Abstract
A number of factors influence the outcomes of computer skills training and the likelihood of successful transfer. The first empirical test of a conceptual model of training transfer sought to explain how trainees' perceptions of various in-training transfer-enhancing activities such as overlearning, fidelity, stimulus variability, principles-meaningfulness, self-management activities, relapse prevention, and goal setting would predict the self-efficacy and implementation intentions (rather than actual transfer outcomes) of computer skills trainees. As expected, posttraining self-efficacy and transfer enhancing activities both predicted transfer implementation intentions. Pretraining self-efficacy also significantly predicted posttraining self-efficacy, trainees' level of learning during training and transfer enhancing activities, providing support for the conceptual model of training transfer.
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Machin, M.A., Fogarty, G.J. Perceptions of Training-Related Factors and Personal Variables as Predictors of Transfer Implementation Intentions. Journal of Business and Psychology 18, 51–71 (2003). https://doi.org/10.1023/A:1025082920860
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DOI: https://doi.org/10.1023/A:1025082920860