The Experts below are selected from a list of 123072 Experts worldwide ranked by ideXlab platform
Reid A. Bates - One of the best experts on this subject based on the ideXlab platform.
-
Validation of the Learning Transfer System Inventory (LTSI) in the Korean corporate context
Human Resource Development International, 2019Co-Authors: Jun Hee Kim, Reid A. Bates, Ji Hoon SongAbstract:Lack of a valid instrument to measure Learning Transfer predictors has been the major obstacle hindering Human Resource Development (HRD) professionals from moving forward. This problem is one of t...
-
The revised Learning Transfer system inventory in Portugal
International Journal of Training and Development, 2018Co-Authors: Armanda Antunes, José Luís Nascimento, Reid A. BatesAbstract:Although training is critical to leverage performance and competitiveness, it has been reported that only a part of learned skills is Transferred to the workplace, reinforcing the need for a deeper understanding of the Transfer process. The purpose of this study is to validate the revised Learning Transfer system inventory (LTSI) in Portugal. LTSI was administrated to 403 participants from five organizations operating in Portugal, upon completion of training programs. Exploratory and confirmatory analyses were used to determine whether or not the new structure was replicated. Results showed a latent structure with 11 factors against the original 16. The study also analyzed LTSI dimensions across some individual and situational variables and revealed that Transfer system perceptions are statistically different in several of them. Implications for [human resources] HR and future research directions are presented.
-
Influence of Organizational Learning Culture on Knowledge Worker’s Motivation to Transfer Training: Testing Moderating Effects of Learning Transfer Climate
Current Psychology, 2016Co-Authors: Pratyush Banerjee, Ritu Gupta, Reid A. BatesAbstract:The purpose of this study was to examine how organizational Learning culture influences employees’ motivation towards Transfer of training. Also, how this relationship was affected by the existence of a favorable Learning Transfer climate in context of knowledge workers. Sample for this study (n = 122) was drawn from academicians working at various business schools in India. The perception towards their own organization’s Learning culture, Learning Transfer climate and their willingness to Transfer knowledge from Faculty Development Programs to their teaching and research was measured. Hierarchical regression analysis was used to test the hypotheses and it was found that a positive perception of organizational Learning culture was positively related to willingness to Transfer training. This relationship was significantly moderated by an important dimension of Learning Transfer climate which are resistance to change and partially moderated by another dimension- performance coaching.
-
Learning Transfer – validation of the Learning Transfer system inventory in Portugal
Journal of European Industrial Training, 2009Co-Authors: Raquel Velada, Reid A. Bates, António Caetano, Ed HoltonAbstract:Purpose – The purpose of this paper is to analyze the construct validity of Learning Transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure.Design/methodology/approach – After a rigorous translation process that included forward and backward translation, subjective evaluations of the translated items, and pilot testing, the Portuguese version of LTSI was completed by 484 trainees, who attended different kinds of training courses. Two separate exploratory factor analyses were run to analyze the specific and general domains covered by LTSI. An initial analysis with the validated items and a second one with the validated and research items were also completed.Findings – The results of the initial factor analyses showed a 16‐factor structure that accurately paralleled the 16‐factor structure of the original English version and revealed that this one is the most p...
-
Convergent and Divergent Validity of the Learning Transfer System Inventory
Human Resource Development Quarterly, 2007Co-Authors: Elwood F. Holton, Reid A. Bates, Annette I. Bookter, V. Bogdan YamkovenkoAbstract:The Learning Transfer System Inventory (LTSI) was developed to identify a select set of factors with the potential to substantially enhance or inhibit Transfer of Learning to the work environment. It has undergone a variety of validation studies, including construct, criterion, and crosscultural studies. However, the convergent and divergent validity of the instrument has not been studied. Such a study is necessary to define the nomological network on the constructs. This study examines the convergent and divergent validity of the LTSI with twenty-eight comparison measures. Results indicate mostly divergent relationships, further demonstrating the uniqueness of the LTSI constructs. By establishing the divergent relationship with other known constructs, the LTSI’s usefulness for Transfer research is enhanced. In 1996, Holton and Bates developed the Learning Transfer system inventory (LTSI) as a generalized Transfer climate instrument that could be used across a wide variety of organizations, training programs, and employees. The LTSI, based on evaluation theory, was developed by examining relationships and constructs from previous empirical research in a grounded theory-building approach (Holton, 1996). Holton, Bates, and Ruona (2000) indicated that “without minimally validated measures, the chance for substantive misspecification of models, misinterpretation of findings and measurement error is significantly increased” (p. 6). Most human resource development (HRD) professionals realize that their organizations need Learning Transfer improvement, but few have an accurate sense of what the problem is. As a result, even those aware of strategies to improve Transfer (Broad & Newstrom, 1992) are left with only intuition and
Elwood F. Holton - One of the best experts on this subject based on the ideXlab platform.
