Transfer of Training: An Updated Review and Analysis

Ford, J. Kevin; Weissbein, Daniel A.

doi:10.1111/j.1937-8327.1997.tb00047.x

Cited by 370 publications

(316 citation statements)

References 31 publications

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“…It assumes that individuals apply new learning in a changing environment over time. An effective training is not only an improvement in skills and knowledge of individuals, but also the trainees' application abilities of the knowledge, skills and abilities gained in training into the job practices (Baldwin & Ford, 1988 ;Ford & Weissbein, 1997 ;Salas & Cannon-Bowers, 2001 ; Tannenbaum & Yukl, 1992). In other words, TT attributes to the grade of trainees who apply knowledge, skills, behaviors and attitudes into their job setting after training that requires a generalization of training to their work context and its perseverance over time to improve their job performance (Baldwin & Ford, 1988 ;Velada & Caetano, 2007).…”

Section: Training Transfermentioning

confidence: 99%

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

Wen¹,

Lin

2014

IJLD

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Training transfer is an important concern for researchers and practitioners due to the huge budget on training but lower estimation of transfer in practical domains. Researches revealed training design, trainees' characteristics and work environment characteristics are the most important sets of variables in a training context. This study intended to examine individuals' cognition of motivation with perceived organizational transfer climate by structural equation modeling (SEM) from broad industries in Taiwan. 500 questionnaires were sent to participants and 316 usable returns in 63.2% return rate were computed. The results revealed the predictor role of the positive organizational transfer climate to both motivation to learn and motivation to transfer. Both motivation to learn and motivation to transfer predict training transfer and played mediator roles of transfer climate to training transfer. Moreover, motivation to transfer also mediated motivation to learn to training transfer. In addition to confirm the prediction role of positive organizational transfer climate, this study contributed to reinforce the relationship among motivation to learn, motivation to transfer, and training transfer.

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Section: Training Transfermentioning

confidence: 99%

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

Wen¹,

Lin

2014

IJLD

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“…The room in which the training takes place might be inappropriate or uncomfortable. It may lack resources or equipment (Ford and Weissbein, 1997;Taylor, 2000;Merriam and Leahy, 2005). Taylor (2000) proposed that programmatic elements, such as the length of the training, the size of the class, and the time of day or night that the training is offered, can promote or inhibit learning transfer.…”

Section: Introductionmentioning

confidence: 99%

Learning Transfer: The Missing Link to Learning among School Leaders in Burkina Faso and Ghana

Brion

Cordeiro

2018

Front. Educ.

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Every year, billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining six schools: three in Burkina Faso and three in Ghana, West Africa. This investigation explored what promoted and hindered learning transfer in both countries. The sample consisted of 13 West-African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. The findings demonstrated that learning transfer occurred in both countries in all six schools. Data indicated that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggested that the facilities in which the trainings took place, the facilitators' dispositions and knowledge, the adequacy of the materials as well as the testimonials and certificate of completions enhanced the transfer of learning. Participants also indicated some inhibitors to the transfer of learning, such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in Burkina Faso and Ghana and provides suggestions for trainers and teachers who facilitate trainings.

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“…Global competition and technological advancements which are constantly changing are seen to change the current situation of working environment (Ford & Weissbein, 1997). This is because in the face of global competition and technological change that are rapidly growing, the organization is prompted to always be aware of the importance of training and technology to its employees (Ford & Weissbein, 1997).…”

Section: The Importance Of It Related Trainings To Employeesmentioning

confidence: 99%

“…This is because in the face of global competition and technological change that are rapidly growing, the organization is prompted to always be aware of the importance of training and technology to its employees (Ford & Weissbein, 1997). This awareness is important as the training programme will change for the better in the restructuring and reorganization of an organization (Anizan, 2006).…”

Section: The Importance Of It Related Trainings To Employeesmentioning

confidence: 99%

The Association between IT Related Trainings and IT Investments in Malaysia

Noor¹,

Apadore²

2013

IJBM

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This study aims to examine whether there are association between IT related trainings and IT investments in the Malaysian technology-based companies. This study uses two types of IT related trainings namely intermediate IT trainings, and advanced IT trainings which have never been tested with IT investments in previous studies. The data were collected via annual reports in 2010 from 104 technology-based companies listed in Bursa Malaysia. Results from univariate test show that IT-based companies are actively involved in IT investments compared to engineering based companies. Result for intermediate IT trainings from linear regression shows, non-significant but result for advanced IT trainings are significant but with a weak association. Thus, result for second hypothesis is partially supported, but weak association with IT investments. From the same regression, result for third hypothesis also can be concluded that advanced IT trainings are significant but weak association with IT investments.

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Transfer of Training: An Updated Review and Analysis

Cited by 370 publications

References 31 publications

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

Learning Transfer: The Missing Link to Learning among School Leaders in Burkina Faso and Ghana

The Association between IT Related Trainings and IT Investments in Malaysia

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