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Record identifier : 568912
Personal Name - Primary Intelectual Responsibility : Walters, Cynthia James
Title and statement of responsibility : The adult educator's impact on transfer of learning to the work site [Thesis]
Publication, Distribution,Etc. : University of South Carolina, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of South Carolina
Summary or Abstract : Training in the workplace is useless if it cannot be transferred into performance at the work site. In order to be effective, training must include both knowledge and skill development. Individuals designing and delivering workplace training must understand the principles and practices that increase transfer of learning.Transfer of learning, the degree to which trainees apply knowledge and skills learned in training to the job, is the linkage between the learning experience and performance improvement. However, transfer of learning is not happenstance; it must be designed into the learning process and skillfully delivered. The formally trained adult educator is vital to making transfer of learning at the work site real. The adult educator's use of adult learning theory increases the potential for transfer of learning.For the purpose of this study, the correlation between healthcare management training and improved management work performance delivered by adult educators with formal training and adult educators without formal training will be measured. Since management training is a critical area of development for healthcare and millions of dollars are focused toward this effort, trainers and trainees of management training will be surveyed.This quantitative study, using Holton and Bates' Learning Transfer System Inventory (LTSI), seeks to understand to what degree transfer of learning translates into improved workplace performance; and to determine if there is a greater degree of transfer when programs are designed and delivered by formally trained adult educators. The learners completed the LTSI which represents sixteen factors for transfer of learning. In addition to giving an abbreviated LTSI to the trainers, each trainer was interviewed with questions developed by the researcher designed to determine formal education and use of adult education principles and practices.Findings from the study were used to validate that using adult education practices and principles are important to transfer of learning; and to recommend strategies for future study in both the field of adult education and transfer of learning..
Topical Name Used as Subject : Curriculum development
Information of biblio record : TL
 
 
 
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