Lisa A. Burke

Training Transfer: An Integrative Literature Review.

Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer—learner characteristics, intervention design and delivery, and work environment influences—to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction.

The interactive effects of conscientiousness and agreeableness on job performance.

The authors hypothesized that the relationship between conscientiousness and job performance would be stronger for persons high in agreeableness than for those low in agreeableness. Results of hierarchical moderated regression analyses for 7 independent samples of employees across diverse occupations provided support for the hypothesis in 5 of the samples. In samples supporting the hypothesis, among the highly conscientious workers, those low in agreeableness were found to receive lower ratings of job performance than workers high in agreeableness. One explanation for lack of an interaction between conscientiousness and agreeableness in the other 2 samples is that those jobs were not characterized by frequent, cooperative interactions with others. Overall, the results show that highly conscientious workers who lack interpersonal sensitivity may be ineffective, particularly in jobs requiring cooperative interchange with others.

How to turn around `turnover culture' in IT

To stem the flight of valued IT professionals, recognize how the social contagion of changing jobs to overcome workplace dissatisfaction can infect even the most loyal and productive IT employees. Then listen.

An Investigation into the Relationship between Training Evaluation and the Transfer of Training

The purpose of this study was to investigate the relationship between training evaluation and the transfer of training in organizations. We hypothesized that training evaluation frequency will be related to higher rates of transfer because evaluation information can identify weaknesses that lead to improvements in training programs and create greater accountability among stakeholders for training outcomes. The data were obtained from 150 training professionals who were members of a training and development association in Canada. The results indicated that training evaluation frequency is positively related to training transfer. However, among Kirkpatricks four levels of evaluation criteria, only behavior and results criteria were related to higher rates of transfer of training, indicating that the level of evaluation criteria is important for training transfer. These results indicate the importance of organizational-level initiatives such as training evaluation in addition to individual-level practices for facilitating the transfer of training.

Accountability in Training Transfer: Adapting Schlenker’s Model of Responsibility to a Persistent but Solvable Problem

Decades have been spent studying training transfer in organizational environments in recognition of a transfer problem in organizations. Theoretical models of various antecedents, empirical studies of transfer interventions, and studies of best practices have all been advanced to address this continued problem. Yet a solution may not be so elusive. This paper spotlights the crucial role of accountability in solving the transfer problem by applying the theoretical lens of Schlenker ’s pyramid of accountability. A conceptual framework is advanced and implications for future research and practice are discussed. Recommendations for practice include conducting a training transfer accountability audit to determine where and for whom accountability lapses exist in an organization, developing and clearly communicating prescriptions and expectations for training transfer for each stakeholder group, and evaluating training transfer outcomes across training programs.

Powerful or Pointless? Faculty Versus Student Perceptions of PowerPoint Use in Business Education:

The use of PowerPoint (PPT)–based lectures in business classes across universities is ubiquitous yet understudied in empirical pedagogical research. The purpose of this empirical study was to ascertain whether significant differences exist between faculty and student perceptions with regard to PPTs impact on perceived learning, classroom interactions, and student behaviors. The results indicated that (a) students have a significantly less favorable overall view of PPTs influence on cognitive learning and classroom interaction than faculty members; (b) unlike faculty members, students do not believe that posting notes on the Web will decrease their motivation to attend class; and (c) both faculty members and students perceive that PPT has a favorable impact on notetaking quality, content recall during exams, emphasis on key lecture points, and holding student attention during class. The authors offer implications for instructors and future research.

Identifying trainers' knowledge of training transfer research findings – closing the gap between research and practice

Training professionals were surveyed concerning their knowledge of transfer of training research. Survey items were developed from an integrative literature review based on empirical findings of factors that directly or indirectly (through learning) influence training transfer. Survey results suggest that training professionals are in agreement with empirical transfer findings in the areas of training design and the work environment, but differ in their agreement of how individual differences impact transfer success and of relevant transfer evaluation findings. Training professionals were more familiar with academic transfer research when they occupied higher job positions within their organization, held a training certification and had a college degree. The results of our study and the implications for addressing the research-to-practice gap among training professionals are also discussed.

Fostering Intuition in Management Education Activities and Resources

In business, there is little doubt that managers use their intuitions when making decisions. But in spite of the fact that intuition and rationality are two parallel systems of knowing, intuition is often considered the antithesis of rationality and is overlooked, disregarded, or acted on covertly by managers. What is also clear is that intuition is not typically a part of the traditional management education curriculum. The risk therefore exists that business school programs may be producing managers of the future who are unprepared with respect to the more intuitive aspects of management practice. In this article, the authors define intuition and explore various ways management educators can incorporate intuition in business curricula, along with specific teaching ideas that can be utilized in the classroom.

Has Relapse Prevention Received a Fair Shake? A Review and Implications for Future Transfer Research

As learning and performance improvement continues to dominate the training research landscape, so does the need to justify the results of relevant interventions. One area in training research that has continued to elude practitioners and researchers is enhancing the use of trained skills back on the job (i.e., training transfer). Relapse prevention (RP) is a posttraining transfer intervention that has been studied for decades but associated findings lack consistency in transfer research. In this article, the authors review studies using RP as a transfer intervention, examine the weaknesses of study design and methods, and suggest improvements for future research to seek a fair test of its ultimate effectiveness.

What makes a “research star”? Factors influencing the research productivity of business faculty

Purpose - The purpose of this paper is to identify factors influencing extremely high or low research productivity for business faculty members. Design/methodology/approach - Using data originating from a random sample of 236 faculty members across a wide range of accredited business schools and a web-based survey, main effects are hypothesized and explored. The authors examine only extreme data points of high (and low) research productivity to focus on high-performing research “stars.” Findings - It is found that research “stars” hold higher academic rank, possess greater time management skills, individually place a high value on research, report higher time available to conduct research, enjoy higher institutional support in the form of graduate assistants and summer research support, have fewer course preparations, and work for departments with a similar priority placed on research. Research limitations/implications - The authors found that certain person- and situation-level factors differentiate high and low performing faculty members’ research output. Practical implications - The paper has implications for university administrators regarding recruiting, selecting, and managing faculty members’ research performance. Originality/value - Research productivity and intellectual contributions continue to dominate much of higher education as a primary measure of faculty members’ success. One area that remains under-explored in the business literature is what “makes a research star” and, to the contrary, what factors predict extremely low faculty research productivity? Shedding light on this research question provides practical benefits for universities by enabling administrators to better recruit, select, motivate, and develop productive faculty members.