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Although trainig and workplace are both approaches that benefit individual and organizational development as well as financial outcomes through changing employees’ behaviours, the specific approach(way) to achieve final goal are different. And the training usually needs a transformation to get the maximum effectiveness.

Ji-Hye Park and Tim Wentling (2007) mentioned that transfer of training has considered training personnel and managers in organizations as well as academic researchers. They wrote the following:Transfer of training is defined as the degree to which individuals effectively apply the skills and knowledge gained from a training program to a job situation (Wexley and Latham, 1991). .... After all, transfer of training is one of the major indicators to measure the success of learning in the workplace.

That is to say, managers should take part in monitoring training recruitment processes active to meet that need rather than approach to learning is the measurement to decide who is trained and in what aspect (Susan A.G., John A.F., 2006). Valerie J. Shute, Susanne P. Lajoie and Kevin A. Gluck (2000) commented that the methods of trainingthere has two aspects, one is in the individual’s level and the other is in the whole organization level. Then Sarder, Niranjan Kaur (2001) pointed out the fundamental of training methodologies are also the principles of training: active participation, all-around development, specialization, individualization and variety.

The methods of workplace learning are much more specific than that of training. Tracey Lee, Alison Fuller, and David Ashton (2004) summarized the previous studies and put forward the following approaches to learning, which are general: standard paradigm of learning and learning as acquisition, which can be explained like the formal learning as found within Educational institutions is defined as operating through a ' standard paradigm of learning ', emerging paradigm of learning and learning as participation, that can be understand like adopt various ' socially ' informed perspectives on learning and/or who are concerned with informal learning processes.

Factors influence training & workplace learning 培训和在工作场所中学习的影响因素

Since both training and workplace learning all take place in a common community and the organizations that often change in this rapid changeable era, factors that have effects on the transfer of training and learning in organizations also indicate some differences.Susan E. Cromwell and Judith A. Kolb (2004) have referenced the former definitions to highlight one of the factors.

From Goldstein (1986), Broad and Newstrom (1992), and Baldwin and Ford (1998) to define transfer climate as work environment factors noticed by trainees to encourage or discourage their use of knowledge, skills, and abilities learned in training on the job.

And they also tested the relationship between the following four work-environment factors: organization support, supervisor support, peer support, and participation in a peer support network, and the three different lengths time of transfer of training at: one-month, six-month, and one-year, points following supervisory skills t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。