-
Improving Learning Transfer in Organizations
2013Co-Authors: Elwood F. Holton, Timothy T. Baldwin, Elwood E. HoltonAbstract:From the Publisher: Create a Learning Transfer Environment in Your Organization Improving Learning Transfer in Organizations translates organizational science into down-to-earth terms. This important book includes guidelines, principles, and lessons learned that can shape and guide the practice of Learning Transfer in any organization. Improving Learning Transfer in Organizations is written by the leading experts in the field of Transfer systems. Contributors to Improving Learning Transfer in Organizations Timothy T. Baldwin Reid A. Bates Mary L. Broad Lisa A. Burke Janis A. Cannon-Bowers Camden C. Danielson Erik R. Eddy J. Kevin Ford Jerry W. Gilley Erik Hoekstra Elwood F. Holton III Robert D. Marx Patricia McLagan Laura Martin Milham Sharon S. Naquin Eduardo Salas Richard A. Swanson Scott I. Tannenbaum William Wiggenhorn Lyle Yorks To succeed in todays fast-paced business environment, organizations must put in place systems that help employees learn and Transfer new ideas and information. While most managers recognize the inherent value in Learning Transfer, the successful Transfer of Learning is a formidable challenge for any organization. Improving Learning Transfer in Organizations features contributions from leading experts in the field of Learning Transfer, and offers the most current information, ideas, and theories on the topic and aptly illustrates how to put Transfer systems into action. In this book, the authors move beyond explanation to intervention by contributing their most recent thinking on how best to intervene in organizational contexts to influence the Transfer of Learning. Written for chief Learning officers, training and development practitioners, management development professionals, and human resource management practitioners, this important volume shows how to create systems that ensure employees are getting and retaining the information, skills, and knowledge necessary to accomplish tasks on the job. Improving Learning Transfer in Organizations addresses Learning Transfer on both the individual and organizational levels. This volume shows how to diagnose Learning Transfer systems, create a Transfer-ready profile, and assess and place employees to maximize Transfer. The book includes information on how to determine what process should be followed to design an organization-specific Learning Transfer system intervention. Chapters span the entire process from front-end analysis through post-training interventions. In addition, the authors outline the issues associated with such popular work-based Learning initiatives as action Learning and communities of practice, and they also present applications on Learning Transfer within e-Learning and team training contexts. Improving Learning Transfer in Organiza-tions also includes a relapse prevention tool to help employees maintain learned skills over the long haul while demonstrating how managers can create a dynamic work group climate that encourages the initial Transfer and sustains Learning over time. Improving Learning Transfer in Organizations features contributions from leading experts in the field Learning Transfer ,and offers the most current information, ideas, and theories on the topic and aptly illustrates how to put Transfer systems into action. In this book, the authors move beyond explanation to intervention by contributing their most recent thinking on how best to intervene in organizational contexts to influence the Transfer of Learning. Written for chief Learning officers, training and development practitioners, management development professionals, and human resource management practitioners, this important volume shows how to create systems that ensure employees are getting and retaining the information, skills, and knowledge necessary to accomplish tasks on the job. Improving Learning Transfer in Organizations addresses Learning Transfer on both the individual and organizational level. This volume shows how to diagnose Learning Transfer systems, create a Transfer-ready profile, and assess and place employees to maximize Transfer. The book includes information on how to determine what process should be followed to design an organization-specific Learning Transfer system intervention. The authors focus on the actual Learning process and show how to use front-end analysis to avoid Transfer problems. In addition, they outline the issues associated with such popular work-based Learning initiatives as action Learning and communities of practice, and they also present applications on Learning Transfer within e-Learning and team training contexts. Author Biography: The Editors Elwood F. Holton III is Jones S. Davis Distinguished Professor of Human Resource, Leadership, and Organization Development in the School of Human Resource Education at Louisiana State University. Timothy T. Baldwin is Professor of Management and Subhedar Faculty Fellow at the Indiana University Kelley School of Business.
