Abstract
Learning transfer is considered to be an important criterion of training effectiveness in organizational context, especially with regard to the justification of the investments in employees’ training. Learning transfer is very important because it reflects the extent to which training results to altered trainees’ work behavior or to improved trainees’ job performance. Despite of its importance, the extent of learning transfer occurrence is limited. The purpose of this doctoral dissertation is to enhance the understanding of the meaning of learning transfer and of the factors that affect the extent of its occurrence, in order for learning transfer occurrence to be elevated. There was a longitudinal research design adopted. There were two studies conducted, in order for the extent of learning transfer occurrence and the role of individual and situational characteristics in the extent of its occurrence to be examined. Situational Judgment Tests (SJTs) were used for the evaluation of lear ...
Learning transfer is considered to be an important criterion of training effectiveness in organizational context, especially with regard to the justification of the investments in employees’ training. Learning transfer is very important because it reflects the extent to which training results to altered trainees’ work behavior or to improved trainees’ job performance. Despite of its importance, the extent of learning transfer occurrence is limited. The purpose of this doctoral dissertation is to enhance the understanding of the meaning of learning transfer and of the factors that affect the extent of its occurrence, in order for learning transfer occurrence to be elevated. There was a longitudinal research design adopted. There were two studies conducted, in order for the extent of learning transfer occurrence and the role of individual and situational characteristics in the extent of its occurrence to be examined. Situational Judgment Tests (SJTs) were used for the evaluation of learning transfer, that is, SJTs constituted the operational definition of this concept. In the first study, learning transfer was examined in a retail managers’ training context, and there were 209 participants who received interpersonal skills training. In the second study, learning transfer was examined in the context of a series of training programs contributing to soft skills development, and the subjects of the study were 126 postgraduate students along with 16 participants in a control group.Structural Equation Modeling (SEM) was applied. As far as the first study is concerned, it was found that trainees developed “task coordination” and “adaptability” and that they did not develop “relational coordination” and “interaction among team members”, during the learning process. It was also found that three of the five factors of personality examined (i.e. conscientiousness, openness to experience, and agreeableness) played a role in the extent of the estimated training outcome occurrence, that is, they functioned as moderators. As far as the second study is concerned, it was found that the trainees as well as the participants in the control group did not develop “decision-making”, “adaptability”, “flexibility”, and “resilience”. It was also found that some of the individual and situational characteristics examined (i.e. job involvement, career exploration and planning, proactive personality, prevention focus, promotion focus, and organizational support) played a role in the extent of the estimated training outcome occurrence, that is, they functioned as moderators. Lastly, as far as practical implications are concerned, this doctoral dissertation proposes an easily administered measurement instrument of learning transfer, and augments the capability of justification for the extent of the success of a training program.
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