The Relationship between Training Satisfaction and the Readiness to Transfer Learning: The Mediating Role of Normative Commitment
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Organizations are becoming increasingly demanding in regard to training cost rationalization and justification, and to the associated result achievement obligation. In practice, these pressures result in the introduction of more or less adequate efficiency indicators in relation to training programs. The goal of this study is to understand the relationship between training and training efficiency indicators at the individual level, using a mediation model. This study proposes a three-factor mediation model estimated using a databank of 578 cases. The results first show a positive relation between training satisfaction and normative commitment. Normative commitment has a positive effect on readiness to transfer learning and a negative effect on absenteeism. Theoretical and practical implications are discussed in light of these findings.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it