Posttraining interventions to enhance transfer: The moderating effects of work environments

By Wendy L. Richman-Hirsch. Human Resource Development Quarterly, 2001

193 citations recorded by the source corpus.

The study reported on in this article examined the effectiveness of two posttraining interventions—goal‐setting and self‐management training—and moderating effects of the work environment on improving training transfer. The findings indicate that training in goal‐setting was effective in improving the extent to which trainees applied their skills to the job. Further, both interventions were found to be more effective in supportive work environments. Implications for training research and human resource practices are discussed.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/62f1f2e3e347dad61abc31bcc5631fc4f1e8db44

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In Applied Psychology

In Organizational Behavior and Human Resource Management

Citations in the corpus

Leadership development training transfer: a case study of post‐training determinants (2007, unknown): “Richman-Hirsh (2001) found that trainees motivated to set goals in the post-training environment will transfer training more than those that do not set goals .”
The Learning Transfer System Inventory (LTSI) Translated into French: Internal Structure and Predictive Validity (2007, unknown): “The association between transfer design and effective transfer is suggested for the first time in this study, and complements the stream of research that investigates the influence of goal-setting and behavioural self-management on transfer (Gist et al., 1991; Marx, 1982; Richman-Hirsch, 2001 ).”
Effectiveness of Distal and Proximal Goals as Transfer-of-Training Interventions: A Field Experiment. (2005, background): “Past research has shown that supportive work environments enhance transfer (Burke and Baldwin, 1999; Richman-Hirsch, 2001).”
Training career adaptability to facilitate a successful school-to-work transition (2012, methodology): “To achieve this, a formwas used onwhich participants had to translate the outcomes of the previous exercises into concrete actions and goals (Richman-Hirsch, 2001).”
Can do or will do? The importance of self-efficacy and instrumentality for training transfer (2008, background): “…adding to the rich literature of predictors such as utility reactions (Ruona et al. 2002), general training-related motivation (Colquitt, LePine and Noe 2000), support from one’s organization and co-workers (Chiaburu and Marinova 2005), and features of the work environment (Richman-Hirsch 2001).”
The Science of Training and Development in Organizations (2012, background): “There is also evidence that posttraining interventions such as goal setting (Richman-Hirsch, 2001) and guided reflection can be effective in promoting skill maintenance (Lee & Sabatino, 1998).”
Training Transfer: An Integrative Literature Review (2007, unknown): “Relapse prevention (RP), a well-grounded self-management model originating from clinical psychology, has been studied in the training transfer research for about 20 years, but its associated findings lack any comfortable measure of consistency (Burke & Baldwin, 1999; Gaudine & Saks, 2004; Richman-Hi”
Researching the Trainability of Transformational Organizational Leadership (2005, background): “Richman-Hirsch (2001) demonstrated that a posttraining intervention on goal-setting may lead to enhanced transfer of training.”