While unlimited competition among companies are getting intense globally, companies are trying to strengthen their competitiveness to survive in the market. Particularly, securing excellent human resource is one of the cores and essential of corporate competitiveness. Companies are actively investing in education and training that can ensure continued survival. As a result, companies’ interests are increased in how much human resource development through education and training contributes to improvement of work performance or performance for member.
However, it has been reported by researchers that almost all members do not utilize job knowledge and job skills learned in education and training. From the perspective of human resource development, there has been over 30 years of continuous research trying to provide solutions to the problems.
Learning transfer is not the only indicator for evaluating the effectiveness of education, but also a variable that effectively explains the relationship between education and work performance. It is known that instructors are one of the major factors that influence the learning transfer in adult education. Instructors can encounter their adult learners face to face which can result significant impact on the quality of education. Especially, even if the same content and manual are used, the learner''s learning effectiveness varies depending on the instructor''s teaching behaviors (style, skill, ability) in class. In terms of the effectiveness of education and training in firm, continuous research is required for the effects of instructors’ behavior expressed in specific actions during the classes on the adult learner’s learning transfer. The purpose of this study is to examine the relationship between teaching behavior of instructors and learning transfer of the adult learners who completed the education and training in firm.
Here is the question for the research problem. How do the instructor’s teaching behaviors(enthusiasm, clarity, organization, rapport, interaction, specialty) affect adult learner’s learning transfer in education and training in firm?
In order to analyze the research purpose empirically, the subjects of the survey were selected by using purposeful sampling and convenience sampling for companies that implemented education and training in Daegu area. There were 16 companies chosen for the survey, the written and online surveys were conducted about two months from September 10, 2019 to November 5, 2019. For the survey tool, a total of 50 questions corresponding to personal background variables and main variables were selected. A total of 310 questionnaires were distributed, of which 237 were collected (return rate: 76.4%). From the collected questionnaires, 211 (valid data rate: 68.0%) were used for the analysis, except for 26 with incomplete response.
For the analysis of the collected data, factor analysis, reliability analysis, descriptive statistics analysis, correlation analysis by Pearson, and hierarchical multiple regression analysis were conducted using IBM SPSS Statistics 21.0 Korean version program.
Overall, this is the conclusion that came across from the study that was performed.
First, interaction among the variables of teaching behaviors turned out to have effect on learning transfer of adult learners. It can be said that the effect of education and training is increased when instructors do interactive communication and build connection with adult learners.
Secondly, specialty among the variables of teaching behaviors turned out to have effect on learning transfer of adult learners. Also, specialty was identified as the biggest variable in teaching behaviors. In particular, specialty has been repeatedly presented in preceding research, including school education, corporate education and lifelong education with similar results. It is also meaningful to confirm that this is a universal element of teaching behavior that promotes learning transfer.
Lastly, enthusiasm, clarity, organization, and rapport among the variables of teaching behaviors did not turn out to have effect on learning transfer of adult learners. The results were different from the previous research. It is necessary to explore and verify various variables of teaching behavior for the business environment. In addition, this study suggests to explore the various influential variables that can influence learning transfer in the corporate environment in the future.