Shao Yufen

Bio: Shao Yufen is an academic researcher. The author has contributed to research in topics: Transfer of learning & Transfer of training. The author has co-authored 1 publications.

The Influence of Pre-training Factors on Motivation to Transfer Learning at the Post Training Stage

Abstract: Transfer of training is the ultimate aim of training investment and the key to maintain competitive advantage in today’s rapidly changing operating environment where organizational success often depends on the motivation with which employee can learn and apply new ideas and information. While previous researches have focused on factors at the training stage influencing motivation to transfer training at the post-training stage, this study investigates the influence of pre-training factors. Particularly, pre-training performance self-efficacy, learning readiness, perceived content validity, and organization openness to change. The result should assist managers and trainers to ascertain the trainee state of preparedness before the training program to anticipate successful transfer of learning from the workshop to the workplace. A survey of high and vocational school teachers in Thailand participating in 5 days training on cloud computing integration in teaching was made using the Learning Transfer Inventory System (LTIS). Results show that learning readiness, perceived content validity, and organization openness to change influence the motivation to transfer at the post-training stage. Thus, framing the training program in the way trainees can answer to the questions “can I do this task?”, “do I want to do this task and why?” at the pre-training stage influence motivation to transfer. An implication to managers is that employees’ selection for training should take into consideration trainees’ perceptions in order to anticipate motivation to transfer at the post-training stage.

Higher education students’ motivation to transfer learning: a scoping review

Abstract: PurposeThere is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.Design/methodology/approachThis scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.FindingsThe results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.Originality/valueThis seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.