Determinants of Transfer of Training: A Comprehensive Literature Review

Abstract

Investments in training measures can only be considered effective if the transfer of the learned contents to practical situations is continuously successful. In this context the scientific and professional discourse regarding the effectiveness of further education, especially regarding transfer of training, has intensified considerably. This analysis provides a systematic and comprehensive overview of the current state of international empirical research regarding major determinants of transfer of training in the context of formalized further vocational training. Our review of literature differentiates the most important determinants on the organizational level of the characteristics of the work environment, the learning field level of measure-specific characteristics, as well as characteristics of participants on the individual level. Decades of transfer research brings forth a wealth of information regarding determinants which influence the transfer of training. The current analysis systematizes these results and clarifies that research regarding the determinants of the process of transfer of training identifies positive relationships at the three levels. In particular, the question of which determinants positively influence the success of transfer of training is well-studied for the individual level. The article shows that there is still a research deficit concerning the determinants of transfer of training at the learning field and organizational level. There is particular need for research regarding the dimensions of the determinants at the three levels. Finally, in this context this article identifies promising directions for future research.

Social support and motivation to transfer as predictors of training transfer: testing full and partial mediation using meta‐analytic structural equation modelling

“…Past research has indicated that motivation to transfer is a multi‐dimensional construct, specifying autonomous and controlled motivation to transfer (e.g. Curado et al ., ; Gegenfurtner, ; Gegenfurtner et al ., , , ; Patah & Unsworth, ; Quesada‐Pallarès & Gegenfurtner, ; Rahyuda, ; Testers et al ., ; Tonhäuser & Büker, ). Once a more extensive empirical database exists, future meta‐analyses are tasked to examine how autonomous and controlled motivation to transfer (fully or partially) mediate the influence of various support dimensions on transfer of training.…”

Accounting for complexity in medical education: a model of adaptive behaviour in medicine

“…Such an approach to training would enhance training transfer, increase opportunity for the development of core professional values, provide a more pragmatic understanding of evidence, and better prepare students for habits needed for complex problem solving and lifelong learning. [132][133][134][135][136] Most importantly, this approach would teach and reinforce the primacy of adaptive behaviour in high-quality clinical practice.…”

From monocontextual to multicontextual transfer

“…The support factors that have been used in this study have been derived from review studies (Baldwin & Ford, 1988;Blume et al, 2010;Cheng & Hampson, 2008;Ford & Weissbein, 1997;Ling & Yusof, 2017;Merriam & Leahy, 2005;Salas & Cannon-Bowers, 2001;Tonhäuser & Büker, 2016) and from the Learning Transfer System Inventory (LTSI) by Holton and colleagues (Bates et al, 2012;Holton, Bates, & Ruona, 2000). In his Theory of Planned Behavior (1991) Ajzen considers intentions to be a strong predictor of behaviour and acknowledges the relevance of how "important others" like teachers, colleagues, and supervisors whose approval we desire, feel about our behaviour.…”