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<p>Trainers are professional personnel who plan and conduct continuous vocational education and training (CVET) for adult learners. A&#xa0;persistent problem in CVET pertains to the transfer of acquired knowledge, skills, and attitudes from the learning context, such as seminars or courses, to learners’ workplaces. The current study is based on the premise that trainers must be aware of the determinants that can affect such transfer and the ways in which they can promote this process. This paper therefore strives to conceptualize and operationalize the construct of transfer knowledge both theoretically and empirically. Theoretical considerations suggest a&#xa0;three-dimensional construct that includes the dimensions of knowledge about learner characteristics, knowledge about training design and knowledge about the learners’ work environment. We developed an instrument featuring 31&#xa0;test items and evaluated the test behavior of 339 trainers by conducting a&#xa0;cross-sectional study from the perspective of item response theory (IRT). Model comparison suggests a&#xa0;three-dimensional structure instead of a&#xa0;one-dimensional structure or other plausible multidimensional IRT models. The study provides initial indications of the validity of our concept of transfer knowledge. However, further studies are necessary for validation.</p>

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Trainers’ knowledge of training transfer: Exploration of a crucial yet uncharted concept

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月16日

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  • Susanne Wisshak,
  • Alexander Naumann,
  • Alisha Koch,
  • Claudio Spener

摘要

Trainers are professional personnel who plan and conduct continuous vocational education and training (CVET) for adult learners. A persistent problem in CVET pertains to the transfer of acquired knowledge, skills, and attitudes from the learning context, such as seminars or courses, to learners’ workplaces. The current study is based on the premise that trainers must be aware of the determinants that can affect such transfer and the ways in which they can promote this process. This paper therefore strives to conceptualize and operationalize the construct of transfer knowledge both theoretically and empirically. Theoretical considerations suggest a three-dimensional construct that includes the dimensions of knowledge about learner characteristics, knowledge about training design and knowledge about the learners’ work environment. We developed an instrument featuring 31 test items and evaluated the test behavior of 339 trainers by conducting a cross-sectional study from the perspective of item response theory (IRT). Model comparison suggests a three-dimensional structure instead of a one-dimensional structure or other plausible multidimensional IRT models. The study provides initial indications of the validity of our concept of transfer knowledge. However, further studies are necessary for validation.