-
Convergent and Divergent Validity of the Learning Transfer System Inventory
Human Resource Development Quarterly, 2007Co-Authors: Elwood F. Holton, Reid A. Bates, Annette I. Bookter, V. Bogdan YamkovenkoAbstract:The Learning Transfer System Inventory (LTSI) was developed to identify a select set of factors with the potential to substantially enhance or inhibit Transfer of Learning to the work environment. It has undergone a variety of validation studies, including construct, criterion, and crosscultural studies. However, the convergent and divergent validity of the instrument has not been studied. Such a study is necessary to define the nomological network on the constructs. This study examines the convergent and divergent validity of the LTSI with twenty-eight comparison measures. Results indicate mostly divergent relationships, further demonstrating the uniqueness of the LTSI constructs. By establishing the divergent relationship with other known constructs, the LTSI’s usefulness for Transfer research is enhanced. In 1996, Holton and Bates developed the Learning Transfer system inventory (LTSI) as a generalized Transfer climate instrument that could be used across a wide variety of organizations, training programs, and employees. The LTSI, based on evaluation theory, was developed by examining relationships and constructs from previous empirical research in a grounded theory-building approach (Holton, 1996). Holton, Bates, and Ruona (2000) indicated that “without minimally validated measures, the chance for substantive misspecification of models, misinterpretation of findings and measurement error is significantly increased” (p. 6). Most human resource development (HRD) professionals realize that their organizations need Learning Transfer improvement, but few have an accurate sense of what the problem is. As a result, even those aware of strategies to improve Transfer (Broad & Newstrom, 1992) are left with only intuition and
-
The Learning Transfer System Inventory (LTSI) Translated into French: Internal Structure and Predictive Validity
International Journal of Training and Development, 2007Co-Authors: Christelle Devos, Reid A. Bates, Xavier Dumay, Michel Bonami, Elwood F. HoltonAbstract:The Learning Transfer System Inventory (LTSI, Holton et al., 2000) considers 16 factors likely to influence the Transfer of training to the workplace. The purpose of this study is to translate the Learning Transfer System Inventory into French and to examine (1) the internal structure of the translated instrument; and (2) its predictive validity. The Learning Transfer System Inventory was administered to 328 participants from six companies during the week following the end of a training program. The Transfer questionnaire was filled in by 106 of those participants 1–3 months later. The results showed that a principal component analysis reveals a factor structure very similar to the original structure: the 16 original factors are replicated. Second, seven factors display statistically significant correlations with Transfer: learner readiness, motivation to Transfer, Transfer design, opportunity to use, Transfer-performance expectations, performance-outcomes expectations and performance self-efficacy. Comparisons with four similar previous studies allow us to draw directions for future research on the instrument.
-
An examination of Learning Transfer system characteristics across organizational settings
Human Resource Development Quarterly, 2003Co-Authors: Elwood F. Holton, Hsin-chih Chen, Sharon S. NaquinAbstract:No previous research in the United States has compared and contrasted Learning Transfer systems across organizations and training types, primarily because no standard instruments were used in previous research. This study, based on a subset of responses in the Learning Transfer System Inventory response database, is the first to conduct such a comparison. Using a subset of 1,099 respondents, Transfer systems are compared across three organization types, eight organizations, and nine types of training. MANOVA and univariate ANOVA were used to compare Transfer systems. The results suggest that Transfer systems differ across organizational types, organizations, and training types. Implications for HRD practice and future research directions are discussed.
-
What's really wrong: diagnosis for Learning Transfer system change
2003Co-Authors: Elwood F. HoltonAbstract:This chapter presents a framework for diagnosing Learning Transfer systems that consists of three components: (1) a set of factors that influence Transfer; (2) a diagnostic instrument, in this instance the Learning Transfer System Inventory (LTSI); and (3) a change process model. The LTSI is described and the administration process is explained. The LTSI change process is also described and a case study of its use is offered. The author concludes that this diagnostic instrument offers an easy, economical and sound means of identifying targets for Learning Transfer intervention.
Reid Bates - One of the best experts on this subject based on the ideXlab platform.
-
impact of individual perception of organizational culture on the Learning Transfer environment
International Journal of Training and Development, 2018Co-Authors: Aindrila Chatterjee, Arun Pereira, Reid BatesAbstract:This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related Learning Transfer factors in organizations, which we call Learning Transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and categorize organizations as clan, adhocracy, market or hierarchy. To measure LTE, we use a subset of the Learning Transfer System Inventory items, including items such as feedback and coaching received, supervisor and peer support, supervisor reprimand, resistance or openness to change and personal outcomes (positive/negative). Our results reveal that many of the LTE factors are systemically related to perceptions of organization culture type. Some organization culture types support certain Learning Transfer factors more than others. Specifically, flexible organizations (defined as predominantly clan and/or adhocracy cultures) have a more supportive LTE than stable organizations (defined as predominantly market and/or hierarchy cultures)
-
influence of organizational Learning culture on knowledge worker s motivation to Transfer training testing moderating effects of Learning Transfer climate
Current Psychology, 2017Co-Authors: Pratyush Banerjee, Ritu Gupta, Reid BatesAbstract:The purpose of this study was to examine how organizational Learning culture influences employees’ motivation towards Transfer of training. Also, how this relationship was affected by the existence of a favorable Learning Transfer climate in context of knowledge workers. Sample for this study (n = 122) was drawn from academicians working at various business schools in India. The perception towards their own organization’s Learning culture, Learning Transfer climate and their willingness to Transfer knowledge from Faculty Development Programs to their teaching and research was measured. Hierarchical regression analysis was used to test the hypotheses and it was found that a positive perception of organizational Learning culture was positively related to willingness to Transfer training. This relationship was significantly moderated by an important dimension of Learning Transfer climate which are resistance to change and partially moderated by another dimension- performance coaching.
