In Nederland wordt jaarlijks voor drie miljard euro aan bedrijfsopleidingen aangeboden. De meeste van deze opleidingen pretenderen de deelnemer werkelijk iets blijvends te leren. Transfer, beklijving van opleidingsresultaten, is hierin een cruciaal begrip. Onderzoek wijst uit dat de mate van transfer laag is: korte tijd na de opleiding ligt dit nog op zestig procent, echter de mate van transfer neemt met de tijd sterk af, na langere tijd blijkt deze waarde op tien procent te liggen. Schrikbarend laag! Hier is dus veel winst te behalen. In dit artikel bespreken we welke factoren een rol spelen bij het optimaliseren van de transfer. Tevens beschrijven we een pilotstudie naar transfer bij trainingen op het gebied van interpersoonlijke vaardigheden.
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An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on pre-training intention to transfer prospective learning in two different transfer contexts: study and work. Participants were 303 students at an open university starting a digital course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multicontextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.
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Background: Sexual deviance is regarded as an important risk factor for sexual offending. However, little is known about the development of deviant sexual interests. The transfer of arousal between emotions, i.e., excitation transfer, could attribute sexual salience to stimuli that would otherwise not be sexual in nature. As such, excitation transfer could contribute to the very beginning of unusual or deviant sexual interests. The current protocol proposes a study to investigate to what extent excitation transfer occurs, i.e., to what extent genital and subjective sexual arousal to sexual stimuli is higher in an emotional state than in a neutral state. Following a prior pilot study, several adjustments were made to the study protocol, including a stronger emotional manipulation by using 360-degree film clips and the inclusion of a larger and more sexually diverse sample. Methods: We will recruit 50 adult male volunteers with diverse sexual interests. We will induce sexual arousal in four different emotional states (aggression/dominance, endearment, fear, disgust) and a neutral state. Sexual arousal will be measured genitally using penile plethysmography and subjectively via self-report. Using paired samples t-tests, sexual arousal in the emotional states will be compared with sexual arousal in the neutral state. Discussion: We aim to show that arousal in response to emotional stimuli that are initially nonsexual in nature, can enhance sexual arousal. These findings have potentially important implications for the development of unusual and/or deviant sexual interests and possibly for the treatment of such sexual deviant interests in people who have committed sexual offenses.
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Op verzoek van opleiders van de tweedegraads lerarenopleidingen van de Hogeschool van Amsterdam werd een kwalitatief onderzoek uitgevoerd naar transfer tussen opleiding en stagepraktijk. Dataverzameling vond plaats door middel van het interviewen van drie betrokken partijen: opleiders, studenten en stagebegeleiders. Het artikel bespreekt eerst de theorie rond transfer, uitmondend in een conceptueel model voor het onderzoek. Daarna wordt de methodiek besproken. De resultaten worden gepresenteerd rond vier essentiële componenten van het conceptueel model: de leersituatie, de lerende, de stagesituatie en het optreden van transfer. Het artikel wordt afgesloten met de conclusies: er vindt meer transfer plaats dan waarvan opleiders en stagebegeleiders zich bewust zijn, maar vaak in de vorm van directe toepassing van concrete voorbeelden. Pogingen om door reflectie meer diepgang te krijgen in dit leerproces slagen onvoldoende en monden vaak uit in sterk 'geritualiseerd' reflectieverslagen schrijven. Op basis hiervan wordt aanbevolen professionele leergemeenschappen te vormen van opleiders, studenten en stagebegeleiders, te werken aan meer betekenisgerichte vormen van reflectie en stageopdrachten te ontwikkelen tot 'grensoverschrijdende instrumenten' door deze vanuit de opleiding zowel als de stagesituatie te ontwikkelen
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Purpose - Focusing on management training, this study aimed to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors -- motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, we proposed and tested motivation to transfer as a mediator. Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations modeling was used to test the model. Findings - Identical elements, expected utility and motivation to learn each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partly mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications - Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications - Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their trainings, in order to increase its value and impact. Originality/value - This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
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Despite major implications for forensic casework, limited research has been done on investigating secondary transfer of latent fingermarks. Adhesive tapes, such as duct tape, can potentially lift latent fingermarks from other surfaces due to their adhesive properties. This study aimed to investigate the possible secondary transfer between layers of adhesive tape and tape and other substrates (metal and plastic). Fingermarks were directly placed onto a primary substrate and subsequently brought into contact with a secondary substrate for varying duration. After visualization, the quality of the fingermarks was assessed to measure their loss and transfer. It was shown that fresh latent fingermarks can transfer between layers of adhesive tape, with instances of sufficient quality for comparison of the transferred fingermarks. In contrast, no transfer was detected after one week. However, a substantial loss of quality of the initially deposited fingermark was observed, suggesting an influence of time. Overall, it was shown that secondary transfer is possible and that caution has to be taken when analysing and interpreting latent fingermarks on adhesive tapes.
