This study expands on the concept of the learning transfer system and reports on the validation of an instrument to measure factors in the system affecting transfer of learning. The Learning Transfer System Inventory (LTSI) was developed and administered to 1,616 training participants from a wide range of organizations. Exploratory common factor analysis revealed a clean interpretable factor structure of sixteen transfer system constructs. Second-order factor analysis suggested a three-factor higher order structure of climate, job utility, and rewards. The instrument development process, factor structure, and use of the LTSI as a diagnostic tool in organizations are discussed.

The lack of research to develop further a theory of evaluation is a glaring shortcomingfor human resource development (HRD). In this papel; I argue that the four-level system of training evaluation is really a taxonomy of outcomes and isflawed as an evaluation model. Research i s needed to develop a fully specijied and researchable evaluation model. Such a model needs to specih outcomes correctly, account for the effects of intervening variables that affect outcomes, and indicate causal relationships. I propose a new model based on existing research and accounts for the impact of the primary intervening variables such as motivation to learn, trainability, job attitudes, personal characteristics, and transfer of training conditions. A new role for participant reactions is specijied. Key studies supporting the model are reviewed and a research agenda proposed.Evaluation of interventions is among the most critical issues faced by the field of human resource development (HRD) today. Increasing global competition has led to intense pressure on HRD to demonstrate that programs contribute directly to the organization's "bottom line." Yet the dominant evaluation model, the four-level firkpatrick model, has received alarmingly little research and is seldom fully implemented in organizations (Kimmerling, 19931, leaving them ill-equipped to respond to this pressure. There is a critical need for new evaluation theory and research to give organizations a more sound methodology for allocating HRD resources.The Kirkpatrick model for training evaluation (Kirkpatrick, 1976), also known as the four-level evaluation model, is acknowledged by many practitioners as the standard in the field. A number of modifications to the model have been suggested, including adding a fifth level to reflect training's ultimate value in terms of organization success criteria, such as economic benefits or human good (Hamblin, 1974) and societal value (Kaufman and Keller, 1994), or to focus more specifically on return on investment (ROI) (Phillips, 1995). Brinkerhoff (1987) proposed a six-level model that, in essence, added two

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The problem and the solution. Holton proposed the HRD Evaluation and Research Model as a comprehensive framework for diagnosing and understanding the causal influences of HRD intervention outcomes. Unfortunately, a full test of Holton's model has not been possible because tools to measure the constructs in the model did not exist. This article reviews recent studies relevant to the constructs in Holton’s model and updates it by delineating specific constructs that should be measured in each of the conceptual categories proposed.

This study examines the relationship of motivation to transfer skills and knowledge learned in a computer-based training programme with five groups of variables: individual or general attitudes, situational specific attitudes, reactions, learning, and work environment factors. Hierarchical regression analysis produced a model which explained 60.5% of the variance in motivation to transfer. Individual attitudes and environmental variables explained most of the variance in motivation. A number of mediated relationships were suggested.Billions of dollars are spent each year on training in an effort to increase productivity so businesses can stay competitive in the face of fierce global competition and a rapidly changing environment [1]. Training is focused on trying to change behaviour or teach new behaviours to individual trainees [2]. However, little is still known about factors that impact on a trainee's decision to use training. From a cognitive perspective of motivation, individuals make behavioural choices based on a combination of factors [3]. Understanding the factors that influence individuals' choices, in particular their choice to use or not use training on the job, would be valuable in determining how to motivate trainees to make behavioural choices that benefit the organisation.This study focuses on how individual and general attitudes, training situation specific attitudes, reaction, learning and environmental factors affect trainees' motivation to use computer-based training in an industrial setting. Computer-based training, particularly in an industrial setting, has had relatively little attention in the training and development literature. Due to its cost effectiveness and its ability to meet the time demands of shift workers, computer-based training has become a popular delivery mechanism in a number of industries facing increased training requirements resulting from federal mandates [4].This research has important theoretical and practical implications. From a theoretical standpoint, a test of key components, mainly outside the training design, in a more comprehensive conceptual framework of training effectiveness gives guidance to future research and theory testing efforts. From a practical standpoint, a better understanding of why some trainees are more motivated to transfer training than others can help focus and improve interventions by (a) guiding needs assessments; (b) aiding in design of new as well as improving the design of existing training programmes; and (c) providing for more thorough training evaluations. All of these factors support the potential for greater learning, transfer of training, and ultimately, improved individual and organisational performance.The primary purpose of this study then was to empirically and systematically examine a computer-based training (CBT) programme in a field setting to determine the influence of selected variables that are believed to affect trainees' motivation to transfer training. Background literatureOnly a few studies have focused primarily on a...

Despite general acknowledgment of the difficulty in transferring learning, no validated and generally accepted instrument exists to measure factors believed to affect its transfer. Rouiller and Goldstein (1993) developed an eight‐factor structure for a transfer climate instrument but could not validate the structure because their sample size was inadequate. This study attempted to validate their hypothesized constructs using factor analysis and found a substantially different factor structure, suggesting a different direction for future transfer climate instrument research. The results suggest that trainees perceive climate according to referents in the organization rather than according to psychological cues, as Rouiller and Goldstein proposed. Consequently, a transfer climate instrument incorporating additional constructs was analyzed. The resulting nine‐factor solution suggested additional constructs and indicated that transfer climate was perceived according to organizational referents.