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Patricia Von Papstein

 

Publications by Patricia Von Papstein (bibliography)

 what's this?
1988
 
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Papstein, Patricia Von and Frese, Michael (1988): Transferring Skills from Training to the Actual Work Situation: The Role of Task Application Knowledge, Action Styles and Job Decision Latitude. In: Soloway, Elliot, Frye, Douglas and Sheppard, Sylvia B. (eds.) Proceedings of the ACM CHI 88 Human Factors in Computing Systems Conference June 15-19, 1988, Washington, DC, USA. pp. 55-60.

In a field study (29 engineers), the transfer from expertise acquired in training to software use at work was shown to be mediated by task application knowledge (i.e. knowledge used to connect skills learned in training with tasks at work). Moreover, person variables like setting long range goals and developing detailed plans and an organizational variable like job decision latitude (i.e. how much freedom do workers have to do their work) influenced the transfer process. People with high goal orientation and planfulness and with high job decision latitude showed a higher transfer.

© All rights reserved Papstein and Frese and/or ACM Press

 
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Frese, Michael, Albrecht, Karen, Altmann, Alexandra, Lang, Jutta, Papstein, Patricia Von, Peyerl, Reinhard, Prumper, Jochen, Schulte-Gocking, Heike, Wankmuller, Isabell and Wendel, Rigas (1988): The Effects of an Active Development of the Mental Model in the Training Process: Experimental Results in a Word Processing System. In Behaviour and Information Technology, 7 (3) pp. 295-304.

Three different training programmes for a word processing system were experimentally compared: (1) a sequential programme, which taught low-level skills and which did not help the user actively to develop a mental model, (2) a hierarchical programme, which provided an explicit and integrated conceptual model of the system to the user and (3) a programme in which the users were asked to develop hypotheses on the functioning of the software and in which they were encouraged to use an active and exploratory approach. From an action theory point of view it was hypothesized that the third group would be superior to the first group. In an experimental study with two training sessions each of two hours and a two-hour testing session (n=15), this was shown to be the case for several performance criteria (error time, transfer and experimenter rating). Additionally, an interindividual difference variable to measure the individual learning style was used, giving results that could be interpreted in a similar way to the experimental results.

© All rights reserved Frese et al. and/or Taylor and Francis

 
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