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The Field Study of a Training Transfer Enhancement Process and

its Effect on Transfer of Training
Andrew W. Bowne
Western Michigan University

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 THE FIELD STUDY OF A TRAINING TRANSFER
ENHANCEMENT PROCESS AND ITS EFFECT
ON TRANSFER OF TRAINING

by
Andrew W. Bowne

A Dissertation
Submitted to the
Faculty of The Graduate College
in partial fulfillment of the
requirements for the
Degree of Doctor of Education
Department of Educational Leadership

Western Michigan University

Kalamazoo, Michigan
April 1999

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 TEE FIELD STUDY OF A TRAINING TRANSFER
ENHANCEMENT PROCESS AND ITS EFFECT
ON TRANSFER OF TRAINING

Andrew W. Bowne, Ed.D.

Western Michigan University, 1999

Transfer of training is defined as the degree to which trainees apply, in their

jobs, the knowledge, skills, and attitudes they gained in training. Research regarding
transfer of training has called training effectiveness into question. For example,
Baldwin and Ford (1988) reported average transfer rates typically in the 10% range.
The study tested the effectiveness of particular procedures and tools intended
to enhance transfer of training. These transfer enhancing tools were employed by an
experimental group of trainees’ supervisors (who received training from the
researcher in the application of the tools) before a half-day problem-solving training
workshop for their employees commenced, and after their return from the training.
The supervisor interventions were intended to increase the trainees’ understanding of
how the training was linked to company business goals, and also to help them focus
their learning on specific post-training behaviors that would increase the business
impact of the training. The experimental group of trainees themselves, during the
training, also employed similar tools with a similar purpose.
The training was conducted in a West Michigan manufacturing company with
about $200 million in sales and more than 800 employees. Data were collected from
62 trainees and their respective 21 supervisors using survey and interview methods
before, during, and after the training.

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 The study concluded that the transfer enhancement tools and procedures did
in fact lead to positive impact The transfer enhancing interventions were associated
with a positive increase in the transfer support climate. Further, the experimental
group of trainees reported more usage of the training in specific job applications that
had been targeted before the training as those applications most likely to lead to
business impact.

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 INFORMATION TO USERS

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 UMI Number: 9923736

Copyright 1999 by
Bowne, Andrew William

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 Copyright by
Andrew W. Bowne
1999

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 ACKNOWLEDGMENTS

This dissertation would not have been possible without the loving support of
my wife, Ruth, the patience of our two wonderful children, Michael and Elizabeth,
and the selfless help of my wife’s parents, Alvin and Margaret Hospers. I am grateful
to my parents, Bill and Judy Bowne, for demonstrating the importance o f continuing
education. I thank God for your support and encouragement during these past years.
Thanks to the guidance and incredible experience of Dr. Robert Brinkerhof£
the journey has been completed. Dr. Dale Brethower and Dr. Jianping Shen stepped
in to assist with the completion of this study. Thank you for your hard work and
support.
Three other organizations have been supportive of this study. The Association
of Commerce and Industry, the Michigan Manufacturing Technology Center, and the
West Michigan manufacturing company each contributed to the completion o f this
study.

Andrew W. Bowne

ii

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 TABLE OF CONTENTS

ACKNOWLEDGMENTS................................................................................ ii
LIST OF TABLES .......................................................................................... vii
LIST OF FIGURES.......................................................................................... viii
CHAPTER
I. INTRODUCTION................................................................................. 1
Statement of the Problem .................................................................. 1
Purpose of the Study.......................................................................... 2
Importance of the S tudy.................................................................... 3
Definitions of Key Terms .................................................................. 4
Overview of the Study ...................................................................... 4
H. CONTEXT OF THE STUDY................................................................. 6
Training and Performance.................................................................. 7
Transfer of Training .......................................................................... 8
Components of Effective Transfer of Training.................................... 9
Training D esign.......................................................................... 10
Trainee Characteristics................................................................ 11
Work Environment .................................................................... 13
Training Outcomes: Learning and Retention................................ 14
Conditions of Transfer: Generalization and Maintenance ............ 14
Barriers to Transfer of Training.......................................................... 15
A Hybrid, Research-Based Model for Supporting
Transfer of Training .......................................................................... 17

iii

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 Table of Contents—Continued

CHAPTER

Phase 1 ...................................................................................... 18
Phase 2 ........................................................................................ 19
Phase 3 ...................................................................................... 20
Organizational Context and Transfer Climate............................... 22
HI. DESIGN AND METHODOLOGY.......................................................... 25
Introduction ...................................................................................... 25
Participating Organization.................................................................. 25
The Training...................................................................................... 26
Design Overview: Transfer-Enhancement Intervention ...................... 26
The Transfer Enhancement Tools ...................................................... 28
The Pre-Training T o o l.....................................................................29
The During-Training Tools ............................................................ 29
The Post-Training T o o l.............................................................. 30
Instrumentation.................................................................................. 30
Data Collection Procedures................................................................ 32
Pre-Training................................................................................ 33
During Training.......................................................................... 33
Post-Training.............................................................................. 33
Hypotheses ...................................................................................... 34
Hypothesis 1 .............................................................................. 34
Hypothesis 2 .............................................................................. 35
Hypothesis 3 .............................................................................. 35

iv

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 Table of Contents—Continued

CHAPTER

IV. ANALYSIS OF FINDINGS..................................................................... 37

Description of the Sam ple................................................................... 37
Baseline Transfer C lim ate................................................................... 38
Transfer Climate Between the Two Groups..............................................39
Overall Reported Transfer Between the Two Groups ......................... 40
Relationship Between Transfer Climate and Transfer R ep o rts............ 42
Relationship Between Transfer Climate and Implementation
of the Transfer Enhancement Process ................................................. 43
Hypothesis T esting............................................................................. 45
Hypothesis 1 ............................................................................... 45
Hypothesis 2 ............................................................................... 46
Hypothesis 3 ............................................................................... 46
Further Analysis of Reported Transfer................................................. 48
V. DISCUSSION AND CONCLUSIONS..................................................... 52
Transfer Clim ate................................................................................. 52
Conclusions ....................................................................................... 56
Recommendations for Further Study................................................... 57
APPENDICES
A. Flowchart of Logic for Study ................................................................... 60
B. Transfer Enhancement Process T o o ls....................................................... 62
C. The Data Collection Tools: Trainee Perceptions of Transfer
Climate Surveys (TCC-Pre and TCC-Post)............................................... 67

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 Table of Contents—Continued

APPENDICES
D. The Data Collection Tools: Trainee Transfer
Self-Reporting Questionnaire (TTSRQ) ................................................... 74
E. The Data Collection Tools: Transfer Enhancement Reporting
Interview (TERI) and Tool Implementation
Reporting Interview (TIRI) Form ats......................................................... 77
F. Human Subjects Institutional Review Board Approval ............................ 80
BIBLIOGRAPHY............................................................................................. 83

vi

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 LIST OF TABLES

1. Barriers to Transfer of Training............................................................... 17

2. Data Collection Process and Instruments................................................. 31
3. TTC-Pre Transfer Climate Measures (Overall) ........................................ 38
4. TTC-Post Transfer Climate Measures (Overall) ...................................... 39
5. Overall T ransfer..................................................................................... 41
6. Correlation Between Overall Individual Transfer and
Overall Individual Transfer Climate Recognition....................................... 42
7. Correlation Between Overall Transfer Climate Recognition
and Supervisor/Trainer Report of Transfer Tool U sage............................ 44
8. Highly Expected Areas of Transfer Versus
Remaining Areas of Transfer.................................................................... 51

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 LIST OF FIGURES

1. The Hybrid, Research-Based Transfer of Training Model........................... 19

2. Overview of the Transfer-Enhancement Intervention.................................. 27

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 CHAPTER I

INTRODUCTION

Statement of the Problem

In 1997, organizations employing more than 100 people were estimated to

have spent more than $58.6 billion on direct formal training costs according to a
study produced by Lakewood Research (1997). Dean, Dean, and Rebalsky (1996)
estimated that in 1994, U.S. companies would spend $50.6 billion, a 5% increase
over the amount spent in 1993. Training is big business in the United States and
continues to grow each year.
During a 1990 Training & Development Journal interview, David Kearns,
CEO of Xerox, claimed that the corporation spends 2.5-3.0% of its revenue on
training each year (Galagan, 1990). Kearns also reported that an additional $125
million was spent on quality training alone. This is a tremendous investment in
employees, which is intended to result in higher productivity, improved quality, etc.,
due to the increase of employee knowledge and skill levels.
Following an extensive review of the transfer-related research, Baldwin and
Ford (1988) state that the research consistently shows that there is only a 10%
transfer of what was learned, back to the work environment. For the purposes of this
study, transfer o f training is defined as the degree to which trainees consistently and
effectively apply, in their jobs, the knowledge, skills, and attitudes they gained in

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 training. This definition is slightly modified from the original definition by Holton,
Bates, Seyler, and Carvalho (1997b).
One result of the limited transfer rate is that senior managers in businesses are
beginning to question the value o f training. King (1996) proposes that as gaining a
competitive edge becomes increasingly difficult and as employers spend greater and
greater amounts of money and time on training, management is beginning to question
how well training is working. Kelly (1982) makes the claim that training that doesn’t
transfer is a waste of time and money and is a blow to an already sagging training and
development reputation.

Purpose of the Study

A commonly asked question regarding transfer of training is, “What can be

done to ensure that what is learned in training will be retained and transferred to the
job?” (Wexley & Latham, 1991, p. 96). Can a practical, researched-based training
transfer enhancement process be used to assist the transfer process? This question is
the focus of the study. Baldwin and Ford (1988). in a comprehensive review of the
transfer literature, suggested that more efforts at transfer-enhancing model
development are needed. Stata (1989) pointed out the need for research geared
toward messy, real-life management issues. The purpose of this study is to field test
an application-oriented, research-based, training transfer enhancement process in a
manufacturing environment. The transfer enhancement process is operationalized
through the use of a series of prescribed methods and written tools.

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 Importance of the Study

For almost 100 years, scholars and practitioners have been studying the issue
of transfer of learning with limited success (e.g., Thorndike, 1901, cited in Baldwin &
Ford, 1988). This observation is made based on the fact that researchers like Baldwin
and Ford (1988) are still dealing with the transfer-related issues o f training inputs
(training design, trainee characteristics, and work environment), training outputs
(learning and retention), and conditions of transfer (generalization and maintenance).
Foxon (1997) found that while much corporate training is now better designed than
ever, there remains a sense of unease about the level of transfer.
Based on relatively recent work, it appears that the transfer puzzle has not
been solved. Broad and Newstrom (1992), in their popular book on transfer of
training, supported the general understanding of scholarly literature and research by
stating that, typically, not more than 10% of what was learned in training transfers
back to the workplace resulting in new or enhanced work behaviors. Very few
business people would make an investment if they knew that the return on their
investment would be approximately only 10%.
Findings from the present study could be useful in a variety of ways. If the
training transfer enhancement process is shown to have some promising impact on
the transfer of learning, then similar methods and tools might become commonly
incorporated into a larger number of training programs. With the kind of investment
employers are making in training, employers are looking for simple, easy-to-use tools
that have an impact on the bottom line.

