An examination of learning transfer system characteristics across organizational settings

Holton, Elwood F.; Chen, Hsin-Chih; Naquin, Sharon S.

doi:10.1002/hrdq.1079

Cited by 114 publications

(115 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Motivation is strongly linked to personality yet other factors, such as a clear expectation of learning outcomes, a genuine desire for skill mastery, strong self-efficacy and positive career attitudes may augment it further (Kirwan). Learners should also have the mental, emotional and physical resources for devoting to transfer (Holten, Chen & Naquin, 2003).…”

Section: Factors Influencing Transfer Contemporary Theories On Transmentioning

confidence: 99%

Business graduate employability – where are we going wrong?

Jackson

2013

Higher Education Research & Development

118

View full text Add to dashboard Cite

| P a g eBusiness graduate employability -where are we going wrong? AbstractPersistent gaps in certain non-technical skills in business graduates continue to impact on organisational performance and global competitiveness. Despite business school's best efforts in developing non-technical skills, widely acknowledged as fundamental to graduate employability, there has been considerably less attention to measuring skill outcomes and even less on their subsequent transfer to the workplace. It appears stakeholders are assuming transfer occurs automatically in graduates, neglecting the influence of learning program, learner and workplace characteristics on this complex process and its potential impact on graduate employability. This paper unpacks the concept of transfer and proposes a model of graduate employability which incorporates the process. Measures for empirical analysis are discussed. Testing the model would indicate the extent to which transfer occurs and highlight collaborative strategies for employers, universities and graduates in nurturing learning and workplace environments in which transfer may flourish, taking us one step closer to the elusive 'work-ready' graduate.

show abstract

Section: Factors Influencing Transfer Contemporary Theories On Transmentioning

confidence: 99%

Business graduate employability – where are we going wrong?

Jackson

2013

Higher Education Research & Development

118

View full text Add to dashboard Cite

show abstract

“…Given the difficulties surrounding the transfer of learning and knowledge from the formal training situation to the daily workplace and given the context dependent nature of learning, most learning takes place on-the-job (Holton et al 2003;} Ortenblad 2002} Ortenblad , 2004). Argyris and Schön implicitly adopt the same approach, since for them learning is directly tied to error detection and correction in the context of daily work practices.…”

Section: Learning At Workmentioning

confidence: 99%

Learning under conditions of hierarchy and discipline: the case of the German Army, 1939–1940

Visser

2008

Learn Inq

View full text Add to dashboard Cite

To survive in and adapt to dynamic, turbulent, and complex environments, organizations need to engage in learning. This truism is particularly relevant for army organizations in times of war and armed conflict. In this article a case of army operations during World War II is analyzed on the basis of } Ortenblad's integrated model of the learning organization and Argyris and Schön's theory of action approach. Among others, it is found that survival of and adaptation to combat conditions is possible through singleloop learning, provided that this learning takes place in an open and productive learning climate. This and other conclusions have important implications for theory and practice of organizational learning under conditions of hierarchy and discipline.

show abstract

“…At the start of our collaboration, Susan reported aspects of her "workplace environment," or external challenges, that she felt interfered with applying new concepts learned in her literacy, language and culture course (e.g., her new class assignment and a common expectation among teachers that students need to speak English-only in class in preparation for the standard classes; Observation Field Notes; Interview, 2/17/14). In fact, some scholars (Blume, Ford, Baldwin, & Huang, 2010;Holton, Cheng, & Naquin, 2003) argue the work environment (e.g., social support of peers and supervisors) is one of the most powerful predictors of learning transfer. Investigators researching teachers in higher education have identified a variety of workplace-related factors interfering with learning transfer, such as heavy workloads, little opportunity to apply new learnings, and lack of support from colleagues.…”

Section: Findings and Discussionmentioning

confidence: 99%

Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key

Nilsson¹,

Kong²,

Hubert³

2016

AJTE

View full text Add to dashboard Cite

show abstract

An examination of learning transfer system characteristics across organizational settings

Abstract: 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.

Cited by 114 publications

References 28 publications

Business graduate employability – where are we going wrong?

Business graduate employability – where are we going wrong?

Learning under conditions of hierarchy and discipline: the case of the German Army, 1939–1940

Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key

Contact Info

Product

Resources

About