Dispositional influences on the intent to transfer learning: a test of a structural equation model

The transfer research has evolved to a significant body of works during the last two decades. Many relationships however remain unexplored and unexplained. Among these are dispositional characteristics, which are rarely studied in combination with transfer because of difficulties and inconsistencies in measurement. In addition dispositional characteristic are so numerous that it is often difficult to identify a set of such variable that explain the most variance in transfer of training. This study explores the hypothesized relationship between dimensions of the Five Factor model of personality, goal orientation, self-efficacy and intent to transfer training on the job. Most research articles on the topic focused on a variety of factors influencing transfer. This article attempts to model the complex relationship between these characteristics and intent to transfer using structural equation modeling approach. A set of propositions is presented for each individual variable and its relationship to intent to transfer. Finally, a model of relationships is tested and the results are discussed. The findings revealed that conscientiousness was the only dispositional variable that had a significant relationship to intent to transfer. In addition control variables learner readiness and motivation to transfer were significant in the model. The results suggest that dispositions may not be as important in the transfer system as other constructs like situational, motivational, and ability variables. Recommendations for further research and testing of the model are discussed in the final chapter of the study

How to keep teachers healthy and growing:The influence of job demands and resources

Purpose – Education depends on high-quality teachers who are committed to professional development and do not get burned out. The purpose of this paper was to investigate how job demands and resources can affect the health and cognitive development of teachers using the Demand-Induced Strain Compensation model. Design/methodology/approach – A cross-sectional sample of 120 teachers in vocational education was used to investigate the proposed relationships and hypotheses with Ordinary Least Squares (OLS) regression method. Findings – In terms of teacher health and development, significant main effects were found for several predictors. Autonomy was significantly and negatively related to emotional exhaustion. Autonomy, emotional supervisor and colleague support were significantly and positively related to teachers’ development. However, little support was found for matching hypotheses, suggesting that matching demands and resources do not offer more explanatory power for occupation outcomes than other types of interaction effects. Research limitations/implications – More powerful analyses techniques like structural equation modeling could be used in future research with a larger sample size. A second limitation is common method variance. Practical implications – Schools in vocational education should provide sufficient job resources, such as autonomy and emotional support, but possibly also put a limit on teacher task variety. Originality/value – Job demands and resources have until now mainly been related to negative outcomes such as poor health and ill-being, while the relationship with learning has also been hypothesized and is therefore meaningful to examine. In addition, it was investigated whether interaction effects of matching demands and resources, better explain these outcomes

Improving the rigor of quantitative HRD research: Four recommendations in support of the general hierarchy of evidence

Editorial for the Human Resource Development Quarterly journal

How to keep teachers healthy and growing: the influence of job demands and resources

Purpose – Education depends on high-quality teachers who are committed to professional development and do not get burned out. The purpose of this paper was to investigate how job demands and resources can affect the health and cognitive development of teachers using the Demand-Induced Strain Compensation model. Design/methodology/approach – A cross-sectional sample of 120 teachers in vocational education was used to investigate the proposed relationships and hypotheses with Ordinary Least Squares (OLS) regression method. Findings – In terms of teacher health and development, significant main effects were found for several predictors. Autonomy was significantly and negatively related to emotional exhaustion. Autonomy, emotional supervisor and colleague support were significantly and positively related to teachers’ development. However, little support was found for matching hypotheses, suggesting that matching demands and resources do not offer more explanatory power for occupation outcomes than other types of interaction effects. Research limitations/implications – More powerful analyses techniques like structural equation modeling could be used in future research with a larger sample size. A second limitation is common method variance. Practical implications – Schools in vocational education should provide sufficient job resources, such as autonomy and emotional support, but possibly also put a limit on teacher task variety. Originality/value – Job demands and resources have until now mainly been related to negative outcomes such as poor health and ill-being, while the relationship with learning has also been hypothesized and is therefore meaningful to examine. In addition, it was investigated whether interaction effects of matching demands and resources, better explain these outcomes

Use It or Lose It? Predicting Learning Transfer of Relationship and Marriage Education Among Child Welfare Professionals

Objective Following a training in relationship and marriage education (RME), examine whether applying information at 2 months is associated with application at 6 months and how participants\u27 confidence, utility, and self-efficacy is associated with learning transfer and application at 2 months posttraining. Background Child welfare professionals are required to receive numerous trainings each year with the expectation of understanding, retaining, and transferring this learning into practice. Method With a sample of 324 child welfare professionals across 5 states who completed a 1-day training in RME, we used structural equation modeling with participant self-efficacy, utility, and confidence as predictors of application of RME concepts at 2 months posttraining. We also assessed how application of RME concepts at 2 months predicted self-efficacy, confidence, and application at 6 months. Results Only the combined effect of both higher self-efficacy and higher utility was related to applying concepts at 2 months. Those who apply the concepts at 2 months are more likely both to report higher confidence at 6 months and to apply the concepts at 6 months. Conclusions Evaluations of trainings should move beyond measurement of immediate learning outcomes to better understanding how to motivate immediate learning transfer. Implications If participants do not feel like they have actually learned new skills and, more importantly, do not implement the skills with individuals or clients soon after a training, they will be much less likely to use them in the future. A combination of learning concrete principles and skills with confidence they can implement the materials may result in future implementation