Elwood F. Holton

Development of a generalized learning transfer system inventory

This study expands on the concept of the learning transfer system and reports on the validation of an instrument to measure factors in the system affecting transfer of learning. The Learning Transfer System Inventory (LTSI) was developed and administered to 1,616 training participants from a wide range of organizations. Exploratory common factor analysis revealed a clean interpretable factor structure of sixteen transfer system constructs. Second-order factor analysis suggested a three-factor higher order structure of climate, job utility, and rewards. The instrument development process, factor structure, and use of the LTSI as a diagnostic tool in organizations are discussed.© 2000 Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc.

Factors Affecting Motivation to Transfer Training

This study examines the relationship of motivation to transfer skills and knowledge learned in a computer-based training programme with five groups of variables: individual or general attitudes, situational specific attitudes, reactions, learning, and work environment factors. Hierarchical regression analysis produced a model which explained 60.5% of the variance in motivation to transfer. Individual attitudes and environmental variables explained most of the variance in motivation. A number of mediated relationships were suggested.

Holton's Evaluation Model: New Evidence and Construct Elaborations:

The problem and the solution. Holton proposed the HRD Evaluation and Research Model as a comprehensive framework for diagnosing and understanding the causal influences of HRD intervention outcomes. Unfortunately, a full test of Holtons model has not been possible because tools to measure the constructs in the model did not exist. This article reviews recent studies relevant to the constructs in Holton’s model and updates it by delineating specific constructs that should be measured in each of the conceptual categories proposed.

The relationship between learner utility reactions and predicted learning transfer among trainees

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.

The role of interpersonal factors in the application of computer-based training in an industrial setting

This study measures the impact of training content validity, opportunity to use learning, and four interpersonal support factors on supervisory ratings of workplace application of standard operating procedures learned from computer-based training. After controlling for learning and motivation to transfer, a hierarchical regression analysis showed that content validity, supervisor support variables (supervisor sanctions, supervisor support) and coworker support variables (peer support, change resistance) produced significant increments in explained variance in performance ratings. In the full regression model, content validity, peer support, change resistance and supervisor sanctions emerged as significant predictors of performance ratings (R2 = .43). The findings underscore the value of establishing valid training content and cultivating supervisor and co-worker support for the transfer of workplace learning.

The Learning Transfer System Inventory (LTSI) Translated into French: Internal Structure and Predictive Validity

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.

Examining the factor structure and predictive ability of the German‐version of the Learning Transfer Systems Inventory

Purpose – The purpose of this research is to examine the construct and predictive ability of a German version of the Learning Transfer Systems Inventory (GLTSI), an instrument designed to assess a constellation of 16 factors known to influence the transfer of training in work settings.Design/methodology/approach – The survey data for this study was collected from 569 employees working in 17 private sector organizations in Germany. This data was used to test the construct validity of the GLTSI using principle components analysis (common factor analysis). The predictive validity of the instrument was tested against individual and organizational level outcome measures using hierarchical stepwise multiple regression.Findings – Exploratory factor analysis of the GLTSI produced a 16 factor solution that was a highly consistent original English version of the LTSI. The results of the regression analysis showed that a subset of GLTSI scales were significant predictors of measures of individual transfer results an...

Large-Scale Performance-Driven Training Needs Assessment A Case Study

This paper reports a case study of an unusual needs assessment project designed to identify the performance improvement training needs of Louisiana state government employees. The project required the development of a hybrid methodology, called large-scale performance-driven training needs assessment. This methodology was more performance-oriented than the “felt-needs” found in large scale applications. The project also highlights deficiencies in needs assessment methodologies and plans for future research.

Theoretical assumptions underlying the performance paradigm of human resource development

The performance paradigm of HRD has been sharply criticized recently. However, many of the criticisms reflect rather gross misunderstandings that stem in part from the lack of definition and explication of the core theoretical assumptions of the performance paradigm. This article proposes a definition and eleven core assumptions. Some of the criticisms of the performance paradigm are refuted and specific myths addressed.

Construct Validation of an Arabic Version of the Learning Transfer System Inventory for Use in Jordan

The purpose of this study was to translate and validate an Arabic version of the Learning Transfer System Inventory (LTSI) for use in Jordan. The study also investigated the perceptions of transfer system characteristics across selected individual and situational variables. The LTSI was administered to 450 employees of 28 different public and private sector organizations operating in Jordan. Principal axis factoring with oblique rotation was used to uncover the underlying structure of the Arabic version of the LTSI. Results showed a latent factor structure that is highly consistent with the English version of the LTSI. Results also indicated that transfer system perceptions differed across levels of education, years of experience, types of training, choice of training, sector of the organization and task of the organization. Implications for the field of human resource development are also provided.