TRANSFER TRAINING METHOD: ITS INFLUENCE ON SKILL GENERALIZATION, SKILL REPETITION, AND PERFORMANCE LEVEL.

This study contrasted goal setting and self-management training designs for their effectiveness in facilitating transfer of training to a novel task. Behavioral measures of performance were used to assess transfer in terms of skill generalization, skill repetition and overall performance level. Skill generalization was more limited among the goal-setting trainees as compared to the self-management trainees. While goal-setting trainees generalized fewer skills to the novel task context, these skills tended to be used more repeatedly. In contrast, self-management trainees exhibited higher rates of skill generalization and higher overall performance levels on the transfer task, even after the effects of out-come goal level were controlled. Implications are discussed for future research on training transfer. [ABSTRACT FROM AUTHOR]

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