Transfer of training is a standout amongst the most imperative investment in light of the fact that it upgrades the learning abilities mentality and conduct of employees [5].
Trainees' characteristics training design and work environment are the tree major factors that may influence transfer of training (Baldwin and Ford 1988).
Considering the above-stated definitions this study suggest the transfer of training as the extent to which a trained learned and motivated employees efficiently and effectively deliver the acquired new knowledge and skills obtained in a training program.
Zero Transfer of Training is the consequences of transfer concerning the resistance to change at the working environment which has been dened as the degree to which predominating group norms are seen by employee to resist or to oppose the utilization of skills and learning gained in training.
Extant research shows that the ability of supervisors to properly implement their role in training programmes may lead to a higher degree of the transfer of training (Smith-Jentsch, Salas & Brannick 2001, Gumuseli & Ergin 2002, Arthur, Bennett, Edens & Bell 2003).
The objective of this paper is to explore the relationship between the supervisor's role in training programmes and the the transfer of training. Particularly, the main aim of this paper is to examine the effects of supervisors in providing support, communication and assignment decisions on the level of the transfer of training among employees in four local governments of East Malaysia.
It is broadly known that the transfer of training is of utmost important to increase performance and return on investment to an organisation.
As shown in Figure one, Goldstein and Ford's (2002) model identifies the following four broad categories of factors hypothesized to influence the transfer of training; namely therapist/trainee factors, the design characteristics of the training program, the learning process, and the work environment.
Secondly, it has been suggested that 22% of barriers relating to transfer of training are programme design characteristics (Foxon, 1993), which have an indirect effect on learning outcomes (Goldstein & Ford, 2002).
The present study evaluated the transfer of training following the completion of all, or part of the Massey University PGDipCBT.
In a curious reversal of history, progressive educators now find themselves defending "
transfer of training," the belief that the practice of critical thinking will ensure that the student is able to think well about other things in the future.
Transfer of training also is defined as the effective and continuing application of newly acquired skills on the job.
In transfer of training, the reflexive process is characterized by habitual and unthinking behavior.
Through continuing education, the transfer of training and attitude could enhance the technical skills and expertise of the technologist by suggesting new information and methods.
The purposes of the study were to describe the extent to which developmentally appropriate practices were used in grades K-3 in four schools, and to describe the role of the principals in influencing the developmentally appropriate practices to the theory of
transfer of training. Literature suggested that only moderate use of developmentally appropriate practices occurred in early elementary classrooms.