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Stevenson & Landström (2002) state that Opportunity, Ability and Motives predict entrepreneurship in general. Connecting thirty previous studies we test if the market awareness, endurance, planning and preparation as entrepreneurial ability factors, staff as opportunity factor and the reason for transfer as motive predicts three short term performance (needed transfer time, satisfaction and emotional attachment after transfer). We tested our hypotheses on a representative sample of 130 Dutch business owners who succeeded in a business transferring in 2005 and 2006. Market awareness predicts a faster transfer. Surprisingly more planning and preparation is the best predictor for a long transfer time as does the absence of the selling business owner. More or less forced transfers (illness, declining performance) predict lower satisfaction were as endurance predicts a higher satisfaction. This is valuable information for buyers, business brokers, accountants and bankers. The operationalisation of transfer performance seems vital. All main predictors, even the control variables, show only effect on either the needed transfer time (effectiveness measure) or satisfaction (experience measure). This confirms earlier findings (Van Teeffelen, 2007b). Our common challenge in future is to compare internationally the succeeded, non-succeeded transfer and exits.
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Digitalization capabilities allow organizations to improve their supply chain performance and resilience. In organizations comprised of multiple subsidiary units, digitalization capabilities need to be transferred from one unit to another, a process that has been described as arduous. Using an embedded case design, the present study examines the transfer of digitalization capabilities between organizational units. The study findings highlight the importance of alignment between headquarters, subsidiary units, but also other stakeholders in providing expertise about the problem as experienced by the subsidiary and the solution. Ambiguity about causal factors and unproveness of the solution are both inhibiting factors.
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Philip Kohnstamm wijst in zijn werk op het belang van het leren van leraren en van de dialoog binnen de school over nieuwe inzichten ten aanzien van leren en lesgeven. Die twee thema’s zijn nog steeds uitermate actueel binnen het onderwijs. Nieuwe inzichten uit onderzoek vinden niet automatisch hun weg naar de schoolpraktijk en nieuwe kennis die verworven is tijdens professionaliseringsactiviteiten bereiken niet altijd collega’s binnen de school. Dit is te beschouwen als een transfervraagstuk.In dit artikel gaan we in op de vraag hoe deze transfer bevorderd kan worden. De actualiteit van Philip Kohnstamm laten we zien aan de hand van enkele zeer recente studies vanaf 2017 naar het leren van Nederlandse leraren in het basis- en voortgezet onderwijs, op zoek naar handvatten die deze studies bieden voorhet versterken van transfer. De transfer speelt zowel op individueel niveau van de leraar die nieuwe inzichten verwerft tijdens professionaliseringsactiviteiten,als op het niveau van groepen leraren die samen vorm geven aan professionalisering en hun inzichten willen delen met anderen buiten de eigen groep.De besproken studies verschillen in focus en aanpak, maar bieden gezamenlijk belangrijke handvatten voor zowel de lerarenopleidingen, de leraar als de schoolleiding.
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The past decades have shown an accelerated development of technology-enhanced or digital education. Although an important and recognized precondition for study success, still little attention has been paid to examining how an affective learning climate can be fostered in online training programs. Besides gaining insight into the dynamics of affective learning itself it is of vital importance to know what predicts trainees’ intention to transfer new knowledge and skills to other contexts. The present study investigated the influence of five affective learner characteristics from the transfer literature (learner readiness, motivation to learn, expected positive outcomes, expected negative outcomes, personal capacity) on trainees’ pre-training transfer intention. Participants were 366 adult students enrolled in an online course in information literacy in a distance learning environment. As information literacy is a generic competence, applicable in various contexts, we developed a novel multicontextual transfer perspective and investigated within one single study the influence of the abovementioned variables on pre-training transfer intention for both the students’ Study and Work contexts. The hypothesized model has been tested using structural equation modeling. The results showed that motivation to learn, expected positive personal outcomes, and learner readiness were the strongest predictors. Results also indicated the benefits of gaining pre-training insight into the specific characteristics of multiple transfer contexts, especially when education in generic competences is involved. Instructional designers might enhance study success by taking affective transfer elements and multicontextuality into account when designing digital education.
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