Promoting the transfer of domain principle knowledge through brief example training

Abstract

The effectiveness of the analogical encoding technique and of a modified analogical encoding technique for promoting the transfer of negotiation strategies and awareness of ethical issues was tested. Analogical encoding involves comparison of two examples of the same strategy or issue. The modified technique, denoted diverse training, involved comparison of two examples that each exemplified a different strategy or issue but that shared an overarching principle. Experiments 1 to 3 examined training in negotiation strategies. In Experiment 1, both analogical encoding and diverse training yielded positive transfer of appropriate strategies at test, relative to a rest control. Experiment 2 demonstrated that diverse training with superficially similar training scenarios (set in the same context) was as effective as diverse training with superficially different training scenarios, contrary to what is believed essential for analogical encoding. Experiment 3 demonstrated that diverse training in any combination of strategies resulted in modest general improvement across all test components, and significant improvements for strategies specifically trained. Experiments 4 to 6 examined students’ awareness of ethical issues after analogical encoding, diverse training, or no-comparison training in which the participants studied two examples sequentially. Experiments 4 and 6 demonstrated that no-comparison training was effective in improving recognition performance for the issue of multiple relationships. Experiment 6 demonstrated that analogical encoding was effective in increasing correct recognition for the issue of conflict of interest. Diverse training was ineffective across Experiments 4 to 6, and a diverse no-comparison condition introduced in Experiment 6 was also ineffective. A measure of cognitive load included in Experiment 6 demonstrated that a difference in baseline (no-training control) recognition of an issue was reflected in the perceived difficulty of training in the issue. Within the domain of negotiation, a number of types of brief example training are viable in promoting transfer of negotiation strategies, beyond analogical encoding. In contrast, limited support was found for brief example training in awareness of ethical issues. Important factors contributing to the effectiveness of brief example training include the content area and the difficulty of the strategy or issue, and these appear to interact with the type of training.