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 4
Definitions of Key Terms

Several key terms are critical to this study. Therefore, these terms need
clarification as they relate to the study. Training is defined as learning that is
provided in order to improve performance in the present job. A trainee is an
employee who participated in, and completed, the prescribed training course.
Supervisors are the people to whom trainees report and are the employer’s first level
of management. Transfer o f training is defined as the degree to which trainees
consistently and effectively apply in their jobs what they learned in training. Transfer
climate is defined as perceptions o f situations and consequences in the workplace
which inhibit or help to facilitate transfer of training.

Overview of the Study

The study involved the development and testing of a research-based transfer

enhancement process. This process consisted of a set of practical tools for use before,
during, and after training. The transfer enhancement tools included: an impact map,
which linked training to job behaviors and organizational performance measures; a
systems analysis worksheet, which identified driving and restraining forces related to
using the new learning on the job; an action planning worksheet, which helped
trainees plan for how new learning would be applied on the job; and a supervisory
support worksheet, which was used to help supervisors support trainee transfer
efforts. Data collection occurred before and after training through a series of surveys
and interviews. The areas of data collection focused on transfer of training, transfer
climate recognition, and transfer enhancement tool usage.

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 The following conceptual hypotheses were tested. First, transfer will be
greater among the trainees whose supervisors use the transfer enhancement process
than that o f the group of trainees whose supervisors did not use the transfer
enhancement tools. Second, the level of transfer will be positively correlated with
reported improvements in the transfer environment Finally, the more the supervisors
and the trainer use the transfer enhancement tools, the more the trainees will report a
positive transfer climate. A flowchart which outlines the logic o f this study can be
found in Appendix A
The study had limitations similar to those experienced by other field studies.
The controls were not as tight as in more clinical studies. For example, some of the
supervisors had trainees in the group that were involved with using the transfer
enhancement tools and the group that did not use the transfer enhancement tools.
Another potential limitation of the study is that the level of transfer was self-reported
by trainees.

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 CHAPTER n

CONTEXT OF THE STUDY

Transfer of training has received a great deal of attention, particularly in the

management, human resource development, industrial/organizational psychology, and
organization development professions, as well as in education popular and technical
journals and publications. Georgenson (1982) claims that the problem of transfer is of
critical concern, especially in a tight economy where payback on investments in
employee development is essential. Katz and Bollettino (1981) believe that transfer
problems exist anytime someone decides to train in an environment other than the
job. Kelly (1982) reported that one Fortune 500 company states that the company
was getting only a 10% transfer back to the job. Ungsrithong (1991), in her doctoral
dissertation, points to the fact “that transfer of training has been recognized as a
crucial mission for the training profession” (p. 11).
At the same time, the research being done in the area of transfer is adding
value to the body of technical knowledge (e.g., Baldwin & Ford, 1988; Baldwin,
Magjuka, & Loher, 1991; Broad & Newstrom, 1992; Ford, Quinones, Sego, &
Sorra, 1992; Gist, Bavetta, & Stevens, 1990; Hicks & Klimoski, 1987; Huczynski &
Lewis, 1980; Mathieu, Martineau, & Tannenbaum, 1993). Even with all the
discussion of the topic and all the research that has been done and continues to be
done, the problem of transfer of training still exists.
This chapter starts with a discussion of the link between training and
performance and then explore a few definitions of transfer. From this background

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 information, barriers to the transfer of training are identified based on prior research.
Barriers fall into two categories: individual and organizational. After the barriers to
successful transfer are discussed, a brief review of various transfer theories and
models will be presented. Finally, the best ideas from previous research will be pulled
together to develop and justify a hybrid, “ideal” model for implementing specific
transfer enhancing steps.

Training and Performance

Brinkerhoff (1987) lays out two criteria for effective training. First, training
must produce learning changes with efficiency and efficacy; and, second, it must be
worth doing. Worth is defined as the extent to which value is produced at a
reasonable cost to the organization. In the book Human Competence, Gilbert’s
(1996) definition of worthy performance supports Brinkerhoff s second criterion for
effective training, by stating that performance is worthy when the value of the
accomplishment exceeds the cost of the behaviors.
Rummler and Brache (1990), in their popular research-based book, argue that
no matter what the concern, whether it be quality, customer service, productivity,
cycle times, or cost, the underlying issue is employee performance. Therefore, if
performance is the issue, translating training into job behaviors and, more
importantly, job accomplishments is critical.
According to Gilley and Coffem (1994), human resource development (HRD)
efforts, including training, must be performance-centered. When training efforts are
performance-centered, the focus is exclusively on improving employee performance
and organizational effectiveness. Transfer of what was learned in training into on-the-
job behaviors is intended to result in improved employee performance.

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 Transfer o f Training

Gick and Holyoak (1987) define transfer of learning as a phenomenon

involving change in the performance of a task as a result of the prior performance of
a different task. This definition barely distinguishes between “transfer” and
“learning.” Gick and Holyoak claim that many contemporary studies of transfer do
not involve the intentional learning of a transfer task A '. Instead, the transfer is
reflected in the performance of task A' on the basis o f knowledge acquired by
performing task A Detterman (1993), in his case against transfer of training, defines
it as the degree to which a behavior will be repeated in a different (new) situation. As
transfer of learning theory has shifted to transfer of training theory, the definition
switched to the application of learning in the work environment.
Georgensen (1982) defines transfer as the degree to which an individual uses
the knowledge and skills learned in the classroom on the job in an effective and
continuous manner. Baldwin and Ford (1988) define transfer to include the
maintenance of learned material over time and the generalization of that learned
material. Huczynski and Lewis (1980) quote Stiefel (1974) defining transfer as
involving both the ability to apply what has been learned and the possibility of using it
in the organizational situation.
Broad and Newstrom (1992), in their classic work on transfer of training,
define transfer as the effective and continuing application, by trainees to their jobs, of
the knowledge and skills gained in training (both on and off the job). Transfer may
encompass both maintenance of behavior and its generalization to new application.
Not all definitions of transfer go as far as those of Broad and Newstrom or
Stiefel. Gist, Bavetta, and Stevens (1991) refer to transfer as skill acquisition and

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 maintenance. Royer (1979) defines transfer of learning as the extent to which the
le a rn in g from an instructional event contributes to or detracts from future learning or
problem solving. This definition is examined during Royer’s review of various
transfer of learning theories, primarily environmental and cognitive theories. Wexley
and Latham (1991) list three common definitions of transfer. Positive transfer occurs
when learning in the training situation results in better performance on the job.
Conversely, negative transfer occurs when learning in the training situation results in
poorer performance on the job. And, finally, zero transfer occurs when learning in the
training situation has no effect on job performance. Common among all of these
definitions is the central and vexing issue that learning in a training contract is
intended to lead (transfer) to improved job performance.

Components of Effective Transfer of Training

What is known about effective training ties directly to what is known about
positive transfer. In an extensive review of the transfer literature, Baldwin and Ford
(1988) identified the key components for effective transfer and explored the studies
which supported each component or theory. Baldwin and Ford listed the following
five components of effective transfer: (1) training design, (2) trainee characteristics,
(3) work environment, (4) training outcomes, and (5) conditions of transfer. Transfer
of training is an extremely complex issue. While this study concentrates on the work
environment, each component outlined above is necessary for positive transfer to
occur.

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 Training Design

Concerning training design, Baldwin and Ford (1988) identified four

principles which need to be considered: identical elements, general principles,
stimulus variability, and conditions of practice.
The likelihood of training transfer can be enhanced through the use of
identical elements. Broad and Newstrom (1992) suggest that transfer will be more
likely to occur when the training design approximates or includes as many of the
trainee’s work facets and tasks as possible. When identical elements are part of the
training design, the differences between the training environment and the work
environment are minimized. The similarity between the two environments is believed
to increase the likelihood of transfer. Leifer and Newstrom (1980) suggest that
identical elements are particularly useful in motor skills or technical skill training, but
less effective in conceptual or management skills. Royer (1979) defines this concept,
identical elements, as near transfer. Identical elements and near transfer suggest a
similarity between the learning environment and the work environment. The more
similar the two, the more likely transfer will occur.
Baldwin and Ford (1988) found that trainees are more likely to learn in
training programs where the information to be learned is presented using a variety of
relevant training stimuli. Davis, Alexander, and Yelon (1974) support this concept
with the similar notion that the trainer’s style and means of presentation should be
varied.
Rather than teaching just applicable skills, McGehee and Thayer (1961, cited
in Baldwin & Ford, 1988), recommend that teaching should take place through
general principles. Davis et al. (1974) define a principle as a relationship between

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 classes o f events which allow trainees to (a) predict consequences, (b) explain events,
(c) infer causes, (d) control situations, and (e) solve problems. The advantage of
training by using general principles is that it facilitates the transfer and generalization
of the new knowledge or skills by teaching these concepts that are believed to be
applicable in a variety of settings. Leifer and Newstrom (1980) claim that the use of
general principles is most appropriate for management skills training.
Davis et al. (1974) claim that trainees are more likely to learn if there is active
practice geared toward the instructional objective. According to Davies (1981), two
choices exist for practice. The first option is massed practice, which lumps large
blocks of time for concentrated practice. The second option, distributed practice,
involves shorter periods of practice spread out over time. Massed practice is believed
to be more efficient, but distributed practice is more effective. Along with practice
must be a combination of guidance and feedback.

