Transfer of learning from management development programmes: testing the Holton model

Kirwan, Cyril; Birchall, David

doi:10.1111/j.1468-2419.2006.00259.x

Cited by 154 publications

(192 citation statements)

References 41 publications

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“…In consequence, three hypotheses were formulated: Working Alliance Determinants Related to the Coachee. In both psychotherapy and management training, the results of numerous studies indicate that the participant' s motivation in any developmental process is related to its outcome (Axtell, Maitlis, & Yearta, 1997;Kirwan & Birchall, 2006;Schneider & Klauer, 2001). However, to our knowledge no research has made an indepth analysis of the relationship between the coachee' s motivation and the working alliance.…”

Section: The Coach-coachee Relationship In Executive Coachingmentioning

confidence: 99%

The coach‐coachee relationship in executive coaching: A field study

Baron

Morin

2009

Human Resource Dev Quarterly

216

285

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Numerous authors have suggested that the working relationship between coach and coachee constitutes an essential condition to the success of executive coaching. This study empirically investigated the links between the coach-coachee relationship and the success of a coaching intervention in an organizational setting. Data were collected from two samples: 73 managers who received executive coaching for a period of eight months and 24 coaches. Results from 31 coach-coachee dyads were analyzed. Results indicate that the coach-coachee relationship plays a mediating role between the coaching received and development of the coachees' self-efficacy. Findings also show four significant correlates to the coach-coachee relationship: the coach's selfefficacy with regard to facilitating learning and results, the coachee's motivation to transfer, his or her perception of supervisor support, and the number of coaching sessions received.In organizational settings, executive coaching has become an increasingly common skill-development method (Bacon & Spear, 2003;Kampa-Kokesch & Anderson, 2001). The International Coaching Federation (ICF) alone numbered 15,000 members in 90 countries in 2008. However, many authors have noted the lack of scientific studies on the process and the outcome of executive coaching (see Lowman, 2005;Sue-Chan & Latham, 2004), and others have argued that this development approach is overused considering the paucity of research on the subject (McGovern et al., 2001). In short, the results from empirical studies indicate that executive coaching is positively associated with self-efficacy (Baron & Morin, 2007;Evers, Brouwers, & Tomic, 2006), leadership (Thach, 2002) (Smither, London, Flautt, Vargas, & Kucine, 2003). In regard to the process, very little is known about the variables that influence its effectiveness.The working relationship established between the coach and the coachee appears to be a key process variable. Numerous authors have suggested that a good working relationship constitutes an essential condition for the success of executive coaching (Kampa & White, 2002;Kampa-Kokesch & Anderson, 2001;Kilburg, 2001;Lowman, 2005). However, there are scarcely any reported studies of the link between the coach-coachee relationship and the effectiveness of executive coaching. Further, to our knowledge there are no studies that have examined the determinants of the coach-coachee working relationship. The goal of our study was to partially fill that gap in the literature. Our first objective aimed to answer the question, What role does the working relationship between the coach and the coachee have in executive coaching outcomes? In this study, exploration of the coach-coachee working relationship has been largely inspired by the literature on the working alliance from the psychotherapy domain. Specifically, we attempted to empirically explore the links between the coach-coachee relationship and self-efficacy, a variable significantly associated with training outcomes (Colquitt, LePine, & Noe, 2000;Salas & C...

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Section: The Coach-coachee Relationship In Executive Coachingmentioning

confidence: 99%

The coach‐coachee relationship in executive coaching: A field study

Baron

Morin

2009

Human Resource Dev Quarterly

216

285

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“…The LTSI is a validated transfer system inventory including 16 factors composed of 68 items measuring individual, intervention, and work environment factors (with an additional 21 items under review to increase reliability). Although the LTSI provides an initial assessment of trainee perceived factors impacting transfer and is effective for planning purposes in the posttraining context, it does not measure transfer directly thus limiting inferences concerning relationships with transfer outcomes (Kirwan & Birchall, 2006).…”

Section: Guiding Future Transfer Researchmentioning

confidence: 99%

Training Transfer: An Integrative Literature Review

Burke

Hutchins

2007

Human Resource Development Review

1,014

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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“…However, 3 transfer of learning does not always occur. Many organisations have found that about 10% to 20% of training is ever applied in the real world (Ford, 2009;Kirwan & Birchall, 2006). Failure to transfer learning occurs for several reasons and these may be grouped as factors within the student, design of the learning sessions, and organisational climate or workplace environment.…”

Section: Introductionmentioning

confidence: 99%

A conceptual framework for educational design at modular level to promote transfer of learning

Botma

Rensburg

Coetzee

et al. 2013

Innovations in Education and Teaching International

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Yvonne Botma, School of Nursing (99) AbstractStudents bridge the theory-practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment, and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning and the primacy of a learning outcome. The four steps entail: 1) activation of existing knowledge; 2) engaging with new information; 3) demonstrating competence; and 4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.

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Transfer of learning from management development programmes: testing the Holton model

Cited by 154 publications

References 41 publications

The coach‐coachee relationship in executive coaching: A field study

The coach‐coachee relationship in executive coaching: A field study

Training Transfer: An Integrative Literature Review

A conceptual framework for educational design at modular level to promote transfer of learning

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