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

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Abstract
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 outcome goal level were controlled. Implications are discussed for future research on training transfer.