Trainee Characteristics

Trainee characteristics such as ability, personality, and motivation play a role

in transfer of training (Baldwin & Ford, 1988). Gilbert (1996) lists three
characteristics which make up the individual’s behavior repertory: knowledge,
capacity, and motives. Research conducted by Mumford, Weeks, Harding, and
Fleishman (1988) within the U.S. Air Force indicated that trainee characteristics such
as intellectual, motivational, and adaptational constructs appeared to have an
important influence on achievement during training. Hicks and Klimoski (1987)
claim, based on research conducted around a management training program, that
understanding the trainee’s point of view prior to training is important in terms of
attaining training outcomes. The characteristics identified by Gilbert, Mumford et al.,

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 and Hicks and Klimoski assist in defining each individual trainee. What a trainee
knows, is individually capable of learning and applying, and desires influences the
level of transfer.
Baldwin and Ford (1988) define two important personality variables as “locus
of control” and “need for achievement.” Referring to the study o f240 Indian
managers conducted by Baumgartel et al. (1984, cited in Baldwin & Ford, 1988), the
authors state that managers having high needs for achievement and an internal locus
of control are more likely to apply new SKAs (skills, knowledge, and attitudes) on
the job. Internal locus of control can be defined as believing that events which occur
in the workplace and performance are under the individual’s control (Noe, 1986).
Noe and Schmitt (1986) define motivation to learn as “a specific desire on the
part of the trainee to learn the content of the training program” (p. SOI). Similarly, in
a study of trainee motivation and learning, Baldwin et al. (1991) found that trainees
with a choice regarding training are more highly motivated than others. However, the
level of learning between trainees who had a choice and trainees who did not have a
choice was not significantly different. In a like manner, Cohen (1990), in a study of
five organizations, 194 subjects, and 14 training programs, found general support for
assumption that employees will be more motivated if their supervisors are supportive
and if they perceive attendance as voluntary rather than mandatory.
In the current study, training design and trainee characteristics, though
important to transfer, were not manipulated. Certain work environment issues were
central to this study.

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 Work Environment

The work environment is a third critical piece to successful transfer of training

(Baldwin & Ford, 1988). Mathieu, Tannenbaum, and Salas (1992) found in their
study of 106 university employees that situational (or organizational) constraints had
two negative consequences on the transfer of training. First, such constraints limit the
extent to which trainees can transfer newly acquired SKAs to the job. And, second,
anticipating these constraints stifles the learning process.
Describing the concept as environmental favorability, Noe (1986) described
two sets of work environment concerns. First, are the tools, equipment, materials,
supplies, and monetary support required to apply the new SKAs available? Second, is
there adequate support from peers and supervisors? Deficiencies in either of these
two areas will restrict the likelihood of transfer. Bellanca (1995) states that successful
transfer is enabled by the organization’s readiness to accept and promote learning
transfer. If the culture is hostile or indifferent to the learning and transfer, even the
most determined person will become frustrated and overwhelmed and transfer will be
diminished. Similarly, Montesino (1995), in a study of the alignment of training to the
strategic direction within a Fortune 200 company, found that a conscious effort
should be made to demonstrate the connection between individual training programs
and an organization’s strategic direction.
Ford and Weissbein (1997) reported that advancements had been made to
increase the understanding of work environment constructs and linking the work
environment to transfer outcomes. More progress could still be made in developing
strategies to actively intervene in changing work environmental factors and examining
their impact on learning and transfer.

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 Training Outcomes: Learning and Retention

According to Michalak (1981), successful training involves two phases:

knowledge or skill acquisition and the maintenance of behavior once on the job.
Similarly, Kirkpatrick (1967) defines learning as knowledge or skill acquisition.
Furthermore, Baldwin and Ford (1988), based on an extensive literature review,
make the basic point that skills must be learned and retained prior to being transferred
to the work environment. In addition, how effectively the SKAs can be transferred is
dependent upon the relationship between trainee characteristics, training design, and
the work environment.
That which is learned must be retained or the transfer process ends. Broad
and Newstrom (1992) list a variety of recommended activities that will assist in SKA
(skill, knowledge, and attitude) retention. Opportunities for additional practice and
feedback can be provided by the manager. The trainer can provide, with the support
of the manager, follow-up refreshers and problem-solving sessions. The trainee can
review the training content, maintain contact with others who completed the training
program, and practice self-management.

Conditions of Transfer: Generalization and Maintenance

Generalization refers to the extent to which what was learned in a training

program is used in different situations on the job. Royer (1979) uses the term
stimulus generalization to define generalization as defined above. Appropriate
measures of generalization require a linking of needs assessment information, a clear
understanding of the content to be learned in the training program, and, finally, how
the learning is to be used on the job (Baldwin & Ford, 1988). An impact map is a tool

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 which might be very helpful in linking the connection between needs, learning
objectives, and usage objectives (Brinkerhoff & Gill, 1994).
In a study of maintenance of behavior, Michalak (1981) found an almost
perfect correlation between the amount and quality of behavior maintenance activities
and the transfer results obtained by departments in a manufacturing setting.
Maintenance activities that might be conducted outside the classroom include positive
reinforcement, feedback, removal of obstacles, changes in work systems,
performance appraisals, and a buddy or accountability system (Michalak, 1981;
Wexley & Latham, 1991).
In summary, the five components for effective transfer, according to Baldwin
and Ford (1988), include training design, trainee characteristics, work environment,
training outcomes, and conditions of transfer. In this study, even though all five
components are important, only the work environment component was manipulated.
Ungsrithong (1991), in a study of realistic training previews and the impact
on transfer, states that training professionals cannot afford to leave the transfer issue
to chance. Because transfer issues have not been consistently considered in the past,
variables in the training and back on the job are interfering with successful transfer.
These variables, which get in the way of successful transfer of training, could be
referred to as barriers. Broad and Newstrom (1992) wisely make the point that
barriers are more easily resolved when they are well defined and classified.

Barriers to Transfer of Training

According to Broad and Newstrom (1992), not a lot is known about barriers
to transfer of training. Huczynski and Lewis (1980), in a study o f management
training programs and transfer, identified four basic barriers to training. The first was

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 an overload of work. Second was unplanned work, which frequently creates mini-
crises. The third barrier showed that it is often difficult to convince older people to
apply new ideas or practices. The final barrier was the high rate at which things
change.
Mathieu et al. (1993) highlight the importance of being able to identify and
minimize barriers within the entire training system, not just the training itself. The
research and scholarly writing that has been conducted around barriers to effective
transfer identify two general types of barriers: individual and organizational (Broad &
Newstrom, 1992; Gilbert, 1996; Huczynski & Lewis, 1980; King, 1996; Mathieu et
al., 1993).
Gilley and Coffem (1994) identified nine barriers to successful transfer of
training. These barriers were then divided between individual barriers and
organizational barriers as shown in Table 1.

Table 1
Barriers to Transfer of Training

Organization Individual

• lack of reinforcement • trainee’s perception of impractical

• interference with immediate work programs
environment • trainee’s perception of irrelevant
• nonsupport of organizational culture training content
• trainee’s discomfort with change and
associated effort
• separation from inspirational support
of the training
• trainee’s perception o f poorly
designed and delivered training
• pressure from peers to resist changes

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 All too often organizations attempt to solve performance problems through
training. It is easy to place the blame on individuals rather than on the management
processes. Yet, Gilbert (1996) claims that for any given performance problem, the
cause can be found in a behavior repertory, or in the environment that supports the
repertory, or in both. And, ultimately the cause will be found in a deficiency o f the
management system (the organization). Behavior, which is a building block of
performance, requires a person’s repertory of skill and the environment.
In a study of self-efficacy, Mathieu et al. (1993) found that there were two
levels of constraints: situational constraints and individual level constraints.
Situational constraints were defined as characteristics of the environment that
interfere with or restrict employee performance. The researchers defined individual
level constraints as obligations or pressures placed on individuals that may differ from
person to person. The research showed that trainees who felt they had more
individual constraints (pressure/time demands) were less likely to develop a belief
that they could master the skills being trained. It suggests that managers must give
careful attention to the obligations and pressures that their employees need to balance
while attending training. Training does not occur in isolation from other job and
personal obligations, and merely providing release time to attend training is probably
not sufficient to maximize training effectiveness.

A Hybrid, Research-Based Model for Supporting Transfer of Training

Baldwin and Ford (1988) analyzed the previous research related to transfer of
training, and the conclusion made was that more efforts at model development were
needed. These researchers went on to state that no studies were found that tested
organizational interventions. Given that Dean et al. (1996) claim that the work

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 environment within which employees work has a tremendous impact on performance,
any transfer support must also focus on the job environment to which the trainees
return.
The purpose of this study was to test certain practical methods that were
intended to enhance transfer of given training interventions. These methods were
based on an “ideal” model for transfer enhancement, constructed from best-practices
derived from previous transfer research and advice. This section presents and
describes this “ideal” transfer model and identifies the precedents on which it is
based.
The hybrid model, from which this research is based, is a combination o f the
works of Broad and Newstrom (1992) and Tracey, Tannenbaum, and Kavanagh
(1995). The major components of the model include the organizational context, the
before training transfer partnership (Phase 1), during training partnership (Phase 2),
the after training partnership, and the transfer climate. The transfer of training
partnerships, pre- through post- transfer enhancement efforts, and the organization’s
contextual issues are drawn from Broad and Newstrom. The in-depth understanding
of the organizational context and the transfer climate stem from the work of Tracey
et al. (see Figure 1).

Phase 1

Phase 1 includes all the work that takes place prior to training. During this
pre-training effort, a training transfer partnership is formed, a needs assessment is
conducted, the design and development of the training program is completed, and
readiness efforts for the training are begun.

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 19

Organizational Context

Phase 1 Phase 2
Before Daring After
Training Training Training
Transfer Transfer Transfer
Partnerhsip Partnerfasip Partaerhsip

[ Transfer Climate

Figure 1. The Hybrid, Research-Based Transfer of Training Model.

Broad and Newstrom (1992) suggest that training transfer partnerships are
formed by including a training professional, the manager of the area seeking
assistance, and an employee who might participate in the training. Working together,
the partnership assumes the responsibility for each o f the steps in Phase 1.
The needs assessment is critical. If true training needs are not identified, what
is learned and what is transferred may be irrelevant. Noe and Schmitt (1986) argue
that trainees who perceive the needs assessment to be credible will react favorably to
the training. Readiness, or motivation to learn, can be defined as a specific desire to
learn the training program content (Noe & Schmitt, 1986).

Phase 2

Phase 2 involves the actual delivery of the training program and during
training partnership. Phase 2 is similar to BrinkerhofFs (1987) Stages m and IV, or
the program implementation and immediate outcome stages. What is of primary

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 concern is that trainees learn what was intended. Also key is the continuation of the
partnership formed between the managers), the trainer, and the trainees participating
in the training. Broad and Newstrom (1992) identify several things the manager can
do to support the training effort while it is taking place. The manager can prevent
interruptions, transfer work assignments, communicate and provide support, monitor
attendance and attention during training, recognize participation, participate in
transfer action planning, review what is being/has been learned, and develop an
assessment strategy for determining how the transfer of training process is going
once the employee is back on the job.
Broad and Newstrom (1992) also define the partnership roles of the trainer
and the trainees. The trainer needs to make sure training is relevant, application-
oriented, full of practice and feedback opportunities, and provides job aides (when
appropriate). Trainees need to link with a training transfer partner and support
networks, maintain an ideas and applications notebook, actively participate in
training, plan for application of the newly acquired SKAs (skills, knowledge, and
attitudes), and create behavioral contracts. Knowles (1987) strongly encourages the
use o f learning contracts to enhance the benefits of training.

