A Structured Classification of Design Factors for Transfer of HRD Programs
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Research indicates that no more than 20 percent of corporate investment in HRD programs results in performance improvement or transfer to the workplace. Several research have claimed that many programs are not designed for transfer, and instructional strategies or theories for enhancing transfer are not integrated into the design. Although many previous studies listed the identified design factors for transfer in response to this problem, they did not systematically categorize them into meaningful frameworks for practical use. In response, this study identified design factors from extensive literature review and then categorized them which would work at specific phases of learning toward transfer: Activation, Demonstration, Application, and Integration around Problem in a framework that Merrill suggested for successful instructional design. This study will help practitioners understand that a certain set of design factors enhances transfer at specific learning phases. More practically, the systematically categorized design factors could be utilized as a reference for HRD program design from the beginning learning phase to the final learning phase for integrating critical design strategies for transfer.
Abstract
Research indicates that no more than 20 percent of corporate investment in HRD programs results in performance improvement or transfer to the workplace. Several research have claimed that many programs are not designed for transfer, and instructional strategies or theories for enhancing transfer are not integrated into the design. Although many previous studies listed the identified design factors for transfer in response to this problem, they did not systematically categorize them into meaningful frameworks for practical use. In response, this study identified design factors from extensive literature review and then categorized them which would work at specific phases of learning toward transfer: Activation, Demonstration, Application, and Integration around Problem in a framework that Merrill suggested for successful instructional design. This study will help practitioners understand that a certain set of design factors enhances transfer at specific learning phases. More practically, the systematically categorized design factors could be utilized as a reference for HRD program design from the beginning learning phase to the final learning phase for integrating critical design strategies for transfer.
참고문헌 (32)
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