Workforce training transfer: A study of the effect of relapse prevention training and transfer climate

Burke, Lisa A.; Baldwin, Timothy T.

doi:10.1002/(sici)1099-050x(199923)38:3<227::aid-hrm5>3.0.co;2-m

Cited by 199 publications

(236 citation statements)

References 23 publications

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“…Several studies explain the relationship between learning environment and learning transfer [32] [21]. These studies which supported previous both empirical and qualitative studies [33] [34] [35] [36] revealed the role of supervisory support in a positive aspect of influencing learning transfer.…”

Section: Learning Enviromentsupporting

confidence: 77%

Mobile Learning Via SMS Among Distance Learners: Does Learning Transfer Occur?

Ramli

Ismail

Idrus

2010

Int. J. Interact. Mob. Technol.

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Abstract-The purpose of this study is to determine whether learners are willing to transfer learning in this mobile learning environment via SMS. The reason for this is to measure the effectiveness of the new method used in learning and education especially in distance education field. For this reason, students' responses are gathered which looked at three factors namely learner characteristic, learning design and learning environment. The data are gathered through a survey research design with questionnaires using five-point likert scale. The questionnaires was administered for 105 distance education students from four courses including Bachelor of Science, Bachelor of Arts, Bachelor of Social Science and Bachelor of Management. The Rasch Model Analysis was used to measure these dimensions. Rasch Model is a one-parameter logistic model within item response theory (IRT) whereby the amount of a given latent trait in a person and the amount of that same latent trait reflected in various items can be estimated independently yet still compared explicitly to one another. The result of the study showed that learning transfer occurred and being influenced most by learner's characteristics especially in term of their motivation as well as their perceive utility/value of the SMS learning to their job and academic performances.

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Section: Learning Enviromentsupporting

confidence: 77%

Mobile Learning Via SMS Among Distance Learners: Does Learning Transfer Occur?

Ramli

Ismail

Idrus

2010

Int. J. Interact. Mob. Technol.

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“…In organizational studies, the topic of TT has become popular while it is attributed to its importance in terms of HRD practice, as well as its failure at low rating of transfer (Kontoghiorghes, 2004). Although organizations spent an enormous amount of money, time and effort to train their employees, researchers disclosed that only about 40% of the contents transferred into job performance immediately following training (Wexley & Latham, 2002) and even worse in about 10 to 15% only (Baldwin & Ford, 1988 ;Broad & Newstrom, 1992 ;Burke & Baldwin, 1999 ;Facteau, Dobbins, Russell, Ladd, & Kudisch, 1995). It has been widely reported in literature that training investment often does not succeed to deliver the desired and expected outcome.…”

Section: Introductionmentioning

confidence: 99%

“…Motivation is a foundational topic which describes the reasons of impelling individual and organizational behaviors (Mitchell & Daniels, 2003). In terms of research, studies revealed that positive TC has been shown to affect TT directly (Kontoghiorghes, 2001a ;Lim & Morris, 2006 ;Mathieu, Tannenbaum, & Salas, 1992 ;Tracey, Tannenbaum, & Kavanaugh, 1995), but one study by Burke and Baldwin (1999) indicated that TC is an indirect moderator between individual or organizational factors and TT. Based on the motivation theory, both intrinsic and extrinsic motivation is driven by how individual senses their goal or rewards of the particular task.…”

Section: Introductionmentioning

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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“…Unfortunately, estimates suggest that only about 10 percent of learning actually transfers to job performance (Georgenson, 1982;Holton & Baldwin, 2000;Kupritz, 2002), which leaves human resource professionals scrambling to prove the worth of their work and the programs they sponsor (Becker, Huselid, & Ulrich, 2001;Fitz-Enz & Davison, 2002). As a result, training efforts in public and private organizations have moved beyond just examining learning outcomes to focusing on individual outcomes, such as self-esteem, self-efficacy, performance evaluations, merit increases, and organizational performance outcomes, such as profitability, revenue enhancement, and shareholder value (Baldwin & Ford, 1988;Burke & Baldwin, 1999;Fitz-Enz & Davison, 2002;Richman-Hirsch, 2001). …”

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confidence: 99%