Phase 3

Phase 3 concentrates on making sure that what was learned during the
training program is applied back on the job (Broad & Newstrom, 1992). The transfer
of training challenge now lies in the hands of the manager and the employees
(trainees). Brinkerhoff and Gill (1994) claim that it is the manager/supervisor who is
primarily responsible for the results of Phase 3 efforts.

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 The manager needs to consider and develop a plan for the trainees to re-enter
their work, to support the transfer efforts psychologically, to provide reality checks
and opportunities to practice what was learned, to encourage dialogue around
transfer-related issues, to reduce job pressures for a period of time after training, to
set mutual expectations for performance improvement, and to provide feedback and
role models. Accomplishing each item listed above creates a common thread between
course content and on-the-job usage (Georgenson, 1986).
The trainees should be encouraged to practice self-management, to
periodically review the training content and newly acquired SKAs, and to maintain
contact with training buddies and support networks. In a study contrasting self­
management and goal setting, Gist et al. (1990) found that self-management
techniques were more effective in terms of influencing transfer of training.
While Broad and Newstrom (1992) suggest that training buddies are an
effective transfer technique, not all agree. Nadler (1970), in a study of the hard-core
unemployed, stated that while buddy systems are commonly supported as effective
training and transfer techniques, these systems are not very effective. Nadler claims
that “buddies” must come together naturally if positive results are to be expected.
Therefore, it might be more effective to let pairings, or small groups, form without
the direction of the trainer or management.
According to Broad and Newstrom (1992), the trainer’s main role after
training is completed is to serve as a resource for managers and trainees. The trainer
can provide problem-solving assistance, refresher courses, etc.

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 Organisational Tnntext and Transfer Climate

In their 10-year follow-up study to the classic work by Baldwin and Ford
(1988), Ford and Weissbein (1997) report that more sophisticated theoretical and
operational measures of key work environmental factors have been developed. The
general feeling among training professionals is that the organizational context is key
to successful transfer (King, 1996). Noe and Schmitt (1986) claim that the influence
of the work environment on trainability is a factor that should not be overlooked.
Recent research suggests that the organizational contact is at least as important as
learning in facilitating transfer (Foxon, 1997).
Georgenson (1982) makes the point that an important factor in how
effectively SKAs are transferred back to the job depends on how completely the
training program content is integrated into organizational policies, norms, forms, etc.
As previously stated, Ford et al. (1992) defined organizational factors as the goals,
objectives, values, and culture of an organization. This definition is contrasted against
the work context, which includes supervisory attitude towards the trainee, work
group support, and the pace of work. Tracey et al. (1995) describe it as the transfer
of learning climate, referring to perceptions about the work environment which
facilitate or inhibit the use of trained skills and behaviors on the job.
For the purpose of this project, organizational context will be defined as the
strategic goals, objectives, policies and procedures, supervisory and peer support
(social context as defined by Noe & Schmitt, 1986), norms, and culture. Rummler
and Brache (1990) state that an exemplary performer who is placed into a poorly run
organization will lose every time. The performance system (the organization) is
stronger than any employee, no matter how well-trained. Because of this statement,

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 and all the other acknowledgment of the impact of the organizational context upon
job performance and, specifically, transfer of training, organizational context must be
included in the proposed model
In an ideal situation, the organization would be fully supportive and ready to
embrace trainees following training. This readiness and supportive transfer climate
could naturally occur or the organization might be re-engineered prior to
implementing the training program. Unfortunately this type of environment does not
frequently exist.
The organizational context and Phase 3 are difficult to differentiate. In
general, the managerial or supervisory role is just one component of the
organizational context. The manager’s or supervisor’s role in creating a supportive
environment is to provide the coaching, feedback, reinforcement, and support, which
allows the trainee to successfully put into practice what is learned in training. Broad
and Newstrom (1992) state that the immediate supervisor’s or manager’s support for
implementing what is to be, or was, learned is one of the most critical pieces for
transfer to occur. Baldwin and Ford (1988) agree that support is critical and can take
many forms, such as goal setting; reinforcement of behavior; accountability to see
that skills are used; modeling of skill usage; and praise, better assignments, or other
forms of extrinsic rewards. Huczynski and Lewis (1980) found that the immediate
supervisor must be an innovative supporter. Baldwin and Ford (1988) also go on to
say that more work in defining supervisory support is needed. Foxon (1997), in a
study of employees at a Fortune 100 company, found it was manager support that
facilitated transfer more than other variables being considered (action planning or
post-course motivation). What has been described in this paragraph is a part of what

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 24
others have described as transfer climate (Rouiller & Goldstein, 1993; Tracey et al.,
1995).
The actions that take place in Phases 1 through 3 and that are a part o f the
organizational context create the transfer climate. Transfer climate is the common
thread between Phases 1,2, and 3, as well as the organizational context. Rouiller and
Goldstein (1993) define transfer climate as “those situations and consequences which
either inhibit or help facilitate the transfer of what has been learned in training into the
job situation” (p. 379). The intent of this study is to determine to what extent the
transfer enhancement process tools could be used to create a positive transfer climate
as evidenced in supervisor and trainer behaviors.
The logic behind transfer climate and transfer o f training is that if the trainees
sense a positive transfer climate, they are more likely to apply the new skill,
knowledge, or ability than if they sense a negative transfer climate. In his article
describing the dual dimensionality of training transfer, Laker (1990) supports the
relationship between visible support for the training (a supportive transfer climate)
and the likelihood that the trainee will initiate the transfer. Laker’s statement is
supported by the work of others (Baldwin & Ford, 1988; Leifer & Newstrom, 1990;
Noe, 1986). It is expected that as the recognition of a positive transfer climate
increases, so will the likelihood that what was learned will result in job behavior.

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 CHAPTER m

DESIGN AND METHODOLOGY

Introduction

The study involved the test of an applied training transfer enhancement

process for improving the transfer of a particular training as it was implemented in a
West Michigan manufacturing company. The chapter begins with an overview o f the
design, includes a description of the participating organization and the trainees
involved, a description of the training program, an overview of the intervention
design, a description of the transfer enhancement tools, a discussion of the
instrumentation, a description of the data collection procedures, and ends with the
conceptual and operational hypotheses.

Participating Organization

This research of the transfer enhancement process was conducted in a

manufacturing company located in Grand Haven, Michigan. The company, to be
referred to as the “manufacturer,” is a privately-held corporation with annual sales of
approximately $200 million, employing over 800 persons. The manufacturer
produces a variety of products primarily in the automotive and office furniture
industries which are shipped throughout the world, including Japan and Europe.
The manufacturer has developed training programs for managers, supervisors,
lead persons, hourly production employees, etc., as a part of a comprehensive

25

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 26
training and development strategy. The manufacturer's comprehensive training
system was recognized by their national industrial trade association in 1998.
The primary selection criterion for the manufacturer to participate in the study
was the demonstration that training was related to specific desired business results.
Secondary criteria for selection included a compatible training time line and the desire
to participate in such a study.
The training program conducted as a part of this study was basic problem­
solving skills. The class was taught by a highly-qualified, private sector training
consultant.
The trainees were selected for involvement in the training program based on a
thorough needs assessment facilitated by the internal employee development staff and
supervisors. Supervisors were eligible to participate in this study if they planned to
have at least three direct reports participating in the training.

The Training

The training program covered basic problem-solving skills. The half-day

course covered the manufacturer’s problem-solving process/model, how to complete
a cause and effect analysis (fishbone diagram), basic action planning, and decision­
making when following the problem-solving process/model. The same trainer was
used throughout the entire training project. The training was conducted in the
manufacturer’s technical training center.

Design Overview: Transfer-Enhancement Intervention

The study was designed with three major components: pre-training efforts,
efforts during the training, and efforts which took place after the training. A graphical

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 representation and quick summary of the transfer-enhancement intervention design
can be found in Figure 2.

Divide trainees into tw o groups

Orient group o f supervisors Orient group o f supervisors

& trainer w ho w ill use transfer & trainer who w ill n ot use
enhancem ent tools transfer enhancement tools

Supervisors use impact Supervisors send

m aps w / trainees trainees to training

Training conducted Training conducted

& transfer tools used w /o transfer tools

Trainees return to work Trainees return to w ork

Supervisors & trainees

hold follow -up mtg. & use
final to o l

Figure 2. Overview of the Transfer-Enhancement Intervention.

Two pieces of the intervention occurred prior to training. First, the trainees’
supervisors and the trainer participated in orientation sessions. Second, with one
group the transfer enhancement tools (impact maps) were used by the supervisors
with their trainees. With the other group of trainees, the supervisors sent the trainees
to training as done in the past. The intent of discussing the impact maps prior to
training was to increase the expectations for learning and application (transfer).

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 During training, two transfer enhancement tools were used by the trainer with
the same group of trainees whose supervisors were using the transfer enhancement
tools. The other group of trainees, whose supervisors were not using the tools, did
not use any transfer tools during training either. Upon completion o f training the
trainees returned to the work environment with higher SKA levels (skill, knowledge,
and attitude). Not only were trainees returning to work with higher SKA levels, but
for the group of trainees who had been using the transfer enhancement tools before
and during training, the expectation was that the they were to use the SKAs on the
job. In other words, transfer was expected to occur.
Following training, only the trainees who had used the transfer enhancement
tools before and during training met with their supervisors to complete the last piece
of the transfer enhancement process. During this post-training meeting, using a
worksheet as a guide, the supervisors and trainees discussed what was learned, how
the new SKAs could be used on the job, and what support was needed to help the
trainees transfer what was learned.

The Transfer Enhancement Tools

As introduced in the previous section, the training transfer enhancement

process was implemented before, during, and after training to address transfer climate
issues within the organizational context. The purpose of this type o f transfer-
enhancing strategy is to increase the transfer of newly acquired learning into the work
environment. Several transfer-enhancing tools, which are the proprietary work of the
Self Management Institute, were used as practical approaches in the transfer process.
The transfer enhancement process tools are located in Appendix B.

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 The specific transfer enhancement process tools were used by treatment
group supervisors, trainers, and trainees at various stages before, during, and after
training. The various tools were not intended to be systematically used by the
comparison group.

