{"title":"强化培训师转移知识:一项干预研究","authors":"Alisha Koch, Susanne Wisshak","doi":"10.1111/ijtd.12349","DOIUrl":null,"url":null,"abstract":"<p>Although continuous vocational education and training (CVET) trainers are relevant stakeholders who can initiate and support transfer, they have received little attention in the context of transfer research, especially with respect to their transfer knowledge. In this study, we investigated the extent to which the transfer knowledge of CVET trainers can be increased through an intervention. Based on our conceptualization of transfer knowledge, which is a three-dimensional construct that includes knowledge about learner characteristics, training design and the work environment, we implemented a 5-week digital training programme (intervention) for CVET trainers. We employed a nonrandomized pretest‒posttest design to investigate <i>N</i> = 81 trainers and examined the effects of the training programme on trainers' transfer knowledge. While 47 trainers participated in the training programme (experimental group), 34 trainers were included in the control group and received no intervention. As hypothesized, we found a significant interaction effect on the development of trainers' transfer knowledge (<span></span><math>\n <semantics>\n <mrow>\n \n <mrow>\n <msubsup>\n <mi>η</mi>\n \n <mi>p</mi>\n \n <mn>2</mn>\n </msubsup>\n </mrow>\n </mrow>\n </semantics></math> = 0.386). Furthermore, we found significant interaction effects pertaining to all three dimensions of transfer knowledge: learner characteristics (<span></span><math>\n <semantics>\n <mrow>\n \n <mrow>\n <msubsup>\n <mi>η</mi>\n \n <mi>p</mi>\n \n <mn>2</mn>\n </msubsup>\n </mrow>\n </mrow>\n </semantics></math> = 0.196), training design (<span></span><math>\n <semantics>\n <mrow>\n \n <mrow>\n <msubsup>\n <mi>η</mi>\n \n <mi>p</mi>\n \n <mn>2</mn>\n </msubsup>\n </mrow>\n </mrow>\n </semantics></math> = 0.246) and the work environment (<span></span><math>\n <semantics>\n <mrow>\n \n <mrow>\n <msubsup>\n <mi>η</mi>\n \n <mi>p</mi>\n \n <mn>2</mn>\n </msubsup>\n </mrow>\n </mrow>\n </semantics></math> = 0.279). Thus, the experimental group exhibited a significant increase in transfer knowledge. No such development was observed among the control group during the intervention period. Hence, the findings of this research provide initial indications that transfer knowledge is learnable and can be increased through an intervention. Further studies are necessary to evaluate whether trainers also transfer training content to their own training courses.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"29 2","pages":"255-265"},"PeriodicalIF":1.5000,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12349","citationCount":"0","resultStr":"{\"title\":\"Strengthening Trainers' Transfer Knowledge: An Intervention Study\",\"authors\":\"Alisha Koch, Susanne Wisshak\",\"doi\":\"10.1111/ijtd.12349\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Although continuous vocational education and training (CVET) trainers are relevant stakeholders who can initiate and support transfer, they have received little attention in the context of transfer research, especially with respect to their transfer knowledge. In this study, we investigated the extent to which the transfer knowledge of CVET trainers can be increased through an intervention. Based on our conceptualization of transfer knowledge, which is a three-dimensional construct that includes knowledge about learner characteristics, training design and the work environment, we implemented a 5-week digital training programme (intervention) for CVET trainers. We employed a nonrandomized pretest‒posttest design to investigate <i>N</i> = 81 trainers and examined the effects of the training programme on trainers' transfer knowledge. While 47 trainers participated in the training programme (experimental group), 34 trainers were included in the control group and received no intervention. As hypothesized, we found a significant interaction effect on the development of trainers' transfer knowledge (<span></span><math>\\n <semantics>\\n <mrow>\\n \\n <mrow>\\n <msubsup>\\n <mi>η</mi>\\n \\n <mi>p</mi>\\n \\n <mn>2</mn>\\n </msubsup>\\n </mrow>\\n </mrow>\\n </semantics></math> = 