-
The relationship between learner utility reactions and predicted Learning Transfer among trainees
International Journal of Training and Development, 2002Co-Authors: Wendy E. A. Ruona, Elwood F. Holton, Michael Leimbach, Reid BatesAbstract:Although learner reaction measures are increasingly shown to be insufficient indicators of training effectiveness and impact, they are still highly over–used in practice. New research on Transfer of Learning is contributing to a better understanding of how reaction measures may relate to important HRD outcomes. This study explored the relationship between learner utility reactions and predictors of Learning Transfer as operationalised in the Learning Transfer System Inventory. A limited correlation between participant reaction measures and predictors of Learning Transfer was found. However, the results of this study continue to raise questions about the role and value of reaction measures.
Aindrila Chatterjee - One of the best experts on this subject based on the ideXlab platform.
-
Learning Transfer system inventory (LTSI) and knowledge creation in organizations
The Learning Organization, 2018Co-Authors: Aindrila Chatterjee, Arun Pereira, Bijan SarkarAbstract:Knowledge creation has received substantial attention by researchers, ever since the Socialization Externalization Combination Internalization (SECI) process was introduced. Learning Transfer System Inventory (LTSI) focuses on Learning Transfer and has been validated across many countries. The purpose of this paper is to explore the theoretical underpinnings between LTSI and SECI, and LTSI’s role in knowledge amplification as part of the organizational knowledge creation spiral.,The literature on organizational Learning, SECI and LTSI is studied, as well as a detailed review of the LTSI constructs as it relates to SECI is completed.,Both SECI and LTSI emphasize the substantial interplay between explicit and tacit knowledge as the basis of knowledge interchange. The result of this research is a theoretical framework combining LTSI and SECI that can help understand knowledge Transfer in terms of interplay of explicit and tacit knowledge and LTSI’s role in knowledge amplification as part of organizational knowledge creation.,It is proposed that LTSI can potentially be used to gauge the propensity of an organizational environment to create and Transfer knowledge ontologically, as well as adopt knowledge management systems. The LTSI constructs into basic knowledge interactions (various combinations of explicit and tacit knowledge conversions) are categorized thus helping practitioners analyze the basic building blocks of Learning Transfer and knowledge creation. The theoretical association of the two frameworks paves the way for more empirical validation of the SECI model potentially.,This paper is an original attempt to associate SECI with LTSI.
-
impact of individual perception of organizational culture on the Learning Transfer environment
International Journal of Training and Development, 2018Co-Authors: Aindrila Chatterjee, Arun Pereira, Reid BatesAbstract:This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work-environment-related Learning Transfer factors in organizations, which we call Learning Transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and categorize organizations as clan, adhocracy, market or hierarchy. To measure LTE, we use a subset of the Learning Transfer System Inventory items, including items such as feedback and coaching received, supervisor and peer support, supervisor reprimand, resistance or openness to change and personal outcomes (positive/negative). Our results reveal that many of the LTE factors are systemically related to perceptions of organization culture type. Some organization culture types support certain Learning Transfer factors more than others. Specifically, flexible organizations (defined as predominantly clan and/or adhocracy cultures) have a more supportive LTE than stable organizations (defined as predominantly market and/or hierarchy cultures)
Patricia Chesser-smyth - One of the best experts on this subject based on the ideXlab platform.
-
Promoting Learning Transfer in preceptor preparation.
Journal for nurses in professional development, 2013Co-Authors: Frances Louise Finn, Patricia Chesser-smythAbstract:An understanding of Learning Transfer principles is essential for professional development educators and managers to ensure that new skills and knowledge learned are applied to practice. This article presents a collaborative project involving the planning, design, and implementation of a preceptor training program for registered nurses. The theories and principles discussed in this article could be applied to a number of different settings and contexts in health care to promote Learning Transfer in professional development activities.
-
Promoting Learning Transfer in post registration education: a collaborative approach.
Nurse education in practice, 2009Co-Authors: Frances Louise Finn, Sue A. Fensom, Patricia Chesser-smythAbstract:Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based Learning philosophy. The principles of Learning Transfer (Ford, K., 1994. Defining Transfer of Learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of Learning Transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the Transfer of Learning in the application of knowledge to practice, impacting both student and service development.