The Pre-Training Tool

The High Performance Impact Map was the first transfer enhancement
process tool to be used. This tool was used prior to training between the supervisor
and the trainee. The High Performance Impact Map assisted in the identification o f
specific learning outcomes and how each directly links to high leverage tasks/actions,
to performance improvement targets, and to business outcomes. The High
Performance Impact Maps were developed cooperatively by the supervisors, trainer,
and researcher. A sample High Performance Impact Map can be found in
Appendix B.

The During-Training Tools

The first “during training” transfer enhancement process tool was the
Performance Support Systems Analysis Worksheet. The worksheet helped trainees
consider the work environment in which the new SKAs must be applied. Conditions
which might help or hinder transfer were identified. An example of a potential
hindrance is “the fast pace of work. . . no time for formal problem solving.” The
other “during training” tool was the Learning Application Plan Worksheet. This tool
was designed to close the loop between the Performance Systems Analysis
Worksheet and the High Performance Impact Map. Goals, specific action plans, and
support needs were defined using this worksheet.

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 The Post-Training Tool

The final transfer enhancement process tool was the Supervisory Support
Worksheet. The purpose of this final worksheet was to assist supervisors and trainees
in outlining specific plans for resolving trainee support needs.

Instrumentation

Transfer climate, perceived transfer o f training level, and tool usage were the
focus of the data collection process. The data collection techniques included surveys
and interviews. See Table 2 for an overview of the data collection and analysis
process.
Transfer climate was measured at two main points in the study: pre- and post­
training. The surveys (“TTC-Pre” and “TTC-Post”), for all trainees/participants,
included 19 Likert-scale items which asked participants to identify the level of certain
behaviors resulting in transfer climate. The content of the survey was based upon the
work of Broad and Newstom (1992), Ford (1990), and Montesino (1995). During
the development process, both surveys were reviewed by training and data collection
experts. The TTC-Pre and TTC-Post surveys can be found in Appendix C.
Transfer was measured using the Trainee Transfer Self-Reporting
Questionnaire (TTSRQ). The TTSRQ asked the trainees to self-report usage and
transfer. The survey was based upon the learning objectives and work behaviors as
identified on the High Performance Impact Map. Each knowledge or skill item was
rated on a Likert scale identifying the level o f usage/transfer. The survey is modeled
after the data collection methodology and instruments developed by Cruz (1997).
Survey items in the Cruz study used Likert scales to measure the extent to which

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 31
Table 2
Data Collection Process and Instruments

Key Question Measurement When Analysis and Interpretation

Procedure Administered

What transfer 1. Survey trainees; Before any Used as “baseline”

enhancing processes report of transfer intervention for both treatment and
are already in place in support factors comparison groups
the study sites? typically observed
How much, often, and 2. Interview 6 weeks after Used to report on usability of
how did supervisors supervisors and training process and to compare to
and trainers make use trainers: report of amount of transfer reported
of the processes and usage of transfer
tools provided them? enhancement
process... and tools
(TERI)
What transfer 3. Interview 6 weeks after Will compare to and correlate
enhancements did supervisors and training with amount of transfer
supervisors and trainers: report of reported
trainers implement? implementation of
transfer enhancing
activities (TIRI)
To what extent did 4. Survey of trainees: 6 weeks after Is a measure of “impact” of the
trainees notice report of observation training trial process: will compare to
enhancements? and effects of transfer amount of transfer reported
enhancement action
taken by supervisors Hypothesis 3: individual
and trainers transfer climate recognition
will be positively correlated
with degree of tool usage
(TTC-Post with TIRI)

To what extent did S. Survey of trainees: 6 weeks after Hypothesis 1:

trainees actually self-report of training treatment groups’ transfer will
transfer (ie. use) their implementation of be greater than comparison
training? learning acquired in groups'transfer (TTSRQ)
training, i.e. transfer
(TTSRQ) Hypothesis 2:
individual overall transfer will
be positively correlated with
individual transfer climate
recognition (TTSRQ with
TTC-Post)

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 32
trainees performed certain tasks on the job. The TTSRQ survey was reviewed by
training and data collection experts prior to use. The TTSRQ survey can be found in
Appendix D.
Transfer-enhancement tool usage was measured through the Transfer-
Enhancement Reporting Interview (TERI) format. Nine questions asked the
supervisors and trainer to identify what they had done, or not done, to build a transfer
climate before, during, and after training. Which transfer-enhancement tools were
used in support of these actions and how often the tools were used following the
training were measured with the Tool Implementation Reporting Interview (TIRI)
format. The THU asked the supervisors and trainer to rate the extent to which they
used each of the transfer-enhancement tools on a 4-point Likert scale. Both the TERI
and the TIRI interview formats were reviewed by data collection experts. The two
interview formats can be found in Appendix E.

Data Collection Procedures

Surveys and standardized interviews were used to collect data regarding

transfer of training climate, transfer of training, and tool usage. For ease of tracking
and anonymity, trainees and supervisors were assigned a 7-digit code which was used
to connect trainees to their supervisor, their training section, and either the treatment
or the comparison group.
SPSS 8.0 for Windows was used for data entry and statistical analysis.
Incomplete surveys were dropped from the study.

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 Pre-Training

Through the use of a survey (TTC-Pre survey), pre-intervention measures o f

training transfer climate were taken. The pre-training measure o f transfer climate
asked trainees what supervisors and trainers had typically done before, during, and
after training to support transfer. The TTC-Pre surveys were internally mailed to all
trainees and were completed prior to the training. The surveys were returned to the
manufacturer’s human resources department in sealed envelopes.

During Training

The study was structured so that no data were formally gathered during the
training process. The bulk of the data to be collected was gathered following training.

Post-Training

Trainees completed two surveys 6 weeks after training. First, all trainees
completed a survey which was intended to measure the transfer climate. This
post-training transfer climate survey, TTC-Post, asked trainees to focus on transfer-
enhancing behaviors exhibited by their supervisors and trainer. The TTC-Post survey
was identical to the TTC-Pre. Surveys were internally mailed to trainees, with
completed surveys returned to the manufacturer’s human resources department in
sealed envelopes.
Six weeks after the completion of training, all trainees were asked to
complete a second survey which reported their own perceived levels of transfer using
the TTSRQ survey. As with the other surveys, the TTSRQ surveys were internally

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 mailed to trainees. Completed surveys were returned to the human resources
department in sealed envelopes.
The final pieces of data collection were related to the transfer-enhancement
process and tool usage. The researcher collected these data through personal
interviews with the supervisors and trainer who had used the transfer-enhancement
tools. The Transfer-Enhancement Reporting Interview (TERI) and Tool
Implementation Reporting Interview (TIRI) formats were strictly followed. The time
required to complete each interview was approximately 20 minutes.
The research project protocol was reviewed by the Human Subjects
Institutional Review Board prior to implementation. A copy of the university
authorization is located in Appendix F.

Hypotheses

Three hypotheses were tested through this study. Each hypothesis is stated in
both conceptual and operational terms.

Hypothesis 1

The first conceptual hypothesis addresses the issue of amount of transfer. The
conceptual hypothesis states that transfer will be greater among the group of trainees
whose supervisors use the transfer enhancement tools (treatment group) than that of
the group of trainees whose supervisors do not use the tools (control group). The
operational hypothesis states that the mean “overall TTSRQ effectiveness” rating
(self-report) of the treatment group will be greater than the mean “overall TTSRQ
effectiveness” rating (self-report) of the control group at the 0.10 level.

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 HypQthesis_2

The second conceptual hypothesis relates reported transfer to perceived

changes in the transfer environment. That is, specifically stated, the level of transfer
will be positively correlated with reported improvements in the transfer environment.
Operationally, the Pearson product-moment correlation between the individual
“overall TTSRQ effectiveness” ratings and the individual “overall TTC-Post” ratings
will be greater than zero (0) at the. 10 level.

Hypothesis 3

The third conceptual hypothesis tested answers the question of whether there
is a relationship between the extent to which trainees notice transfer enhancements,
and how the supervisors and the trainer actually used the various transfer
enhancement process tools. In other words, it was hypothesized that the more the
supervisors and the trainer used the tools, the more trainees would report a positive
transfer climate. In operational terms:
1. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual supervisor TIRI-High
Performance Impact Map ratings will be greater than 0 at the .10 level.
2. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual trainer TIRI- Performance
Support Systems Analysis Worksheet rating will be greater than 0 at the. 10 level.
3. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual trainer TIRI- Learning Action
Plan Worksheet will be greater than 0 at the. 10 level.

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 4. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual supervisor TIKI- Supervisor
Support Action Plan Worksheet will be greater than 0 at the .10 level.
The significance, or alpha, level for each hypothesis was set a t. 10. The
rationale is that the risks of making Type I or II errors were not significant. This is
especially true when research and theory supported recognition of transfer climate as
key for transfer to occur. Furthermore, the sample size of the study was relatively
small.

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 CHAPTER IV

ANALYSIS OF FINDINGS

In this chapter the results of the statistical analyses of the data are presented
and described. First, the composition o f the sample is described. A baseline measure
o f the transfer climate is presented, followed by the transfer climate measure taken
following the training and research intervention. The results of each statistical
analysis related to transfer of training, transfer of training and recognition o f the
transfer climate, and recognition of the transfer climate as related to each of the
transfer enhancement process tools are explained. Finally, the results of testing each
hypothesis are presented and described.

Description of the Sample

The sample included 62 trainees and their respective 21 supervisors. The

trainees and supervisors represented various operations-type departments throughout
the manufacturing company. The trainees were a mixture of operators, set-up
personnel, technical support, and lead persons in the production, tool room,
maintenance, and receiving departments. The trainees were split into two groups:
those whose supervisors and trainer would use the transfer enhancement tools
(N= 31) and those supervisors and trainer who would not use the tools (N= 31). Of
the supervisors who participated in the study, 15 had trainees in the both groups, 3
had trainees only in the group which used the transfer enhancement tools, while 3
more had trainees only in the group which did not use the tools.

37

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 38
Baseline Transfer Climate

In an effort to establish a baseline measure of transfer climate, a pre-training

measure of transfer climate was taken using the TTC-Pre survey. The assumption
going into the study was that the transfer climate experienced by the trainees in the
past would not be significantly different between the two groups. The results are
identified in Table 3. Transfer climate is defined as the situations and consequences
which inhibit or help facilitate transfer of what has been learned in training into the
job situation (Rouiller & Goldstein, 1993).
The mean reported transfer climate score was 2.59 for the group whose
supervisors and trainer would not be using the transfer enhancement process and
tools, and 2.76 for the group whose supervisors and trainer would be using the
transfer enhancement process and tools. At the . 10 alpha level, no difference was
found in reported transfer climate between the two groups prior to becoming
involved with the present study.
Because no difference was found in the transfer climate experienced by the
two groups of trainees prior to this study, one can make the assumption that the
transfer climate, in the past, was similar for both groups. This finding of no difference

Table 3
TTC-Pre Transfer Climate Measures (Overall)

Groups Cases Mean SD t Value One-tailed

Probability
No Transfer Enhancement 31 2.59 .98
Process -.63 .27
Transfer Enhancement 31 2.76 1.12
Process

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 was further expected, as many trainees in both groups shared the same supervisor.
Being able to state that the two groups were similar going into the study allows for
making more valid comparisons and contrasts during the study.

