Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience
DOI:
https://doi.org/10.33423/jhetp.v24i3.6846Keywords:
higher education, transfer of training, learning style, Capstone simulation, experiential learning, team-based learningAbstract
Building on the research foundations of the traditional team-based business simulation environment, we present a new Transfer of Training and Awareness of Learning Style (TOTALS) Capstone model that draws from Organizational and Transfer of Training literature. This research-to-practice insight supports and describes how the Capstone simulation is sequenced with a team-based learning experience first and individual application second, thereby mirroring corporate training practices. This approach allows students to collaborate and exchange ideas, emulating workplace dynamics, and then demonstrate their understanding and skills during individual rounds. The model incorporates a reflection exercise to foster self-awareness of students’ learning styles and the best possible self, an important step toward empowering them to implement the skills and knowledge gained while working with a team. Lastly, we present results of an exploratory study that indicate that students of the Accommodator learning type are well-positioned to successfully transfer knowledge from training into individual success.
References
Ahn, J.H. (2008). Application of experiential learning cycle in learning with a business simulation game. E-Learning, 5(2), 146–156. https://doi.org/10.2304/elea.2008.5.2.146
Andrade-Silva, I., Beck, K., Duong, J., Herling, D., Houge, M., Laudenbach, J., & Tano, B. (2023). Learning the importance of export readiness through experiential learning. Journal for Global Business and Community, 1(14). https://doi.org/10.56020/001c.71489
Bartel-Radic, A., Moos, J.C., & Long, S.K. (2015). Cross-cultural management learning through innovative pedagogy: An exploratory study of globally distributed student teams. Decision Sciences Journal of Innovative Education, 13(4), 539–562. https://doi.org/10.1111/dsji.12076
Blume, B.D., Ford, J.K., Baldwin, T.T., & Huang, J.L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065–1105. https://doi.org/10.1177/014920630935288
Burke, L.A., & Hutchins, H.M. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6(3), 263–296. https://www.doi.org/10.1177/1534484307303035
CAPSIM Capstone 2.0 Team Member Guide. (n.d.) Retrieved June 2023, from https://ww3.capsim.com/modules/GIA/files/1_0/0/CapsimPlatform/EN/PDF/Capstone_User_Guide_v4.pdf
Carter, J., & Youssef-Morgan, C. (2019) The positive psychology of mentoring: A longitudinal analysis of psychological capital development and performance in a formal mentoring program. Human Resource Development Quarterly, 30(3), 383–405. https://doi.org/10.1002/hrdq.21348
Chiaburu, D.S., & Marinova, S.V. (2005). What predicts skill transfer? An exploratory study of goal orientation, training self‐efficacy and organizational supports. International Journal of Training and Development, 9(2), 110–123. https://doi.org/10.1111/j.1468-2419.2005.00225.x
Coutinho, S.A., & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self-efficacy. Learning Environments Research, 11, 131–151. https://doi.org/10.1007/s10984-008-9042-7
de Jong, T., Lazonder, A.W., Chinn, C.A., Fischer, F., Gobert, J., Hmelo-Silver, C.E., . . . Zacharia, Z.C. (2023). Let’s talk about evidence - The case for combining inquiry-based and direct instruction. Educational Research Review, 39, 100536. https://doi.org/10.1016/j.edurev.2023.100536
Dewey J. (1938). Experience and education. Macmillan.
Goldstein, I.L., & Ford, J.K. (2002). Training in organizations: Needs assessment, development, and evaluation (4th Ed.). Wadsworth/Thomson Learning.
