Team-Based Learning and Training Transfer: A Case Study of Training for the Implementation of Enterprise Resources Planning Software

Autor/inn/en	Hart, Sharon L.; Steinheider, Brigitte; Hoffmeister, Vivian E.
Titel	Team-Based Learning and Training Transfer: A Case Study of Training for the Implementation of Enterprise Resources Planning Software
Quelle	In: International Journal of Training and Development, 23 (2019) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3736
DOI	10.1111/ijtd.12150
Schlagwörter	Teamwork; Case Studies; Transfer of Training; Prediction; Scores; Active Learning; Learning Strategies; Computer Software; Employees; Retention (Psychology); Teaching Methods; Workplace Learning; Business Administration + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Training; Transfer; Ausbildung; Vorhersage; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Employee; Arbeitnehmer; Beschäftigter; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Business economics; Betriebswirtschaft
Abstract	While traditional models of training such as behavioral modeling (BMT) have been found to enhance training transfer, research suggests that more active learning strategies such as error management (EMT) and team-based learning (TBL) may be more effective. This paper analyzes BMT, EMT and TBL strategies to train employees on new enterprise resources planning (ERP) software and discusses which training leads to successful procedural and declarative knowledge transfer, knowledge retention and application, and tangible business outcomes. TBL was predicted to be the most effective training type, as it models several components needed to use ERP software in the actual job setting. Overall and procedural knowledge as well as knowledge application scores improved most for TBL participants, while declarative knowledge improved the most in the EMT condition. During training, all conditions showed significant improvement in knowledge application; however, the TBL condition showed the highest knowledge application gains. This paper discusses the elements of TBL that support its use as an effective strategy to increase knowledge transfer in an organizational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01