Transfer Climate Between the Two Groups

A foundational assumption of the study is that when trainees recognize a

positive transfer climate, transfer is more likely to occur. Another assumption being
made is that employees will recognize changes in the transfer climate. Changes in the
transfer climate were made prior to, during, and after training as a result of the use of
the transfer enhancement tools. The transfer climate after these interventions were
implemented was measured using the TTC-Post survey. The results are shown in
Table 4.

Table 4
TTC-Post Transfer Climate Measures (Overall)

Groups Cases Mean SD t Value One-tailed

Probability
No Transfer Enhancement 31 2.58 .99
Process -1.90 .03
Transfer Enhancement 31 3.03 .87
Process

There was a difference in the mean reported score of the overall transfer
climate between the group whose supervisor and trainer used the enhanced transfer
tools and the group whose supervisor and trainer did not use the transfer
enhancement tools. The group not involved with using the transfer enhancement tools
reported a mean of 2.58, while the group whose supervisors and trainer used the

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 40
transfer enhancement tools reported a mean o f 3.03. With a two-tailed significance of
.03, a null hypothesis can be rejected at a . 10 alpha level. The transfer climates
experienced by the two groups were different.
The analysis indicates that there is a difference between the two groups after
the transfer climate interventions were made. This is noteworthy because it supports
the assumptions that the trainees would experience and report different transfer of
training climates. The findings also lay the foundation for potential differences in
perceived transfer rates following the training. Had no differences been reported
between the two groups of trainees, one would further speculate that no differences
in transfer could be anticipated.
The trainees whose supervisors and trainer used the transfer enhancement
process and tools reported a higher overall transfer climate score than the group
whose supervisors and trainer did not use the transfer enhancement process and
tools.

Overall Reported Transfer Between the Two Groups

The scholarly and popular literature regarding transfer of training suggests

that there is a relationship between transfer climate and transfer of training. Given the
differences in transfer climate experienced by the two groups, a difference in transfer
might also be expected. Transfer of training, as used in this study, was defined as the
degree to which trainees reported that they had applied to their jobs the knowledge,
skills, and attitudes they gained in training (Holton, Bates, Seyler, et al., 1997b).
In response to the TTSRQ survey question regarding overall transfer, the
trainees (N= 31) whose supervisors and trainer did not use the transfer enhancement
tools reported a mean score of 2.65 and a standard deviation of .75. The mean

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 41
transfer reported by the group of trainees ( N - 31) whose supervisors and trainer did
use the transfer enhancement tools had a mean of 2.74, with a standard deviation of
.93. The data relative to the overall transfer o f the two groups of trainees are
presented in Table 5.

Tables
Overall Transfer

Groups Cases Mean SD t Value One-tailed

Probability
No Transfer Enhancement 31 2.65 .75
Process .33
-.45
Transfer Enhancement 31 2.74 .93
Process

The analysis of the overall transfer reported by the two groups of trainees
resulted in inconclusive findings. No difference between the two means was found. In
other words, the transfer reported by the group of trainees whose supervisors and
trainer used the transfer enhancement process and tools is not different from the
transfer reported by the group whose supervisors and trainer did not use the transfer
enhancement process and tools.
The lack of a difference in overall transfer, while it does not immediately
support the hypothesized difference between groups, is not especially troubling, since
further analysis indicated that real differences in transfer probably did exist.
In summary, the comparison of the two groups’ overall transfer was
inconclusive. The transfer scores were not found to be different from each other.

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 42
Relationship Between Transfer Climate and Transfer Reports

The transfer of training climate was measured through the Transfer o f

Training Climate (TTC-Post) survey. Overall recognition of the transfer climate was
reported through the TTC-Post survey’s final question: “Overall, my supervisor and
trainer encouraged me before, during, and after training, to use on the job what I had
learned in training.” The Transfer of Training Self-Report Questionnaire (TTSRQ)
was used for trainees to self-report the perceived level of training transfer. Overall
training transfer was reported on the TTSRQ survey’s final question: “Overall, how
effectively have you been able to use what you learned in the problem-solving
training?” The Pearson product-moment correlation between the overall individual
transfer of training and the individual overall transfer climate recognition reported by
the trainees (N = 62) was .639 (see Table 6).

Table 6
Correlation Between Overall Individual Transfer and
Overall Individual Transfer Climate Recognition

Overall Climate Overall Reported

Recognition Transfer
Overall Climate r 1.000 .639*
Recognition sig. (one-tailed) — .000
Overall Reported r .639* 1.000
Transfer sig. (one-tailed) .000

^Significant at the .10 level.

The correlation found between individual overall transfer and overall climate
recognition is moderate. Hinkle, Wiersma, and Jurs (1988) reported that a Pearson

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 43
product-moment correlation in the range o f .50 to .70 is considered to be moderately
positive.
A relationship between the overall transfer climate experienced by trainees
and the self-reported transfer has been established. As trainees experienced a more
positive transfer climate, they were more likely to transfer what was learned.

Relationship Between Transfer Climate and Implementation

of the Transfer Enhancement Process

The transfer enhancement process was comprised o f four tools. The tools
included were (1) the High Performance Impact Map, (2) the Performance Support
Systems Analysis Worksheet, (3) the Learning Action Plan Worksheet, and (4) the
Supervisor Support Action Plan Worksheet. These tools were used to facilitate an
enhanced transfer of training climate.
The supervisors and trainer involved in this study were asked to report the
extent to which the tools were used during the Tool Implementation Reporting
Interview (TIRI). Usage of each of the tools was self-reported on a 4-point Likert
scale, rating utilization from “not at all” to “a great deal.” Individual overall
recognition of the transfer climate as reported by trainees (TTC-Post) was correlated
with reported tool usage (TIRI) on the part of their supervisors.
Pearson product-moment correlations were calculated for each relationship
(N= 62). The correlation between individual overall transfer climate recognition and
usage of the impact map was .117. The correlations between individual overall
transfer climate recognition and use of the systems analysis worksheet and the action
planning worksheet were both .238. The correlation between individual overall
transfer climate recognition and use of the supervisor support follow-up worksheet

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 44
was .333. Table 7 identifies the correlation between transfer climate recognition and
usage o f each of the transfer enhancement process tools.

Table 7
Correlation Between Overall Transfer Climate Recognition and
Supervisor/Trainer Report of Transfer Tool Usage

Impact System Action Plan Follow-up

Map Analysis Meeting
Overall r .117 .238* .238* .333*
Transfer sig. (one-tailed) .183 .031 .031 .004

*Significant at the .10 level.

As indicated in Table 7, relationships were established between overall

transfer climate recognition and three o f the four transfer enhancement tools. While
the relationships were established, the correlations are generally weak. Hinkle et al.
(1988) stated that correlations of less than .30, and in the range of .30-.50, are
considered to be rather weak. In general, the more the Performance Support Systems
Analysis, the Learning Action Plan, and the Supervisor Support Action Plan
worksheets were reported to be positively used, the more positive the transfer climate
was recognized to be, though this relationship was relatively weak.
The correlation between the High Performance Impact Map and overall
transfer climate recognition was quite low. The analysis of the correlation between
the two led to inconclusive results. This means that a relationship between use of the
impact map and overall transfer climate cannot be supported by the data in this study.
In summary, no relationship between the use of the High Performance Impact
Map and its effect on overall transfer climate was established. However, relationships

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 45
between use of the Performance Support Systems Analysis, the Learning Action Plan,
and the Supervisor Support Action Plan worksheets and overall transfer climate
recognition were supported.

Hypothesis Testing

Hypothesis 1

The first hypothesis states that transfer will be greater among the group of
trainees whose supervisors and trainer used the transfer enhancement tools (treatment
group) than that of the group of trainees whose supervisors and trainer did not use
the tools (control group). The operational hypothesis states that the mean “overall
TTSRQ effectiveness” rating (self-report) of the treatment group will be greater than
the mean “overall TTSRQ effectiveness” rating (self-report) of the control group at
the 0.10 level.
A t test for independent means was employed to test the difference between
the mean “overall TTSRQ effectiveness” rating reported between the trainees who
did not use the transfer enhancement process and those trainees who did. The mean
overall TTSRQ effectiveness rating of the group which did not use the transfer
enhancement tools was 2.65, while the mean overall TTSRQ effectiveness rating of
the group which did use the transfer enhancement tools was 2.74. The probability is
.654 that the difference in sample means occurred by chance, if the population means
are equal. Therefore, the null hypothesis that the mean overall transfer ratings o f the
two groups are equal cannot be rejected when using an alpha level of .10. The data as
to the relationship between general overall transfer and the use of the transfer
enhancement tools are inconclusive.

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 46
Hypothesis 2

The second hypothesis related self-reported transfer to perceived changes in

the transfer environment between the group which used the transfer enhancement
tools and the group that did not use the tools. Specifically stated, the level o f transfer
will be positively correlated with reported improvements in the transfer environment.
Operationally, the Pearson product-moment correlation between the individual
“overall TTSRQ effectiveness” ratings and the individual “overall TTC-Post” ratings
will be greater than zero (0) at th e. 10 level.
The Pearson product-moment correlation of .639 exists between the two
variables. With a significance of .000, the null hypothesis can be rejected. These data
suggest that as the transfer climate is reported to be more positive, then the reported
level of transfer also increased.

Hypothesis 3

It is believed, in this final set of hypotheses, that the more the supervisors and
trainers use the tools, the more trainees will report a positive transfer climate. In
operational terms:
1. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual supervisor TIRI-High
Performance Impact Map ratings will be greater than 0.
2. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual trainer TIRI- Performance
Support Systems Analysis Worksheet rating will be greater than 0.

