A revised learning transfer system inventory: factorial replication and validation

Bates, Reid; Holton, Elwood F.; Hatala, John Paul

doi:10.1080/13678868.2012.726872

Cited by 81 publications

(107 citation statements)

References 27 publications

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“…Chiaburu et al, ) demonstrated the use of an untrained knowledge measure as a successful method to identify, and thus control for, response bias relative to self‐report data. Finally, recent validation work on the LTSI (Bates et al, ) resulted in a shorter version (48 items) that may provide a more attractive diagnostic tool for use in organizational settings.…”

Section: Discussionmentioning

confidence: 99%

“…Published studies of this type include translations into Saudia Arabia‐Arabic (Yaghi, Goodman, Holton, & Bates, ), Jordanian‐Arabic (Khasawneh, Bates, & Holton, ), German (Bates et al, ; Kauffeld, Bates, Holton, & Muller, ), Belgium French (Devos et al, ), Ukranian (Yamkovenko, Holton, & Bates, ), Taiwanese (Chen, Holton, & Bates, ), Thai (Yamnill & McLean, ), Portuguese (Velada, Caetano, Bates, & Holton, ), and Greek (Holton & Bates, ). Remarkably, the 16 factors of the LTSI have largely been confirmed and the convergent and divergent validity of the instrument has been established (Bates, Holton, & Hatala, ; Holton et al, ).…”

Section: Conceptual Framework and Research Questionsmentioning

confidence: 98%

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Can the LTSI Predict Transfer Performance? Testing intent to transfer as a proximal transfer of training outcome

Hutchins

Nimon

Bates

et al. 2013

Int J Selection Assessment

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Law enforcement personnel (n = 235) were administered the Learning Transfer Systems Inventory (LTSI) and a transfer measure after completing leadership development training. Although most studies using the LTSI have focused on validation efforts in different linguistic settings, this study is one of the few to examine the relationship between the LTSI factors and a proximal transfer outcome score (as measured by intent to transfer). Motivation to transfer, transfer design, and transfer performance expectations had the strongest relationship with intent to transfer, and the motivation subscales (motivation to transfer, performance expectations, and outcome expectations) accounted for the largest amount of unique variance in intent to transfer.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Framework and Research Questionsmentioning

confidence: 98%

Can the LTSI Predict Transfer Performance? Testing intent to transfer as a proximal transfer of training outcome

Hutchins

Nimon

Bates

et al. 2013

Int J Selection Assessment

Self Cite

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“…The variables were measured using the entire German Learning Transfer System Inventory (GLTSI; Bates et al, ; Kauffeld et al, ). The original LTSI (Holton et al, ; revised version, Bates, Holton, & Hatala, ) contains 68 items that measure 11 training specific factors and 5 general factors that have been confirmed via factor analysis for the German version in several studies (Bates et al, ; Kauffeld et al, ). Participants of the program filled in the GLTSI as well as demographical questions two weeks before the beginning of the program (i.e., before Part 1 started) and again after the program (i.e., at the end of Part 2).…”

Section: Methodsmentioning

confidence: 99%

Never Too Early: Learning Transfer System Factors Affecting Motivation to Transfer Before and After Training Programs

Massenberg

Schulte

Kauffeld

2016

Human Resource Development Quarterly

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The influence of various learning transfer system factors on transfer motivation has been demonstrated in previous research. However, studies examining the influences of different factors simultaneously and at different points in time (i.e., before and after training programs) are missing. We seek to fill this gap by collecting data at two points of measurement to find out which Learning Transfer System Inventory ( LTSI ) factors influence IntroductionDeveloping employees' knowledge and skills through training is essential for organizations to successfully persist in today ' s challenging business world (Grossman & Salas, 2011 ). Regarding the amount of time and money that organizations invest in training, the consideration of why these training programs are success- ful, or why they fail, is crucial (e.g., Blume, Ford, Baldwin, & Huang, 2010 ;Holton, Bates, & Ruona, 2000 ). Motivation to transfer was found to be essential for training transfer (i.e., for the application of gained skills to the practice; e.g., Axtell, Maitlis, & Yearta, 1997 ;Burke & Hutchins, 2007 ;Devos, Dumay, Bonami, Bates, & Holton, 2007 ; Gegenfurtner, Festner, Gallenberger, Lehtinen & Gruber, 2009;Kauffeld, Bates, Holton, & Müller, 2008 ). Prior research has theoretically suggested (Gegenfurtner, Veermans, et al., 2009) and empirically begun to confirm the mediating function of motivation to transfer between factors in the learning transfer system and training transfer (Grohmann, Beller, & Kauffeld, 2014 ;Massenberg, Spurk, & Kauffeld, 2015 ;Nijman & Gelissen, 2011 ;van den Bossche, Segers, & Jansen, 2010 ). Therefore, if organizations know the antecedents of motivation to transfer, they have the chance to facilitate the training transfer (e.g., Gegenfurtner, Veermans, et al., 2009) and to optimize the benefit of training programs for both trainees and organizations (Laker & Powell, 2011 ).Based on the early typology of Baldwin and Ford ( 1988 ), factors in the learning transfer system are distinguished in factors inherent in the trainee, the training design, and the work environment. Holton ( 1996 ) has proposed a theoretical systematic model of the learning transfer system that contains 11 training-specific and 5 general factors. Despite the call to use all 16 learning transfer system factors simultaneously when studying influences within the system, researchers mostly have focused on single factors or factor groups (e.g. Moreover, Grossman and Salas ( 2011 ) have called for research to take a closer look at the factors in the learning transfer system by examining when (i.e., before or after training programs) the factors have the strongest impact on training outcomes. In addition, Holton et al. ( 2000 ) emphasized that learning transfer system factors should be measured in the pre-training stage to identify potential transfer problems before conducting a training program. Moreover, the consideration of motivation to transfer and its antecedents before the training is important because Gegenfurtner, Veermans, et al. (2009) assumed tha...

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“…Ever since, supervisor support has received continuing interest as a transfer‐influencing construct. For example, Holton and colleagues focused on developing an instrument that measures, among other factors, trainees’ perceptions of the support they received from their supervisor (e.g., Bates, Holton, & Hatala, ; Holton, Bates, Bookter, & Yamkovenko, ). Moreover, over the past three decades several studies have been conducted on the nature of the relationship between supervisor support and transfer of training, and the majority of the results indicated a positive relationship (e.g., Al‐Eisa, Furayyan, & Alhemoud, ; Chiaburu, Van Dam, & Hutchins, ; Cromwell & Kolb, ; Ellström & Ellström, ; Gumuseli & Ergin, ; Heilmann, Bartczak, Hobbs, & Leach, ; Nijman et al, ; Sookhai & Budworth, ; Zamani, Ataei, & Bates, ).…”

Section: Supervisor Support and Transfer Of Trainingmentioning

confidence: 99%

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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A revised learning transfer system inventory: factorial replication and validation

Cited by 81 publications

References 27 publications

Can the LTSI Predict Transfer Performance? Testing intent to transfer as a proximal transfer of training outcome

Can the LTSI Predict Transfer Performance? Testing intent to transfer as a proximal transfer of training outcome

Never Too Early: Learning Transfer System Factors Affecting Motivation to Transfer Before and After Training Programs

A Supervisors' Perspective on Their Role in Transfer of Training

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