Situational and Demographic Influences on Transfer System Characteristics in Organizations

Chen, Hsin-Chih; Holton, Elwood F.; Bates, Reid

doi:10.1111/j.1937-8327.2006.tb00375.x

Cited by 27 publications

(43 citation statements)

References 39 publications

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“…That is, according to the interviewed supervisors, certain situations call for a different kind of support or specific approach. This finding is consistent with research that posits that transfer is highly contextual and that every organization has its own transfer system (Chen, Holton, & Bates, 2006 ;Holton, Chen, & Naquin, 2003 ). However, our findings also complement transfer research as not only the characteristics of the trainee, the training design and content, and the work environment (including supervisor support) have to fit (Baldwin & Ford, 1988 ) but, based on this study, also the manner in which supervisor support is enacted has to align with these conditions in order to realize successful transfer of training.…”

Section: Discussionsupporting

confidence: 91%

A Supervisors' Perspective on Their Role in Transfer of Training

Govaerts

Kyndt

Vreye

et al. 2017

Human Resource Dev Quarterly

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The literature has indicated that support of the supervisor is critical for employees to transfer the competences developed during training to their job. However, little is known about which specific supervisor behaviors and attitudes enhance transfer of training. An earlier systematic literature review demonstrated the multidimensionality of supervisor support and discerned 24 categories. The aim of this empirical study is to validate this multidimensional framework and to discover what supervisor support means in practice by exploring how supervisors take up their role in transfer of training. The present study reports on a qualitative study in which 16 supervisors were interviewed about how they experience and display support in training transfer. Findings show that the majority of the 24 categories of specific supervisor support are provided in practice. However, it appears that, particularly, involvement in training selection, coaching learning and transfer, and participation in training characterize the role of the supervisor in transfer of training. The findings furthermore reveal 83 specific approaches, strategies, actions, and attitudes that supervisors report to use to enact each particular category of support for transfer of training.

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Section: Discussionsupporting

confidence: 91%

A Supervisors' Perspective on Their Role in Transfer of Training

Govaerts

Kyndt

Vreye

et al. 2017

Human Resource Dev Quarterly

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“…In some sense, this may reveal a more critical view of higher educated employees regarding the training goals, design and content, as many times Portuguese organizations do not fit training courses to the needs of different groups. In their study, Chen et al (2006) also found that transfer-system characteristics differ across levels of trainees' education.…”

Section: Discussionmentioning

confidence: 89%

Learning transfer – validation of the learning transfer system inventory in Portugal

Velada

Caetano²,

Bates³

et al. 2009

Journal of European Industrial Training

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure. Design/methodology/approach -After a rigorous translation process that included forward and backward translation, subjective evaluations of the translated items, and pilot testing, the Portuguese version of LTSI was completed by 484 trainees, who attended different kinds of training courses. Two separate exploratory factor analyses were run to analyze the specific and general domains covered by LTSI. An initial analysis with the validated items and a second one with the validated and research items were also completed. Findings -The results of the initial factor analyses showed a 16-factor structure that accurately paralleled the 16-factor structure of the original English version and revealed that this one is the most parsimonious factor structure. Statistically significant differences in some LTSI dimensions were found across gender and education-level variables. Research limitations/implications -Data were collected through self-reported measures using a single instrument applied immediately after the training, which might have affected the internal validity of the study. Although this study covered a wide variety of trainees' business areas and types of training, it might be possible that some types of organizations and training were not included in the analysis, thus limiting the generalization of the results to those contexts. Practical implications -Based on the results of this study, Portuguese companies are now able to develop their training evaluation practices and to assess the training transfer factors through a valid and reliable instrument. Originality/value -The paper expands LTSI validity in Europe, demonstrating that it has construct validity for use in Portugal.

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“…Findings also suggest that, for most factors in specific and general‐training domains, employees with university education showed more negative perceptions in six of the factors, when compared to those with high school education. In line with our results, significant differences were found across this variable in literature (Chen, ; Velada et al ., ). As in Khasawneh et al .…”

Section: Discussionmentioning

confidence: 97%

The revised learning transfer system inventory in Portugal

Antunes

Nascimento

Bates

2018

Int J Training Development

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Although training is critical to leverage performance and competitiveness, it has been reported that only a part of learned skills is transferred to the workplace, reinforcing the need for a deeper understanding of the transfer process. The purpose of this study is to validate the revised learning transfer system inventory (LTSI) in Portugal. LTSI was administrated to 403 participants from five organizations operating in Portugal, upon completion of training programs. Exploratory and confirmatory analyses were used to determine whether or not the new structure was replicated. Results showed a latent structure with 11 factors against the original 16. The study also analyzed LTSI dimensions across some individual and situational variables and revealed that transfer system perceptions are statistically different in several of them. Implications for HR and future research directions are presented.

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Situational and Demographic Influences on Transfer System Characteristics in Organizations

Cited by 27 publications

References 39 publications

A Supervisors' Perspective on Their Role in Transfer of Training

A Supervisors' Perspective on Their Role in Transfer of Training

Learning transfer – validation of the learning transfer system inventory in Portugal

The revised learning transfer system inventory in Portugal

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