Role of Ability and Extroversion in Concept Attainment of Individuals Trained in Heterogeneous or Homogeneous Personality Groups

Lemke, Elmer A.; Leicht, Kenneth L.; Miller, Jude

doi:10.1080/00220671.1974.10884603

Cited by 3 publications

(2 citation statements)

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“…To provide insights on how extroversion evidences itself in the training environment, Naquin and Holton (2002) suggest that extroversion influences trainees' motivation to improve their work performance through learning, which is typically a social process. Supporting the positive influence of sociability on transfer, Lemke, Leicht, and Miller (1974) found in a study of 64 undergraduates-stratified by ability and extroversion-that training in heterogeneous groups resulted in better transfer performance for low-ability individuals than did training in homogeneous groups. Suggested by these authors, a low-ability trainee is not likely to develop a solution strategy on his own and thus the presence of an extrovert in a training group may increase verbalization of strategies, some of which are solution-relevant in the transfer stage.…”

Section: Personalitymentioning

confidence: 92%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,002

1,078

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Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer-learner characteristics, intervention design and delivery, and work environment influences-to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction. Keywords: training transfer; learner characteristics; intervention design; work environment; integrative literature reviewSince Baldwin and Ford's (1988) highly recognized review of the "transfer problem" in training research, an outpouring of conceptual and research-based suggestions have focused on how to lessen the gap between learning and sustained workplace performance. Estimates of the exact extent of the transfer problem vary, from Georgenson's (1982) estimate that 10% of training results in a behavioral change to Saks ' (2002) survey data, which suggest about 40% of trainees fail to transfer immediately after training, 70% falter in transfer 1 year after the program, and ultimately only 50% of training investments result in organizational or individual improvements. Given these estimates, it is clear that learning investments continue to yield deficient results, making training transfer a core issue for human resource development (HRD) researchers and practitioners focused on designing interventions that support individual, team, and organizational performance (Yamnill & McLean, 2001 As the stream of transfer research continues to infiltrate various academic disciplines (management, HRD, training, adult learning, psychology), the need for a comprehensive and analytical review is warranted to summarily link the assorted genres of transfer research and provide targeted direction moving forward. The last comprehensive literature review was offered by Ford and Weissbein (1997) and addressed the suggestions put forth in the seminal work of Baldwin and Ford (1988). These works identified gaps in the way transfer was viewed, studied, and measured, and have provided numerous opportunities to improve the study of transfer, especially in applied settings. While not attempting to keep in step with decade reviews, we do feel that advancements in the last decade in each of the areas-learner, design, and work environment-require an updated synthesis of the transfer literature to provide both experienced and emerging transfer scholars direction for future research.To conduct this integrative review, we first identified a taxonomy of major conceptual factors influencing transfer in order to categorize the ...

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Section: Personalitymentioning

confidence: 92%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,002

1,078

View full text Add to dashboard Cite

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“…False 74% (21.6%) Barrick and Mount (1991) found that trainees who were highly sociable (extroverted) also exhibited higher training performance across multiple occupational categories (Rho = 0.26). Lemke et al (1974) found that training in heterogeneous groups resulted in better transfer performance for low-ability individuals than did training in homogeneous groups. They suggest a lowability trainee is not likely to develop a solution strategy on his own, and thus an extrovert in a training group may increase verbalization of strategies, some of which are solution-relevant in the transfer stage.…”

Section: Sample Descriptionmentioning

confidence: 92%

Identifying trainers' knowledge of training transfer research findings – closing the gap between research and practice

Hutchins

Burke

2007

Int J Training Development

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Training professionals were surveyed concerning their knowledge of transfer of training research. Survey items were developed from an integrative literature review based on empirical findings of factors that directly or indirectly (through learning) influence training transfer. Survey results suggest that training professionals are in agreement with empirical transfer findings in the areas of training design and the work environment, but differ in their agreement of how individual differences impact transfer success and of relevant transfer evaluation findings. Training professionals were more familiar with academic transfer research when they occupied higher job positions within their organization, held a training certification and had a college degree. The results of our study and the implications for addressing the research-to-practice gap among training professionals are also discussed.

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