Results: Baseline characteristics were similar between groups. The practice rate (56%) and practice time (range, 0.18 to 2.6 h) were poor in both groups during the training period. At post-test, the number of participants who demonstrated an improvement (86% on-site, 78% home) on the peg task was not different between groups. The successful completion of the suturing task post-test had significantly improved compared with pre-test in both groups (71% vs. 29% on-site; 44% vs. 22% home, P < 0.001). Although the majority of participants reported it was difficult to practice on a regular basis (86% on-site, 89% home), 56% of the home group participants agreed that the at-home trainer was a helpful teaching modality.
Conclusion: Learning of laparoscopic skills by novice trainees can be augmented by an independent learning approach using either home or on-site laparoscopic trainers. Although over half the candidates found it was useful to have the training device at home, none of the participants practiced more than an hour or two in the three month training period. Thus, the solution to conducting training does not lie in merely providing home training, but rather to understand the work-related stressors and reconfigure jobs.
El desarrollo alcanzado en el proceso de superación profesional técnica en la provincia de Artemisa, demanda la búsqueda de formas de superación que permitan al graduado universitario mantenerse actualizado con los nuevos adelantos de la ciencia y la técnica. En este sentido, la autora formula como objetivo de la investigación: proponer un modelo para la superación profesional técnica de los profesores de la rama eléctrica de los institutos politécnicos (IP) en el contexto de la entidad laboral en correspondencia con las exigencias actuales de la ETP. Se sistematizan los estudios teóricos que permiten revelar los antecedentes del proceso de superación profesional técnica en la provincia de Artemisa y las particularidades de la rama eléctrica, así como definir la superación profesional técnica de los profesores en esta rama. Desde un enfoque dialéctico materialista se utilizaron diferentes métodos del nivel teórico, empírico y métodos matemáticos - estadísticos que permitieron realizar la caracterización del proceso de superación profesional técnica, lo que posibilitó el diseño del modelo pedagógico, el cual se concreta en fin y objetivo, regularidades, características de la superación profesional técnica, una estrategia que permite su puesta en práctica a través del curso de superación y el entrenamiento como formas organizativas, las formas de implementación y de evaluación del modelo. A partir de la implementación del modelo pedagógico se lograron cambios en los profesores de la rama eléctrica de los institutos politécnicos, lo cual se pudo constatar a través de la observación con la percepción directa al desarrollo de los entrenamientos en la Central Termoeléctrica “Máximo Gómez” y la descripción de los resultados obtenidos que así lo confirman.
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