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    A training needs analysis for the New Zealand forestry industry : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University
    (Massey University, 2000) Moffat, Helen Patricia
    Forestry work is inherently dangerous, and logging workers are injured and killed at work at a rate considerably higher than other occupations. A training needs analysis was conducted for the New Zealand Forestry Industry to: identify if there were any deficiencies in the currently available training for logging workers; assess the perceived effectiveness of current training methods regarding safety messages; assess the perceived utility of the currently available pre-employment training; and to determine if there are factors other than training that may be contributing to the poor occupational health and safety record of logging workers. Logging workers, logging contractors and forestry trainers from three geographical regions were invited to complete specially developed questionnaires. In total, 396 crew members, 48 contractors and 23 trainers participated. The results found a number of deficiencies in the current training - particularly the lack of training available for machine operators. Safety training was not especially effective in delivering safety messages, indicating that miscommunication between contractors and logging workers occurs regarding safety. Pre-employment training was viewed positively by logging workers, but contractors had problems with the amount of practical experience given and the level of safety awareness of the graduates. The results also indicated that the logging industry has a highly mobile, transient workforce, which may be contributing to the poor occupational health and safety record.
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    The impact of factors within the work environment on perceptions of training transfer : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1999) Weir, Keryn
    The current study was designed to investigate empirically the direct effects of various components of the work environment on perceptions of training transfer. The influence of social support from four organisational constituents (peer support, subordinate support, supervisor support, and top management support), organisational commitment and task constraints in the work environment and training transfer were evaluated. The sustained use of trained skills was also considered in the current study. Differences in perceptions of training transfer two weeks and twelve weeks after training were measured, as were the impact of each of the independent variables at each timepoint. The data was examined using correlation analyses and regression modeling. Results indicated that there were no significant differences in perceived training transfer between the time periods, but different variables were identified as important at each timepoint. Two weeks after training, top management support and organisational commitment explained 32.4 percent of the variance. Twelve weeks after training, organisational commitment was the only significant variable, explaining 31.1 percent of the variance. Results indicated some support for a positive relationship between social support and transfer. Two weeks after training, there was a relationship between transfer and supervisor support, top management support and peer support. Twelve weeks after training, the only relationship was between transfer and subordinate support. There was no relationship between task constraints and perceived training transfer. The implications of these results are discussed in relation to previous research as well as practical implications for organisations and training practitioners.
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    Unskilled youth, unemployment and training : a case study : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Social Policy at Massey University
    (Massey University, 1999) Coulter, Rosalind A
    This thesis explores a training course as a way of helping unskilled school leavers become more employable. They were found to be at a disadvantage in the labour market because they lack skills and are at a greater risk of suffering from long-term unemployment. The effects of unemployment on youth are explored in the literature review and identified as having a detrimental effect on health and well being, with the long-term risk of creating a pattern of permanent unemployment. TOPS, a fully Government funded vocational training programme targeted to the disadvantaged in the labour market, responds to this need. This research followed the progress of eight unskilled school-leavers who were involved in a TOPS course. They were interviewed before, immediately after and again six weeks following their course. To augment this investigation interviews were also conducted with the training providers. Following the literature in this area, the relative merits of training courses and their delivery are investigated. Findings of this select group of young people involved on a TOPS course suggest that for most of them this scheme enabled them to increase their skill levels and greatly enhance their chances of employment in the future. The majority were successful in moving on immediately to further vocational training. The nature of educational delivery played a significant role in establishing this transition with a focus on creating an encouraging, nurturing learning environment and providing high quality teaching. Work experience complemented coursework by reinforcing practical skills and encouraging self-reliance. As a method of policy intervention, with reference to this TOPS course, I recommend that it justified the investment of funds involved.
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    Determinants of perceived training transfer : a thesis presented in partial fulfilment of the degree of Masters of Science in Psychology at Massey University
    (Massey University, 2000) Saunders, Warren James
    Organisational literature suggests that training is an area of exponential growth (Goldstein, 1986, 1991, 1993; Quinones & Ehrenstein, 1997). Despite this, and a high level of expenditure on training, the application of learnt skills on the job is low (Curry Caplan, Knupple, 1994). The deficit between investment in training and the 'generalisation' of trained skills to the job has been referred to as the 'training transfer problem' (Michalak, 1981). Research has identified a range of aspects in the work environment, trainee, and training design that can influence transfer of training (Baldwin & Ford, 1988). This study attempts to assess these influences on the effectiveness of an in-house training intervention. Guided by Holton's (1996) 'Evaluative Research & Measurement Model', a quasi-experimental design was used to confirm influences of 'intervening conditions' on perceived training transfer. Intervening conditions included Learner Readiness, Performance Self-Efficacy, Motivation to Transfer, Transfer Effort, Performance - Outcomes Expectations, Feedback/Performance Coaching, Supervisory Support, Supervisory Sanction, Peer Support, Resistance, Personal Outcomes - Positive/Negative, Opportunity to Use Learning, Personal Capacity for Transfer, Perceived Content Validity, and Transfer Design. Analysis of employee perceptions indicated that training resulted in a perceived change in work place practices for those who had participated in training. Regression results evidenced the influence of the intervening conditions on perceived training transfer. Of the 16 intervening conditions in Holton's (1996) model, only Transfer Effort - Performance Expectations, Feedback/Performance Coaching, Supervisory Support, Resistance, Perceived Content Validity, and Transfer Design impacted on perceived training transfer significantly. Findings are discussed in the context of design, sampling, statistics, and limitations; recommendations for training practitioners and organisations, as well as suggestions for future researchers are outlined.