01 SES 10 C, The impact of professional development on teaching practices
Transfer of training to the workplace is understood as the application of knowledge acquired through training processes to the workplace and its maintenance in a certain period of time (Baldwin & Ford, 1988). Transfer has been analysed as the previous step to generate impact to the organisation in different models which aim is to know how training activities delivered by companies to it’s employees can affect company results (Kirkpatrick, 1959; Le Boterf, 1991; Pineda, 2000 & Phillips, 2006). Even though evaluate training impact is so important for companies; there are few that systematically this level. As American Society for Training and Development (cited by Ruona, Lemiach, Holton & Bates, 2002) shows, 77% of companies collect information about employees reaction, 38% of them evaluate which is the knowledge that employees acquire in training activities, and only 7% of these companies evaluate how this new knowledge is used on the workplace.
There are some specific models that focus it’s attention to know how much knowledge acquired on training activities is transferred to the workplace (Noe & Schmit, 1986; Olsen, 1988 & Holton, 2005), and this agree that there are 3 factors: employee characteristics, training design and workplace environment (Baldwin & Ford, 1988; Burke & Hutchins, 2007).
We also know that there are come other activities, different from training, where employees can learn and acquire new knowledge that can be usefully to improve his behaviour and how they develop their job. We are talking about knowledge acquired through participation in Knowledge Creation and Management processes, specifically in Communities of Practice (Kimmble & Hildreth, 2005; Gairín, Fernández de Álava & Barrera-Corominas, 2013). We understand Communities of Practice as a group of people with a shared interest or problem who informally interchange knowledge and experiences in order to learn and fin solutions (Wenger, 2006)
In this paper we present the results from on-going research which aim is to analyse which are the variables involved in the transfer of knowledge acquired by the participants of CoP in the frame of Department of Justice of the Catalan Government. We also recollected data from participants in blended learning activities in the same organisation. Through a comparative analysis between data recollected from participants in Communities of Practice and also from participants in blended learning activities we expect to understand if the variables that affect transfer of learning are the same in the case of those who participate in CoP and those who participate in blended learning.
Baldwin, T.T. & Ford, J.K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105. Barrera-Corominas, A. (2014). Aprendizajes adquiridos por la participación en Comunidades de Práctica (CoP): elementos para su transferència al puesto de trabajo en el ámbito de la Adminsitración Pública. En A. Medina Rivilla, C. Rodríguez Serna & D.A. Ansoleaga San Antonio (Coord.) Desarrollo de las Instituciones y su incidencia en la innovación de la docencia. (pp. 1-2 ) Madrid: Editorial Universitas Burke, L. & Hutchins, H. (2007). Training transfer: and integrative literatura review. Human Resource Development Review, 6 (3), 262-296. Kimmble, C & Hildreth, P. (2005). Dualitie, distributed communities of practice and knowledge management. Journal of knowledge Management 9 (4), 102-113. Le Boterf, G. (1991). Ingeniería y evaluación de planes de formación. Madrid: Deusto Gairín, J.; Fernández-de-Álava, M. & Barrera-Corominas, A. (2013). Communities of Practice, Informal Learning and Impact in the Workplace: Catalan Public Administration Networks. En Educational Reflective Practices, Anno 3 N.2/2013, 33-53. Holton E. (2005). Holton’s Evaluation Model: New Evidence and Construct Elaborations. Advances in Developing Human Resources, 7, 37-54. Kirkpatrick, D. (1959). Techniques for evaluating training programs. Journal of the American Society for Training and Development, 13 (11), 3-9. Noe, R. & Schmit, N. (1986). The influence of trainee attitudes on training effectiveness: test of a model. Research in personnel and human resources management. 10, 345-384. Olsen, J.H. (1998). The evaluation and enhancement of training transfer. International Journal of Training and Development, 2(1), 61-75. Pineda, P. (2000). Evaluación del impacto de la formación en las organizaciones. Educar, 27, 119-133. Phillips, J. (2006). Invertir en el capital humano. Bilbao: Deusto Ruona, W.E.; Leimach, M.; Holton, E. Y Bates, R. (2002). The relationship between learner utility reactions and predicted learning transfer among trainees. International Journal of Training and Development, 6 (4), 218-228. Wenger, E. (2006). Communities of Practice. A brief introduction. Retrieved from http://www.ewenger.com/theory/communities_of_practice_intro_WRD.doc
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.