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 47
3. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual trainer TIRI- Learning Action
Plan Worksheet will be greater than 0.
4. The Pearson product-moment correlation between individual overall
TTC-Post ratings and the corresponding individual supervisor TIRI- Supervisor
Support Action Plan Worksheet will be greater than 0.
Each of these hypotheses was tested at a . 10 alpha level.
The result of Hypothesis 3 j (overall transfer climate recognition and use of
the impact maps) is a correlation of .117. With a one-tailed significance o f .183, the
null hypothesis cannot be rejected. The data as to the relationship between the use of
the impact maps and overall transfer climate recognition are inconclusive.
The result of testing Hypothesis 32 (overall transfer climate recognition and
the use of the performance system analysis worksheet) is .238. The one-tailed
significance was .031, which supports rejection of the null hypothesis in favor o f this
hypothesis.
The result of testing Hypothesis 33 (overall transfer climate recognition and
the use of the action planning worksheet) is also .238. The one-tailed significance
was .031, which supports rejection of the null hypothesis in favor of this hypothesis.
The relationship between overall transfer climate recognition and follow-up
support offered by supervisors after training was tested in Hypothesis 34 . The
Pearson product-moment correlation between these two variables is .333. Once
again, the null hypothesis can be rejected at an alpha level o f. 10, with a one-tailed
significance of .004.
Relationships between the impact o f the remaining three transfer enhancement
tools (performance system analysis worksheet, action planning worksheet, and post­

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 training supervisory support worksheet) and recognition of the overall transfer
HimatK were supported. Given these data, one could assume that the more the three
tools are used, the greater the likelihood a supportive transfer climate would be
recognized.

Further Analysis o f Reported Transfer

The hypothesis that the trainees in the group whose supervisors and trainer
used the transfer enhancement tools would report greater overall transfer than the
trainees whose supervisors and trainer did not use the tools was not supported. In
this case, “overall” transfer was operationally defined as the response to the final
survey question. The final TTSRQ question asked trainees: “Overall, how effectively
have you been able to use what you learned in the problem-solving training?” Further
analysis of other research suggests that this sort of general transfer was not likely to
occur. Brinkerhoff and Gill (1994) suggest that training which is focused on a limited
number of learning objectives is more likely to be effective than training which covers
many learning objectives. Their hypothesis is that “just enough training” will be more
effective than the training program that focuses on a broad array of general
objectives. That is, training is more likely to transfer when trainees are helped to
focus on only those objectives which most directly bear on the particular aspects of
their jobs that are important to achievement of business objectives. Therefore,
additional analysis relative to reported transfer of training was warranted.
In this research study, the transfer enhancement procedures employed were
intended to help training isolate just a few (1-3) of the total program objectives that
their supervisors believed would be most important to their work unit’s business

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 49
objectives. The impact mapping tool, in particular, and the post-training action plans
most directly addressed the result o f isolating a few learning and transfer objectives.
It was hypothesized that among the group whose supervisors and trainer used
the transfer enhancement tools (N=3l) the areas of specific, expected transfer would
be greater than the remaining areas of general transfer. In operational terms, within
the group of trainees whose supervisors used the transfer enhancement process and
tools, the difference between the mean o f the four TTSRQ survey items which were
defined as “highly expected areas of transfer” and the mean of the remaining TTSRQ
survey items will be greater than zero (0) at an alpha level o f. 10.
To complete the data analysis and test this additional hypothesis, further
analysis was required. For each employee it was necessary to identify the particular
job behaviors among the entire set that were most likely to transfer. Following this
identification process, specific job behaviors needed to be linked to specific items on
the TTSRQ survey.
Independent from the data analysis, the researcher identified job behaviors
which were to be transferred. Several steps were taken to accomplish the
identification and prioritization of job behaviors. First, job classifications were
provided by the manufacturer’s human resources department. Next, the trainee job
classifications and High Performance Impact Maps (developed for each job
classification grouping) were matched. Then, job duties as identified on the impact
maps were prioritized according to their job-specific and organizational importance.
Job behaviors were rated into one o f four priorities: highly important (4), important
(3), somewhat important (2), and unimportant (1). This analysis was based upon
notes from the impact map development process and discussions with the

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 supervisors. Once completed, the job behavior ratings were reviewed for accuracy
with the manufacturer’s training manager.
The job behaviors from the impact maps were then linked to specific items on
the TTSRQ survey. Using the job behavior ratings as identified above, the survey
items could be generally prioritized into the four categories. Based upon the general
prioritization, process notes from the development of the impact maps, and
discussions with the supervisors, the specific TTSRQ survey hems were ranked in
order of expected transfer. The four highest ranked survey hems were identified for
each of these trainees. The “highly expected items of transfer” are defined as the four
highest ranked survey items for each trainee. The remaining TTSRQ survey items
were also grouped for each trainee. The means for each trainee’s “highly expected
items of transfer” and “remaining possible transfer hems” were calculated.
The mean reported transfer rating of the “highly expected items of transfer”
was 2.70, while the mean of the “remaining possible transfer hems” was 2.51. The
standard deviations are .67 and .66, respectively. The mean of the paired differences
is .19 with a standard deviation of .43.
A t test for differences in the paired sample was conducted to test this
hypothesis. The paired-sample t test resulted in a one-tailed significance of .01.
Therefore, the null hypothesis was rejected in favor of the alternative hypothesis (see
Table 8).
The further analysis of transfer supported the belief that creating a positive
transfer climate should result in increased transfer. The data clearly pointed to a
higher level of transfer among the areas of highly expected transfer than the
remaining areas of potential transfer.

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 51
Table 8
Highly Expected Areas o f Transfer Versus
Remaining Areas o f Transfer

t One-tailed
Groups Mean Paired Differences
Probability
Mean SD
Highly Expected Items 2.70
ofTransfer 2.49 .01
.19 .43
Remaining Possible 2.51
Transfer Items

The final chapter contains discussion of the findings. Limitations o f the study
and recommendations for further study are identified.

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 CHAPTER V

DISCUSSION AND CONCLUSIONS

This research project was intended to develop, implement, and test a transfer
of training enhancement process. The process was operationalized through the use of
four transfer enhancement tools. The tools allowed supervisors, a trainer, and
trainees to focus on transfer issues before, during, and after training. In this final
chapter the findings are discussed, conclusions are drawn, and recommendations for
further study are made.

Transfer Climate

The trainees were divided into two groups, one whose supervisors and trainer
used the transfer enhancement process and tools, and the other whose supervisors
and trainer did not use those procedures. The groups reported different overall
transfer climates, as reported in the previous chapter. The group whose supervisors
and trainer used the transfer enhancement process and tools reported a more positive
transfer climate than the group whose supervisors and trainer did not use the transfer
enhancement process and tools.
Supervisor behaviors and actions have been shown to largely impact the
transfer climate and therefore transfer of training. Brinkerhoff and Montesino (1995),
in their study at a Fortune 200 pharmaceutical company, found that when supervisors
supported training, trainees experienced less inhibiting factors and more support. In
other words, they experienced a more positive transfer climate. Similarly, Holton,

52

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 53
Bates, and Leunbach (1997) found that supervisors are key to the transfer climate.
Their factor analysis study reported that a majority of the transfer climate
subconstructs were tied directly to supervisor behaviors and actions. Based upon the
previous scholarly and popular literature, given a difference in the transfer climate, a
difference in transfer could be expected. In the Bates, Holton, Seyler, and Carvalho
(1998) study of 73 production operators, transfer climate accounted for a significant
proportion of the variance in performance. Transfer dimate was therefore believed to
demonstrate a fair amount of predictive power relative to performance.
The data supported a relationship between overall transfer climate recognition
and use of most of the transfer enhancement tools. However, the data regarding the
use of the High Performance Impact Map and a relationship to overall transfer
climate recognition were inconclusive. In theory, the use of the High Performance
Impact Map should have led to the establishment of a relationship between transfer
climate and the use of the tool. Brinkerhoff and Montesino (1995) reported that when
perceived supervisory support is strong, training transfer tends to be greater than
when support is not there. It is important to note that the transfer enhancement tools
are not entirely independent of each other. Furthermore, Brinkerhoff and Montesino
also found that the supervisor’s behaviors and actions did not need to be very
sophisticated, only that they were doing “something” to support transfer of training.
It is highly likely that the reason for inconclusive results was a lack of
experimental controls. Of the supervisors who were to use the training impact map,
12% reported that they found it confusing and difficult to use. An additional 29%
found it useful for a discussion about the upcoming training, but didn’t fully follow
the protocol. The remaining 59% of supervisors used the impact map as described in

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 54
the protocol and found it to be very helpful in conveying the importance o f using
what was learned in training, for both the trainee and the company.
A relationship was established between overall transfer climate recognition
and the use of the performance systems analysis and action planning tools. These
tools allowed trainees to focus on the application of the problem-solving training to
immediate “real” situations. These findings are supported by Tracey et al. (1995),
whose research suggests that incorporating discussions and skill-building exercises on
how to overcome barriers to transfer facilitates application of trained skills and
behaviors to the work setting.
A relationship was also established between overall transfer climate
recognition and the use of the supervisor support process and worksheet following
completion of training. The reported correlation coefficient of .333 was lower than
expected, probably because the tool was not used to its fullest value. Of the
supervisors who used the supervisor support worksheet, 7% reported that the
worksheet was confusing and they had difficulty using it. The remaining 93% found it
to be helpful for discussing how the training would be used and any support that
might be necessary. Of those who used the tool, 20% reported that it created extra
paperwork, which indicated a negative reaction.
The findings of this study regarding supervisory support and follow-up after
training reinforce the findings o f Lee and Pucel (1998). Their study found a strong
relationship between supervisors’ reinforcement of transfer behaviors and reported
transfer.
In testing the second hypothesis, a relationship between overall climate
recognition and overall transfer of training was supported. Transfer climate is the
mediating factor between the organizational context and the individual’s attitudes

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 55
towards on-the-job behaviors, according to Holton, Bates, Seyler, et al. (1997b). As
trainees recognize a more positive transfer climate, the more likely they are to
transfer what was learned into job behaviors. This relationship is also theoretically
supported by numerous studies. Mathieu et al. (1992) found that the transfer climate
can either support or inhibit use of new SKAs on the job. Bates et al. (1998), in their
study of factors affecting transfer in an industrial setting, reported that transfer
climate accounted for a significant portion of the variance in performance ratings.
Based on their findings, they claim that transfer climate may have incredible
predictive powers for transfer of training.
The results of the initial analysis of the primary research hypothesis were
inconclusive. Given prior research, one would expect to see a difference in reported
transfer levels between the group of trainees whose supervisors and trainer used the
transfer enhancement tools and the group whose supervisors and trainer did not. As
discussed in Chapter IV, however, this initial analysis was based upon a very general
report of transfer on all of the objectives o f the training program.
Further analysis of reported transfer provided more positive results. When the
areas of highly expected transfer were compared with the remaining areas of potential
transfer, a difference was reported. “Appropriate transfer,” according to Pea (1987),
requires being selective based upon individual purposes, tasks, and thinking
situations. Pea’s findings coincide with the results of the further analysis of the
transfer data. When trainees enter training with a clear understanding of the
expectations for learning and transfer, transfer is more likely to occur. Similarly,
Brinkerhoff and Gill (1994) believe that training, theoretically, is most effective when
it is focused on just-enough training. No extraneous content is learned, to be
forgotten through the lack of use (transfer), or to interfere with more essential

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 56
learning. Learning, in a just-enough training environment, focuses on the few tasks
that could be transferred into job behaviors and performance. Each of the transfer
enhancement tools supported specific, rather than general, areas of transfer.
Use of the transfer enhancement tools with the training program allowed for
trainees in the treatment group to be focused on only the pertinent learning
objectives. The transfer climate recognized by this group whose supervisors used the
transfer enhancement tools was found to be more positive than the transfer climate
experienced by the comparison group. When transfer climate and focused trainees
come together, transfer is more likely to happen. This connection supports other
transfer research.
Contrary to the writings of Broad and Newstrom (1992) and Leifer and
Newstrom (1980), the pre- and post-training transfer efforts were largely carried
through by the internal training function and the researcher, which, for all practical
purposes, was an extension of the training function. Broad and Newstrom identified
the supervisor/manager portion of the transfer partnership to be the key role before
and after training. The findings of this study call into question just how “practical”
and “realistic” the implementation of Broad and Newstrom’s transfer partnerships
may be in a typical manufacturing company. The fact remains, increasing transfer of
training is hard work.

