Reid Bates

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.

Self-efficacy and college students’ perceptions and use of online learning systems

Abstract This research hypothesized a mediated model in which a set of antecedent variables influenced students’ online learning self-efficacy which, in turn, affected student outcome expectations, mastery perceptions, and the hours spent per week using online learning technology to complete learning assignments for university courses. The results are consistent with the inference of a partially mediated model in which the block of antecedents had a direct effect on self-efficacy, a direct influence on the outcome measures, and an indirect effect on the outcomes through their influence on self-efficacy. In general, the findings suggest that the relationships between self-efficacy, its antecedents, and several online learning outcomes are more complex than has typically been recognized in the research.

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.

Public sector training participation: an empirical investigation

This study tests a mediated model of employee participation in training activities in a public sector highway department. Results showed the combined predictor sets accounted for a significant proportion of the variance in an objective measure of training attended, a self-report measure of training attended, and intentions to participate in future training. Although the proposed mediated model was not supported, the findings suggest that previous transfer success and motivation play a significant role in intentions to participate in training.

Computerized performance monitoring: A review of human resource issues

Abstract The increasing use of computerized performance monitoring (CPM) systems across a variety of organizational settings has stirred controversy and induced change into the performance appraisal process. This article reviews research concerning CPM in four general areas which include the impact of CPM on (a) employee attitudes and perceptions; (b) employee stress perceptions; (c) job performance; and, (d) the performance monitoring process. Research based guidelines and issues for the design and implementation of an effective CPM system are suggested. The potential for enhancing employee development is also discussed.

Liking and similarity as predictors of multi‐source ratings

This study explored the ability of liking and two forms of rater‐ratee similarity to predict multi‐source proficiency ratings of managerial competencies. Findings from the regression model that included all raters indicated that technical proficiency, rater‐ratee liking, demographic and attitudinal similarity about work all were significant predictors of proficiency ratings. For these ratings, attitudinal similarity was the strongest predictor of ratings after technical proficiency. Liking, attitudinal and demographic similarity combined increased explained variance by about one‐third over technical proficiency. Regression models, run for each rating source separately, suggested that supervisors, subordinates and peers may weigh performance and interpersonal elements differently, when making performance ratings.

Human resource development value orientations: a construct validation study

This study sought to identify measures of individual value orientations related to how HRD professionals believe the ideal HRD process should be viewed. The goal of the research was to refine a set of HRD value orientation measures generated from earlier research and to discover the extent to which items used in those measures formed coherent and independent subsets. Construct validation efforts using exploratory factor analysis showed an exceptionally clean and interpretable latent structure consisting of six variables. These results were highly consistent with the hypothesized conceptual framework. Implications for HRD and directions for future research are presented.

A revised learning transfer system inventory: factorial replication and validation

The learning transfer system inventory (LTSI) is an empirically derived self-report 16-factor inventory designed to assess individual perceptions of catalysts and barriers to the transfer of learning from work-related training. Although a good deal of research has been done addressing various dimensions of the LTSIs construct validity, minor discrepancies in factor solutions in several studies together with problematic fit of some items suggest that further construct validity research is needed. Using data collected in 17 countries and utilizing 14 different language versions of the LTSI, the research objectives for this research were to (1) determine the number and nature of common factors involved to account for the pattern of correlations among the measured variables in LTSI version 3 using exploratory factor analysis (EFA) and (2) test via confirmatory factor analysis the validity of the factorial structure of the LTSI that emerged from the EFA and scale refinement efforts. Results provided strong support for the five- and 11-factor structure of the program-specific and training-general domains of a 48-item LTSI.

Learning transfer – validation of the learning transfer system inventory in Portugal

Purpose – The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure.Design/methodology/approach – After a rigorous translation process that included forward and backward translation, subjective evaluations of the translated items, and pilot testing, the Portuguese version of LTSI was completed by 484 trainees, who attended different kinds of training courses. Two separate exploratory factor analyses were run to analyze the specific and general domains covered by LTSI. An initial analysis with the validated items and a second one with the validated and research items were also completed.Findings – The results of the initial factor analyses showed a 16‐factor structure that accurately paralleled the 16‐factor structure of the original English version and revealed that this one is the most p...