Which of the following is a specific factor in the learning transfer system inventory LTSI?

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Chapter 10 - Transfer of Training

True / False

1. Transfer of training is the generalization of knowledge and skills learned in training to the job and the maintenance of

acquired knowledge and skills over time.

a. True

b. Fals

e

ANSWER: True

2. Neutral transfer of training is a term used in the textbook to describe situations whereby what was learned in training is

transferred to the job site with slight modification or adapted to new situations.

a. True

b. Fals

e

ANSWER: Fals

e

3. According to the textbook, near transfer of training occurs when trainees are able to apply skills learned in training to

situations that are very different from those experienced in training.

a. True

b. Fals

e

ANSWER: Fals

e

4. Studies appear to indicate that the number one barrier to training transfer tends to be associated with poor training

design.

a. True

b. Fals

e

ANSWER: Fals

e

5. Baldwin and Ford’s model of “transfer of training process” has three main factors including training inputs, training

outputs, and organizations.

a. True

b. Fals

e

ANSWER: Fals

e

6. According to Baldwin and Ford’s model of the transfer of training process, trainee characteristics, training design, and

the work environment have a direct effect on learning and retention.

a. True

b. Fals

e

Cengage Learning Testing, Powered by CogneroPage 1

The LSTI (Learning Transfer System Inventory) is the only validated instrument which diagnoses the factors affecting Transfer of training. The LTSI is based on three components: a) a set of factors which influence transfer; b) a diagnostic instrument; and b) a change process model. It emerged from an ongoing research program (Holton, Bates, Ruona, in press; Holton, Bates, Seyler & Carvalho, 1997) committed to building an assessment tool validated for research, but equally useful for practice and intervention. The instrument offers a simple and quick approach to pinpoint learning transfer system problems.

Diagnosis With The LTSI

Practitioners can use the LTSI to: 1. Assess potential transfer factor problems prior to conducting major learning interventions. 2. Follow-up on evaluations of existing training programs. 3. Investigate known transfer problems. 4. Target interventions designed to enhance transfer. 5. Incorporate evaluation of transfer as part of regular employee assessments. 6. Conduct needs assessment for training programs to provide transfer skills to supervisors and trainers.

LTSI Structure

The LTSI is based on the HRD Research and Evaluation Model (Holton, 1996) theoretical framework. The macro-structure of that model hypothesizes that HRD outcomes are a function of ability, motivation and environmental influences (Noe & Schmitt, 1986) at three outcome levels: learning, individual performance, and organizational performance. Secondary influences such as attitudes and personality are also included, particularly ones that impact motivation.

The sixteen factors measured by the LTSI are grouped by the macro structure of the HRD Research and Evaluation Model:
Ability can be a barrier on the job or in the learning event. Two factors focus on ability to use learning on the job: the lack of opportunity to use learning, or a lack of personal capacity to try out learning. Two other factors deal with elements of the learning event that enable learners to transfer the learning. The learning content may have little perceived content validity, making it difficult for learners to understand how it relates to their jobs. Finally, it may be taught with low transfer design so that learners have little chance of turning knowledge into workplace expertise.

Motivation factors comprise the second group. Workers need to have both the ability to apply knowledge and the motivation to do so. Motivation has two components: 1) workers have to believe that the expended effort will change performance and 2) that changed performance leads to valued outcomes.

Work environment factors comprise the third group. Research consistently shows that the work environment can be a tremendous barrier to workers’ use of knowledge and expertise. Three factors deal with the worker/supervisor relationship: feedback/performance coaching about learning use, amount of support for learning use; and the extent to which supervisors actively oppose using new knowledge and expertise. Two factors deal with the work group: peer support for using new approaches and the extent to which the group norm is openness to change. Two factors deal with the reward systems: the extent to which the outcomes for the person are either positive or negative.

Secondary influences include two factors influencing motivation. Learner readiness addresses the need to prepare learners to participate meaningfully in training. Workers also need to have high performance self-efficacy, or the general belief that they can use learning to change their performance.

Administering the LTSI

The LTSI has been administered to approximately 5,000 people so our experience with it is extensive. Most HRD professionals are initially concerned about its length, but our experience is that it is quick and easy to complete, usually taking only 15-20 minutes. Few have objected to its length, and most understand it easily.

The LTSI can be administered in a variety of ways. Primarily, it has been administered at the end of a program which provides diagnostic information about the transfer environment in time to enhance it. This has also proven to be the most practical approach to obtaining data because the participants are a captive audience.

