外文翻譯--利用社會(huì)網(wǎng)絡(luò)分析法研究轉(zhuǎn)移培訓(xùn)以提升洞察力（英文）

1、ReviewTransfer of training: Adding insight through social network analysisPiet Van den Bossche a,b,?, Mien Segers ba Institute for Education and information sciences, University of Antwerp, Belgium b Educational Research

2、 and Development, Maastricht University, The Netherlandsa r t i c l e i n f oArticle history:Available online 20 December 2012Keywords:Transfer of trainingSocial network analysisSocial supporta b s t r a c tThis article

3、reviews studies which apply a social network perspective to examine transferof training. The theory behind social networks focuses on the interpersonal mechanismsand social structures that exist among interacting units s

4、uch as people within an organiza-tion. A premise of this perspective is that individual’s behaviors and outcomes are signifi-cantly affected by how that individual is tied into the larger web of social connections.With r

5、egard to transfer of training, the investigation of social networks as a perspectivecan build in-depth understanding of how social support aids in transfer of training.Three groups of studies using a social network persp

6、ective are identified. A first groupquestions the role of the social network within the organisation for transfer of training.A second group of studies includes the network outside the organisation, hereby stretchingthe

7、traditional idea of social support. A third group of studies sees the social network as animportant outcome of itself. Through these studies, the potential value of the social net-work perspective for transfer of trainin

8、g research is identified and implications can beindicated.? 2012 Elsevier Ltd. All rights reserved.Contents1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382. Transfer of training: the crucial role of social support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10、 . . . . . . . . . . . . . . . . . . . . . . . . 382.1. Transfer of training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11、 . . . . . . . . . . 382.2. Factors affecting transfer of training: social support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393. Social network perspec

12、tive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394. Method . . . . . . . . . . . . . . . . . . . . .

13、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405. Transfer of training and social network analysis . . . . . . .

14、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405.1. Transfer of training: the role of the network within the organisation. . . . . . . . . . . . . . .

15、 . . . . . . . . . . . . . . . . . . . . . . . . . . . 405.2. Transfer of training: the role of the network outside the organisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425.3

16、. Transfer of training: considering networks as primary output of trainings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436. Conclusion training inputs (trainee characteristics such as abil

17、ity, personality, motivation), training design (principles of learning, sequencing, training content), and work environment (support, opportunity to use). Based on this review, during the following decade, different narr

18、ative review papers have been published such as Cheng and Ho (2001), Holton, Bates, and Ruona (2000), Colquitt, LePine, and Noe (2000), Cheng and Hampson (2008), and Blume et al. (2010). They all stress the role of indiv

19、idual characteristics, job/career variables and situational variables, including transfer climate. Although they do not always take the same perspective (for example, Colquitt et al. (2000) focussed on training motivatio

20、n) it is clear that they all referred to the work environment as a powerful factor in the transfer of training process. This work environment has often been referred to as the transfer climate or those work environment f

21、actors perceived by trainees to encourage or discourage their use of knowledge, skills, and abilities learned in training, on the job (Cromwell Tracey, Tannebaum, Lim Nijman, Nijhof, Wognum, Russ-Eft, 2002). It has b

22、een repeatedly indicated that understanding why and how this social support contributes to the transfer of training will provide great value for the research on training effectiveness in general (Clarke, 2002; Tannenbaum

23、 Weisweiler et al., 2012). The distinction in social support between peers and supervisors has been made to illustrate the different tasks these groups have in providing support (Chiaburu Nijman et al., 2006). The pres

24、ent paper builds upon the importance of this social support in transfer of training and the need to expand our understanding of the influence of social support. This call is in line with a general (re-)recognition of how

25、 the social context of work can play a critical role in shaping employees’ experiences and behaviors, hereby referring to the interpersonal inter- actions and relationships that are embedded in and influenced by the jobs

26、, roles, and tasks that employees perform and enact (Grant Hatala Cross, Parker, Prusak, Tynjälä; 2008). Social networks can be defined as ‘‘a(chǎn) group of collaborating (and/or competing) entities that are rela

27、ted to each other’’ (Hakansson, Havila, Wasserman Nohria & Eccles, 1992). Developing personal ties, whether dyadic or multiple, give individuals the chance to be ex- posed to different kinds of information and exis