Hansen, R.S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82(1), 11–19. https://doi.org/10.3200/JOEB.82.1.11-19
Hendry, G.D., Heinrich, P., Lyon, P.M., Barratt, A.L., Simpson, J.M., Hyde, S. J., . . . Mgaieth, S. (2005). Helping students understand their learning styles: Effects on study self‐efficacy, preference for group work, and group climate. Educational Psychology, 25(4), 395–407. https://doi.org/10.1080/01443410500041706
Knobloch, N.A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22–34. https://doi.org/jae.2003.04022
Kolb, A.Y., & Kolb, D.A. (2005). The Kolb learning style inventory-version 3.1 2005 technical specifications. Hay Resource Direct, 200, 166–171. Boston, MA.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Koppenhaver, G.D., & Shrader, C.B. (2003). Structuring the classroom for performance: Cooperative learning with instructor‐assigned teams. Decision Sciences Journal of Innovative Education, 1(1), 1–21. https://doi.org/10.1111/1540-5915.00002
Kutz, D., Cumbie, B.A, & Mullarkey, M. (2022). Incorporating the student perspective in designing a virtual team classroom environment: An elaborated action design science research approach. Journal of Research in Innovative Teaching & Learning, 16(2), 153–168. https://doi.org/10.1108/JRIT-02-2022-0007
Loveday, P.M., Lovell, G.P., & Jones, C.M. (2018). The best possible selves intervention: A review of the literature to evaluate efficacy and guide future research. Journal of Happiness Studies, 19, 607–628. https://doi.org/10.1007/s10902-016-9824-z
Massaro, P. (2019, May 01) The student engagement opportunity outline. National Association of Colleges and Employers. Retrieved from https://www.naceweb.org/career-readiness/competencies/the-student-engagement-opportunity-outline/
McCarthy, A., & Garavan, T.N. (2008). Team learning and metacognition: A neglected area of HRD research and practice. Advances in Developing Human Resources, 10(4), 509–524. https://doi.org/10.1177/152342230832049
Morgan, S.D., & Stewart, A.C. (2019). Teams in management education. Journal of Management Education, 43(5), 573–582. https://doi.org/10.1177/1052562919864377
O’Flynn, E., Stephens, S., Cunningham, I., Burke, A., & McLaughlin, C. (2023). Experiential learning and the entrepreneurial university: An Irish case study. Industry and Higher Education. https://doi.org/10.1177/09504222221151146
Ofstad, W., & Brunner, L.J. (2013). Team-based learning in pharmacy education. American Journal of Pharmaceutical Education, 77(4). https://doi.org/10.5688/ajpe77470
Özaydin Özkara, B., & Ibili, E. (2021). Analysis of students’ e-learning styles and their attitudes and self-efficacy perceptions towards distance education. International Journal of Technology in Education and Science, 5(4), 550–570. https://doi.org/10.46328/ijtes.200
Parnell, J.A., & Crandall, W. (2021). Success factors in Capsim’s Capstone simulation: An empirical examination. Journal of Education for Business, 96(7), 454–460. https://doi.org/10.1080/08832323.2020.1854161
Rouiller, J.Z., & Goldstein, I.L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4(4), 377–390. https://doi.org/10.1002/hrdq.3920040408
Thompson, K.S., & Noble, D. (2017). Enhancing adaptivity and resilience through team member change. Management Teaching Review, 2(4), 325–332. https://doi.org/10.1177/2379298117732113
Wang, T., & Wen, J. (2023). Experiential teaching is more conducive to student learning than traditional teaching. Journal of Education and Culture Studies, 1(7), 100–109. https://doi.org/10.22158/jecs.v7n1p100
West, C.R., Kahn, J.H., & Nauta, M.M. (2007). Learning styles as predictors of self-efficacy and interest in research: Implications for graduate research training. Training and Education in Professional Psychology, 1(3), 174. https://doi.org/10.1037/1931-3918.1.3.174
Wu, W.-L., Hsu, B.-F., & Yeh, R.-S. (2007). Fostering the determinants of knowledge transfer: A team-level analysis. Journal of Information Science, 33(3), 326–339. https://doi.org/10.1177/0165551506070733
Yang, M., Lowell, V.L., Talafha, A.M., & Harbor, J. (2020). Transfer of training, trainee attitudes and best practices in training design: A multiple-case study. TechTrends, 64, 280–301. https://doi.org/10.1007/s11528-019-00456-5
Zhao, H., Zhang, J., Heng, S., & Qi, C. (2021). Team growth mindset and team scientific creativity of college students: The role of team achievement goal orientation and leader behavioral feedback. Thinking Skills and Creativity, 42, 100957. https://doi.org/10.1016/j.tsc.2021.100957