Data obtained at this point reflect participants’ beliefs about what they will encounter when they return to the job. While some might argue this is only a forecast, it is also likely that participants’ initial transfer attempts will be shaped by these beliefs. As Naquin and Baldwin argue, a single training program is actually an episode in a trainee’s series of training events so their behavior will be shaped by their beliefs based on past experiences.

The LTSI might also be administered after training (30-60 days) to diagnose what actually occurred. Pragmatically, it is much harder to administer because surveys have to be mailed and participants encouraged to respond. Often, participants are too busy. In instances where we have been successful with post-training administration, the data is particularly rich because it reflects actual experiences.

The Learning Transfer System Change Process

Assessing and improving learning transfer systems is best viewed as an organizational change process. Organizational change interventions are typically structured using the action research model except in transformational change (Cummings & Worley, 1998).

1. Plan System Assessment. Any effective diagnosis begins with good planning. Part of the planning is focused on logistical issues and part on political issues with managers. It is particularly important to build political support because the LTSI assesses elements of managerial behavior. Sub-steps are:
Determine employee groups to be assessed
Build partnerships with managers
Address confidentiality issues
Obtain management support
Decide logistical issues

2. Diagnose System The LTSI is administered to collect diagnostic data as a “pulse-check” to identify areas for further inquiry. Focus groups are employed to investigate areas the LTSI identifies as potential problem areas and to provide more specific information about how the problems should be addressed. Sub-steps are:
Collect initial diagnostic data
Conduct focus groups to understand meaning behind data
Identify key transfer system gaps

3. Provide Feedback to System Members If diagnosis is to become action and solution oriented, system members should be involved. Consistent with the action research model, it is recommended that the diagnostic findings be reported to system members. Sub-steps are:
Arrange feedback meeting(s)
Report diagnostic data
Avoid blame and criticism
Overcome objections to identified gaps

4. Plan System Changes Continuing with the action research approach, attempts should be made to involve system members in joint change planning. System members frequently are best equipped to recommend specific improvements. Sub-steps are:
Build support from management and transfer agents for change
Engage transfer agents in collaborative decision-making
Make realistic decisions

5. Implement System Improvements System improvements are most likely to endure if ownership is shared with system members. Part of the plan should include monitoring changes and periodic reassessment. Sub-steps are:
Share ownership of system improvement(s)
Overcome resistance of system members
Monitor change progress
Plan for reassessment

Finding Leverage Points for Change

Research has not established whether there is an optimal norm level for the 16 LTSI factors. Theory suggests that the most potent learning transfer systems are those with high levels on all factors. However, cultural variations across organizations suggest that not all organizations will or should build the same types of transfer systems. Case evidence supports this. For example, one organization in which the author has worked had a very strong team culture that made peer support a more powerful predictor of learning transfer than supervisor support. In a state government agency the exact opposite was true.

Such case evidence suggests that a different conception is needed. First, it is possible that a total overall level of transfer system factors is needed--not an absolute level on any one of them. That is, transfer system factors operate together as a constellation to influence transfer. Some elements might be interchangeable or compensate for missing elements. For example, strong reward systems might compensate for poor peer support or transfer design. This conception is consistent with the basic tenants of systems theory stating there are multiple configurations that can be effective.
Alternatively, a fit perspective might be more appropriate whereby certain cultures will require certain elements of a transfer system to be stronger than in other cultures. This perspective would explain why supervisor support is essential in a bureaucratic structure (i.e., government agency), but peer support is less salient. Unlike the normative or constellation perspectives, this perspective suggests that other factors in the transfer system would not be able to substitute in a particular organization. Thus, there is an optimal level for a given organization with a specific culture.

This suggests that the LTSI is best used to search for leverage points for change. It seems likely that the particular factors in an organization’s transfer system that are optimal for intervention will vary widely. The leverage point is likely to be a function of the absolute level of a particular factor and its salience in a particular organization’s culture. Most organizations would like to see a simple decision rule such as “if supervisor support is less than 3.0, an intervention is needed.” This is too simplistic. A value of 2.5 on the supervisor support scale in the government agency might be a critical leverage point, but the same 2.5 found in a team-based organization might not be a leverage point because the supervisor is less important.

The LTSI authors expect to develop validated procedures to test this premise. For now, practitioners are advised to use a qualitative process to analyze LTSI results. Lower scores should be seen as candidates for intervention, then assessed through a second screen asking which of the factors are most important in that organization’s culture. Low scores on factors important in an organization’s culture are leverage points for change.

What are the factors of transfer of learning?

What is learning transfer system inventory?

What are the factors affecting transfer of training?

What are the three factors that can influence transfer of learning at the workplace?