The relative impact of workplace design on training transfer

By Virginia W. Kupritz. 2002

107 citations recorded by the source corpus.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8da08bd3b7d6a4c9117349ffb43a5bb5224abd03

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In Applied Psychology

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Influence of Trainee Characteristics, Instructional Satisfaction, and Organizational Climate on Perceived Learning and Training Transfer (2006, background): “Unfortunately, estimates suggest that only about 10 percent of learning actually transfers to job performance (Georgenson, 1982; Holton & Baldwin, 2000; Kupritz, 2002), which leaves human resource professionals scrambling to prove the worth of their work and the programs they sponsor (Becker, Huseli”
Modelling graduate skill transfer from university to the workplace (2016, unknown): “Avenues for peer collaboration are also important, suggesting those factors which directly impact on individual job design – rather than organisational climate - are critical to skill transfer (Kupritz 2002).”
Impact of Teaching Development Programmes in Higher Education. HEA Research Series. (2012, background): “They base this approach on the assessment that transfer of professional learning to the workplace is complex and not easy to achieve and cite management studies as establishing that only 10% of learning actually transfers to job performance (Fitzpatrick, 2001; Holton and Baldwin, 2000; Kupritz, 2002”
Training Transfer: An Integrative Literature Review (2007, unknown): “, 2002; Bates & Khasawneh, 2005; Egan, Yang, & Bartlett, 2004), as well as workplace design features (Kupritz, 2002), provides a broader understanding of how an organization’s value of learning can impact performance resulting from training.”
Knowledge workers' creativity and the role of the physical work environment (2011, background): “and teamwork (Brockbank, 1999; May, 2008), better transfer to the job of learned skills (Kupritz, 2002), and better recruitment and retention of qualified personnel (Earle, 2003; Hays, 1998).”
Leadership development training transfer: a case study of post‐training determinants (2007, unknown): “…operationalized for training transfer studies as manager-supervisor support and/or peer support (Burke and Baldwin, 1999; Noe and Colquitt, 2002; Kupritz, 2002; Santos and Stuart, 2003) Lack of supervisor support after training has been referred to as the bane of training transfer (Brinkerhoff…”