0.386). Furthermore, we found significant interaction effects pertaining to all three dimensions of transfer knowledge: learner characteristics (<span></span><math>\\n <semantics>\\n <mrow>\\n \\n <mrow>\\n <msubsup>\\n <mi>η</mi>\\n \\n <mi>p</mi>\\n \\n <mn>2</mn>\\n </msubsup>\\n </mrow>\\n </mrow>\\n </semantics></math> = 0.196), training design (<span></span><math>\\n <semantics>\\n <mrow>\\n \\n <mrow>\\n <msubsup>\\n <mi>η</mi>\\n \\n <mi>p</mi>\\n \\n <mn>2</mn>\\n </msubsup>\\n </mrow>\\n </mrow>\\n </semantics></math> = 0.246) and the work environment (<span></span><math>\\n <semantics>\\n <mrow>\\n \\n <mrow>\\n <msubsup>\\n <mi>η</mi>\\n \\n <mi>p</mi>\\n \\n <mn>2</mn>\\n </msubsup>\\n </mrow>\\n </mrow>\\n </semantics></math> = 0.279). Thus, the experimental group exhibited a significant increase in transfer knowledge. No such development was observed among the control group during the intervention period. Hence, the findings of this research provide initial indications that transfer knowledge is learnable and can be increased through an intervention. Further studies are necessary to evaluate whether trainers also transfer training content to their own training courses.</p>\",\"PeriodicalId\":46817,\"journal\":{\"name\":\"International Journal of Training and Development\",\"volume\":\"29 2\",\"pages\":\"255-265\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2025-02-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12349\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Training and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12349\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"MANAGEMENT\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Training and Development","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12349","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
摘要
尽管持续职业教育与培训(CVET)培训师是能够发起和支持迁移的相关利益相关者,但在迁移研究的背景下,他们很少受到关注,特别是在迁移知识方面。在这项研究中,我们调查了通过干预可以增加CVET培训师转移知识的程度。基于我们对迁移知识的概念,这是一个三维结构,包括学习者特征、培训设计和工作环境的知识,我们为CVET培训师实施了一个为期5周的数字培训计划(干预)。我们采用非随机前测后测设计对N = 81名教练员进行了调查,并检验了培训计划对教练员迁移知识的影响。47名训练员参加了训练计划(实验组),34名训练员被纳入对照组,未接受任何干预。我们发现,交互作用对培训师迁移知识的发展有显著的影响(η p 2 = 0.386)。此外,我们发现在迁移知识的所有三个维度上都存在显著的交互效应:学习者特征(η p 2 = 0.196);培训设计(η p 2 = 0.246)和工作环境(η p 2 = 0.246)P 2 = 0.279)。因此,实验组在迁移知识方面表现出显著的增加。在干预期间,对照组没有观察到这种发展。因此,本研究的发现初步表明,迁移知识是可学习的,可以通过干预来增加。培训师是否也将培训内容转移到自己的培训课程中,还需要进一步的研究。
Strengthening Trainers' Transfer Knowledge: An Intervention Study
Although continuous vocational education and training (CVET) trainers are relevant stakeholders who can initiate and support transfer, they have received little attention in the context of transfer research, especially with respect to their transfer knowledge. In this study, we investigated the extent to which the transfer knowledge of CVET trainers can be increased through an intervention. Based on our conceptualization of transfer knowledge, which is a three-dimensional construct that includes knowledge about learner characteristics, training design and the work environment, we implemented a 5-week digital training programme (intervention) for CVET trainers. We employed a nonrandomized pretest‒posttest design to investigate N = 81 trainers and examined the effects of the training programme on trainers' transfer knowledge. While 47 trainers participated in the training programme (experimental group), 34 trainers were included in the control group and received no intervention. As hypothesized, we found a significant interaction effect on the development of trainers' transfer knowledge ( = 0.386). Furthermore, we found significant interaction effects pertaining to all three dimensions of transfer knowledge: learner characteristics ( = 0.196), training design ( = 0.246) and the work environment ( = 0.279). Thus, the experimental group exhibited a significant increase in transfer knowledge. No such development was observed among the control group during the intervention period. Hence, the findings of this research provide initial indications that transfer knowledge is learnable and can be increased through an intervention. Further studies are necessary to evaluate whether trainers also transfer training content to their own training courses.
期刊介绍:
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.