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

Hutchins, Holly M.; Nimon, Kim; Bates, Reid; Holton, Ed

doi:10.1111/ijsa.12035

Cited by 50 publications

(62 citation statements)

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“…This would be especially important for future studies that include training transfer as an outcome variable because training transfer is a more objective variable compared to the LTSI factors, and participants tend to overestimate their training outcomes (e.g., Taylor, Russ‐Eft, & Chan, ). However, we regard self‐reports as the adequate method to assess the LTSI factors because the questionnaire was developed “to measure individual perceptions of transfer system constructs” (Hutchins et al, , p. 259). Persons other than the trainees themselves cannot describe these individual perceptions.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

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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“…These models focused on transfer determinants; but to test the models' adequacy, research reported that their explanatory power is moderately low (Blume et al, 2010). Recent studies (Hutchins et al, 2013;Weisweiler et al, 2013;Young, 2013) Transfer, which is focused only on motivational variables that affect trainees' transfer process. Still, although an attempt was made in grounding the model in theories reflecting motivational and emotional dynamics, more variables exist that would warrant inclusion, such as goal orientations (Gegenfurtner & Hagenauer, 2013;Laine & Gegenfurtner, 2013) or motivation to learn (Chiaburu & Marinova, 2005;Gegenfurtner, 2011b ).…”

Section: Discussionmentioning

confidence: 99%

Toward a unified model of motivation for training transfer: a phase perspective

Quesada-Pallarès

Gegenfurtner

2015

Motivationsforschung Im Weiterbildungskontext

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Understanding behaviour change after training is a complex endeavour in science. Although motivation theories provide avenues for understanding why individuals change their behaviour after training, training research has adopted those theories sporadically, resulting in a fragmented understanding of trainee motivation. This study aims to present a unified model for understanding behaviour change after training. The model integrates elements from prevailing motivation theories in three phases: (a) forming transfer intentions, influenced by attitudes, norms, and perceived transfer control, (b) actualizing implementation intentions for transfer, and (c) strengthening transfer commitment. Conceptual and instructional implications for training research are discussed.Keywords: transfer of training; motivation to transfer; theory of planned behaviour; implementation intentions; adult education.

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“…Selon la théorie du comportement planifié [10] , l'intention est l'antécédent immédiat du comportement, ce qui en fait un bon prédicteur de ce dernier, laissant présager, comme suggéré par Hutchins et al [12] , la possible utilisation de la mesure de l'intention de transférer comme mesure du transfert. L'hypothèse 4 est ainsi formulée : l'intention de transférer prédit le transfert.…”

Section: Question Et Hypothèses De Rechercheunclassified

“…Les échelles « attitude envers le transfert », « perception des normes par rapport au transfert », « contrôlabilité perçue par rapport au transfert » et « SEP par rapport au transfert » ont ainsi été construites en suivant les consignes de Francis et al [14] et en s'inspirant des items de l'échelle utilisée par Shoham [15] pour la contrôlabilité perçue, et de celles utilisées par Shoham [15] et Devos et al [8] pour le SEP. L'échelle « orientation de la formation vers le transfert » (transfer design) est issue du Learning Transfer System Inventory (LTSI) traduite en français par Devos et al [8] . L'échelle « intention de transférer » est inspirée de celle de Hutchins et al [12] Le questionnaire a été pré-testé dans deux versions successives par respectivement quatre et six médecins généralistes, et approuvé par des personnes-ressources dans le cadre du transfert des acquis ou de la formation continue des médecins généralistes.…”

Section: Mesuresunclassified

“…Les indices de saturation vont de 0.68 à 0.76. L'intention de transférer est l'engagement déli-béré et déterminé à mettre en pratique les acquis de la formation (adapté de Hutchins et al [12] ). L'échelle finale (alpha de Cronbach 0.89) contient les quatre items de départ, par exemple : « Je projette de mettre en pratique ce que j'ai appris dans l'atelier ».…”

Section: Les Variablesunclassified

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Les leviers du transfert des acquis en formation continue du médecin généraliste. Elaboration d’un modèle conceptuel opérationnalisable

Hubens¹,

Raemdonck

Bruwier

et al. 2016

Pédagogie Médicale

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Les leviers du transfert des acquis en formation continue du médecin généraliste. Elaboration d'un modèle conceptuel opérationnalisableKey factors in the transfer of training in continuing medical education of general practicionners. Development of a conceptual operational model Valérie Abstract -Context: Continuing medical education of general practicioners in Frenchspeaking Belgium. Aims: Identifying key factors in the transfer of training in continuing medical education of general practicioners and developing a conceptual operational model that take these key factors into account. Methods: Quantitative longitudinal study. Questionnaires were submitted at the end of the workshops and 6 to 8 weeks later. The first questionnaire (key factors in the transfer of training) was filled out by 187 participants (answer rate: 97%). There were 81 valid answers in the second questionnaire (self-reported transfer of training). Results: Four key factors were identified: transfer intention, attitude towards transfer, self-efficacy and transfer schemes. Attitude towards transfer is the key factor with the greatest effect on transfer intention and the main indirect factor on transfer. Findings: An intial version of a conceptual operational model of the transfer of training in continuing medical education for general practicioners was developed. Attitude towards transfer is the key factor in continuing medical education of general practicionners that trainers can influence, especially the use of transfer schemes.

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

Cited by 50 publications

References 85 publications

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

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

Toward a unified model of motivation for training transfer: a phase perspective

Les leviers du transfert des acquis en formation continue du médecin généraliste. Elaboration d’un modèle conceptuel opérationnalisable

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