The purpose of this study was to provide a comprehensive, integrated review of transfer of training literature from 1988 to 2011 and to consolidate the findings to provide action oriented suggestions for practitioners. Research questions for this study were: (a) What characteristics in the transfer of training literature influence transfer of training? and, (b) Where can organizations focus their investments to leverage results for training transfer?
Baldwin and Ford conducted the seminal literature review on training transfer in 1988, reviewing research from 1907 to 1987 (Blume, Ford, Baldwin, & Huang, 2010). Training has been proven to be effective in improving work performance (Grossman & Salas, 2011), but training improves work performance only if employees use or apply the newly acquired knowledge and skills (Mooney & Brinkerhoff, 2008). Therefore, training transfer is best defined as “the degree to which trainees effectively apply the knowledge, skills, and attitudes gained in a training context to the job” (Baldwin & Ford, 1988).
Baldwin and Ford's (1988) model posited that the 3 training inputs of trainee characteristics, training design, and work environment all directly impact learning and retention, as well as training transfer. Since Baldwin and Ford's work, there has been a plethora of research on the characteristics comprising these 3 inputs, leaving the extant literature overwhelming and confusing. This study builds on Baldwin and Ford's work.
This study analyzed frequency of findings from 9 respected meta-studies completed since 1988, and the study's findings allow practitioners to prioritize their efforts for best value delivery, taking into account each organization's sphere of control to assure that efforts are less likely to be wasted. This study recognizes that there will not be a single set of best practices, but that practices will depend on the individual organization, its culture, and its structure. The key transfer of training variables for a typical organization were determined to be opportunity to perform, supervisor support, content relevance, training design strategies, and instructor training.
|Commitee:||Burke, Douglas, Tobin, John C.|
|School Location:||United States -- California|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Adult education, Organizational behavior|
|Keywords:||Adult education, Organizational training, Training, Training transfer|
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