No previous research in the UnitedTransfer of learning has long been an important HRD research issue. Since Baldwin and Ford' s review of the literature (1988) over a decade ago, considerable progress has been made in understanding factors affecting transfer.

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Due to globalization in recent years, organizations and the government inTaiwan take developing human expertise more seriously than ever before. However, human resource development evaluation practices in Taiwan have somewhat overlooked connecting training to transfer and organizational results. To help close the gap, organizations in Taiwan need a valid and reliable instrument to assess transfer issues. This study validated a researchbased instrument in the United States, the Learning Transfer System Inventory (LTSI), for use in Taiwan. A heterogeneous sample containing 583 responses from twenty organizations was collected. Through a rigorous translation process with qualitatively subjective, quantitatively objective, and pilot evaluations of the translation as well as common factor analyses, a Taiwan version of the LTSI (TLTSI), which contained fifteen statistically reliable factors, was validated. This study also extended the LTSI's generalizability and provided comparable measures of transfer systems between Taiwan and the United States. Translation issues, suggestions for improving the LTSI, implications for HRD, and future research directions are discussed.Human resource development (HRD) is a relatively new profession but not a new concept in Taiwan. A review of the history of HRD in Taiwan vividly illustrates that it has been embedded in the government' s human resource policy and linked to economic growth since 1953. The Taiwanese government has long perceived that developing highly competent human resources will lead to economic growth (Kuo & McLean, 1999).HRD has been instrumental in Taiwan' s economic miracle in Asia since the 1960s. According to the global competitiveness report of the World Economic Forum, published by the Center for International Development at Harvard University, Taiwan, among over one hundred economies, was ranked third in economic growth in (Cornelius, 2003 and fifth in (Schwab, 2004. 55HUMAN RESOURCE DEVELOPMENT QUARTERLY, vol. 16, no Chen, Holton, BatesTaiwan was also top-ranked in the Asian region for both years. Yuen (1994) asserted that Taiwan' s government has created technical training and vocational schools that have dramatically enhanced workers' skills, knowledge, and abilities. The government' s emphasis on developing human resources has led Taiwan to become one of the most powerful economies in the world. Although other factors, such as government financial policies and market forces, have influenced Taiwan' s economic growth, the government policies that highly value human capital point to the contribution of HRD to this growth. Indeed, in a country such as Taiwan with limited natural resources, human capital is a more vital concept than in countries with abundant natural resources, such as the United States and China.Due to the new era of globalization, organizations in Taiwan have been facing more rigorous competition than ever before. As a result, HRD has received additional attention in both the public and private sectors. In the public sector, Taiwan' s govern...

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Transfer theories, which are closely related to evaluation theory, have been developed from a holistic perspective, but most of empirical transfer research has not effectively utilized holistic models to investigate transfer of learning until the late 1990s. Additionally, little has been done in examining the relationship between situational variables, demographic variables, and transfer system characteristics. This study contributes to transfer research by examining the combined effects of situational and demographic variables on a holistic model of perceived organizational transfer systems. A key finding was that demographic variables make only a marginal contribution to predicting transfer system characteristics when compared to situational variables. It seems clear that the differences in transfer system characteristics depend on diverse situational influences, primarily due to types of training programs and types of organizational cultures. This finding does not support one‐size‐fits‐all transfer interventions. Future research may focus on investigating benchmark transfer practices in certain types of organizations or industries to empirically identify the true leverage points of a diagnosing instrument of transfer—the Learning Transfer System Inventory—for interventions and change.

The problem and the solution. Although assessment center has been proven effective in predicting performance, the issue of establishing construct-related validity of assessment center is still unsolved, resulting in an unmet research challenge.Woehr and Arthur asserted that the lack of construct-related validity in assessment center literature is primarily due to issues of design and development.This article focuses on the design aspect of assessment center to develop an integrative competency-based assessment center model that links competency development, training design, assessment center, and multi-rater assessment together. Built around validity (particularly construct-related) issues of assessment center, the model guides scholarly practitioners on how to design a competency-based assessment center that has potential to improve construct-related validity and capability to build into training design and assessment and other human resource functions. Nine propositions related to validity were developed in accordance with the model to evoke future research. Practical implications are also provided.

Two different types of extracellular protease activity were identified in the culture fluid of Phanerochaete chrysosporium wild-type BKM-F grown in submerged batch culture on N-limited media. The first activity, which appears to be inherent to the active growth phase, displayed a maximum on day 2 and decreased to a very low level on day 4. The second activity, which appeared at day 8 following the peak of ligninase activity, seems to be characteristic of late secondary metabolism and is stimulated by carbon starvation. Cultures started with half the amount of glucose of other cultures showed a remarkably earlier development of secondary activity. In contrast, the fed-batch addition of glucose started when ligninase activity was at a maximum (day 6) completely repressed secondary protease activity and enhanced ligninase production. The addition of exogenous veratryl alcohol increased the level of secondary protease activity, whereas the oxygen supply pattern significantly affected both the time course and the level of overall proteolytic activity. The addition of phenylmethylsulfonyl fluoride to growing cultures (0, 1, or 6 days) diminished overall protease activity, while it significantly enhanced ligninase activity. In all cases, the time courses of protease and ligninase activities were negatively correlated, indicating that protease activity promotes the decline of ligninase activity in batch culture.