Access Type

Open Access Dissertation

Date of Award

1-1-2010

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Instructional Technology

First Advisor

James L. Moseley

Abstract

Organizations and other sponsors of training face increasing pressure to demonstrate the value or impact of their training programs on individual and organizational performance. A critical element in the validation of training effectiveness is the permanent transfer of learned knowledge, skills, and behaviors to the workplace. The generalization of learned material to the job and maintenance of trained skills, are greatly influenced by training design, trainee characteristics, and work environmental factors. Using a multidimensional approach to identify all factors that promote or inhibit transfer could provide performance technologists and instructional designers with the insight necessary to design and develop strategic interventions that may enhance transfer and sustained workplace performance. Much of the empiric research has examined evidence of transfer soon after training while studies assessing the generalization or maintenance of skills and knowledge are few; yet, the majority of training transfer models specify a change in performance or behavior at the individual or organizational level following training as the primary measure of transfer. The purpose of this study was to examine trainee perceptions of transfer system factors that influence the transfer process on a continuum in a multi-center healthcare organization 9 to 24 months following a management training program using the validated Learning Transfer System Inventory (LTSI) survey instrument. In addition, the study examined the influence of time elapsed since completion of training on stage of transfer achieved.

Results showed that trainees who perceived a more supportive work environment had a greater likelihood of progressing to maintenance of the skills and knowledge learned in training. Individuals who achieved the maintenance stage of transfer specifically, perceived motivation to transfer learning, performance self-efficacy, and transfer design as strong catalysts for transfer in this study while mean scores for trainees who achieved only partial transfer or no transfer of skills indicated a perception of a weak transfer climate overall. Time since completion of training was not found to be a significant influence on the stage of transfer achieved.

Previous studies have suggested that the transfer climate in organizations is complex and unique to specific types of organizations and training programs. These study results support previous findings and contribute to the understanding of transfer as a process. These and other findings are discussed as well as implications for instructional designers, performance technologists, and the business of healthcare. Limitations related to the study and recommendations for future research are also presented.

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