Conclusions

Several transfer of training relationships were substantiated through this

study. First, the baseline assumption that employees will recognize a positive transfer
climate, when presented, was supported. Second, a relationship between recognition
of the transfer climate and supervisor/trainer reported use of the three of the four

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 57
transfer enhancement tools was established. Third, a linkage between transfer climate
recognition and self-reported transfer of training was identified. Finally, further
analysis of the reported transfer data indicated a higher level of transfer among the
behaviors that were especially focused on in the transfer enhancement process used
by the supervisors.
This study supports the contention that transfer can be enhanced when
supervisors and trainers work with trainees to help them understand what they are
expected to learn and use on the job. The trainer needs to establish a learning
environment that supports application of the new SKA. The supervisor needs to
provide a work environment that encourages and supports transfer of newly acquired
SKAs to on-the-job behaviors. Finally, training must be focused on a few key
learning objectives for those trainees attending the training. Training programs which
are broad in focus will not likely result in the level of transfer achieved by narrowly
focused training. The application of just-in-time and just-enough training concepts
will increase the likelihood of transfer. When these occur, a positive transfer climate
is established, and transfer is much more likely to happen.

Recommendations for Further Study

As stated in other scholarly articles, further efforts to operationalize and

improve transfer climate are necessary. This study could be improved upon and
repeated. To improve upon the present study would require tighter experimental
controls, particularly around the use of the High Performance Impact Map and the
Supervisor Support Action Plan Worksheet.
Lee and Pucel (1998), in their study of Korean supervisors, found that
(a) when trainees perceived certain training objectives to be more important, they

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 58
also reported greater levels o f perceived transfer; and (2 ) the types o f reinforcement
that trainees found to be most motivating were also the most frequently used
reinforcement behaviors. This study makes sense theoretically; however, it lacked
experimental control in the use of the transfer enhancement tools.
Of the supervisors who participated in this study, 29% reported that they did
not use the impact maps exactly as planned, and another 12% found the tool to be
somewhat confusing. At the same time, 7% of the supervisors had difficulty using the
post-training support worksheets. The expectation was that had the tools been used
exactly as planned, transfer levels would have been greater. The same is true o f the
connection between usage of the tools and recognition of a more positive transfer
climate.
Another limitation of this study was the small number of subjects. With only
31 trainees in each group (N —62) and 21 supervisors, the power of the study was
limited. The fact that 15 of the supervisors had trainees in both groups (those who
used the transfer enhancement tools and those who did not use the tools) and 6 had
trainees in only one of the two groups may have skewed the results. In addition to the
control concerns listed above, sample sizes should be increased. The result would be
a more powerful study (Hinkle et al., 1988).
Further improvement to this study might include the methods of transfer
measurement. Transfer could, and perhaps should, be measured in ways other than
trainee self-reporting. Cruz (1997) questioned the use o f self-reporting in measures o f
training transfer. Does a self-report provide a valid measure of transfer of training?
Other options include observation and supervisor reports of transfer. Tziner,
Haccoun, and Kadish (1991) used employee self-reports o f transfer as well as
supervisor ratings of skill usage. The findings of the two methods were different,

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 59
suggesting that multiple methods of transfer measurement would be advisable. In an
update of the classic transfer summary research work conducted by Baldwin and
Ford (1988), Ford and Weissbein (1997) reported that a number o f studies used
supervisor or peer judgments to evaluate transfer. Their sense was that these studies
showed that the researchers gave more careful attention to evaluating transfer.
Another consideration for future study is the methodology for measuring
transfer climate. Holton, Bates, Ruona, and Leimbach (1998) have developed, tested,
and continue to test a generalized transfer climate questionnaire (the Learning
Transfer Questionnaire). The benefit of using a standardized measurement plan is that
information would be more readily compared, thus potentially adding to the body of
knowledge related to transfer of training and transfer climate.

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 Appendix A
Flowchart of Logic for Study

60

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 61

Measurement o f supervisor action re. transfer

climate (survey o f trainees): l)what do supervisors
already do before, dnring & alter training to
support transfer

Supervisors, trainer, & trainees use

tools to create positive transfer
climate

Trainees leant

Measurement o f supervisor action (interviews):

Trainees return to job Dwhat did supervisors do before, daring, & after
training to support transfer? 2) how <Sd they use
the tool in support of these actions?

Measurement o f trainer action (interviews):

l)what did trainer do before, during St after
training to support transfer? 2)how fid he use the
Creation of
tool in support of these actions?
Transfer climate

Trainees notice supervisor and

trainer actions

Measurement o f noticed behavior/actions (survey):

l)what transfer support actions St climate factors
fid trainees notice? 2)to what extent do trainee
reports corroborate actions reported by supervisors
and the trainer? 3)was the transfer climate noticed
by trainees more supportive than they typicaily
have encountered in the past?

Measurement o f supervisor action (interviews):

Trainees are more disposed Dwhat did supervisors do before, (hiring. & after
& able to apply learning training to support transfer? Z)how fid they use the
tool in support of these actions?
On-going
Transfer Process

Trainees apply learning

Org. benefits are achieved

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 Appendix B
Transfer Enhancement Process Tools

62

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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

PROBLEM-SOLVING TRAINING
High Perform ance Impact Map (Rollform Operator)

Learning O bjectives Work Activities J o b O u tpu ts Core R equ irem en ts

comm unicate each tro u b le s h o o t

step in th e problem- through the roll p roblem s so lv ed pro d u ctio n
solving p ro c e ss / forming p ro c e s s and /or avolded- efficiency
f
model s h o rt and long
.term
identify who c a r
help so lv e the pro du ctio n
utilize a fish bo ne problem downtime
diagram to analyze
a problem, Id en tify in g p ro d u ced high
th e root c a u s e
identify th e problen scrap
and roo t c a u s e rate

com m unicate the main identify problem s d o cu m en ted In-house

p oin ts of an action plan beforo they o ccu r problem s quality
(e.g. m echanical
failure) _____

prev en tativ e
m ake a d ecisio n b a s e d (com plete CAR's m ainten an ce
upon the problem -solving limited
model downtime!
(Identify work hazards! lo s t time
injuries On
 64

Using What 1 Learned in "Problem-Solving

Training
These will Keep me from Wa^s nbf supervisor (or
using what ( learned others) can help

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 65

VJa^s that I can use what I

learned in 'Problem-Solving
Training (basic action planning)

S i ?

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 66

SUPERVISORY SUPPORT WORKSHEET

Review the following worksheets developed before and during training:
-High Performance Impact Map
-Performance Support Systems Analysis
-Learning Application Plan_____________________________________

Ask your employee to briefly summarize the learning application plan. Make sure
the plan is workable.

Discuss the support requested of you. How will you, the employee's supervisor,
assist and/or support the employee in implementing what was learned?
SUPPORT NEED HOW I WILL HELP

Discuss a follow-up plan.

TYPE OF FOLLOW-UP WHEN

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 Appendix C
The Data Collection Tools: Trainee Perceptions of Transfer
Climate Surveys (TCC-Pre and TCC-Post)

67

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 68

SURVEY OF PARTICIPANTS REGARDING TRAINING CUMATE(PRE-

INTERVENTION) (T T C -P re)
■^h n 'M ic h ig a n U n iv e r s it y
C o u rse T i t l e H. S. I. R. B.
-*c*rcv«l lor u affo r ora year from this data

T r a in e r
uuN 1 8 1998
S u p e r v is o r

CONSENT HSIRJB Chair

Yon are invited to participate in a research project entitled ‘The Field Study of a Training Transfer Enhancement Process and Its
Effect of Management Behavior and Transfer of Training" designed to analyze the organizational gaining dimate in which
training results in job behavior. The research is being rrmriiirrrri by Or. Robert Brinkerfaofifand Andrew Bowne from Western
Michigan Univerrity. in the department of Educational Leadership, in order to ftilfOl the requirements of Mr. Bowne's
dissertation. This survey is comprised of a series o f questions to rated on a four point scale and will take approximately 5-10
minutes to complete. Your replies wiQ be completely anonymous, so do not put your name anywhere on the form. If you choose
not to participate in this survey, you may either rearm the blank survey or you may discard it in the box provided. Participating
or not participating will have no effect on employment status. Returning the survey indicates your consent for use of the
answers you supply. If you have any questions, you may contact Dr. Robert Brinkerfaofifat (616) 387-3881. Andrew Bowne at
842-3860. the Human Subjects Institutional Review Board at (616) 387-8293. or the Vice President for Research at (616) 387-
8298."

PART I. The following is a list of conditions that sometimes exist before training occurs.
Please indicate, by circling the appropriate number on the response scale, the extent to which
they applied to you when you have attended training in the past. Please use die following
scale: 1-N ot at all, 2—Somewhat. 3= Very much, 4= A great deal
Before training, the trainer(s) or my supervisor: Not at all A great deal

involved me in assessing nxy training needs 1 2 3 4

discussed the importance of training and on 1 2 3 4

course objectives, content, and application/
connection to my job

developed an agreement with me to maximize 1 2 3 4

results from the course

provided time for completion of pre-course

assignments

PART n. The following is a list of conditions that sometimes exist during training. Please
indicate, by circling the appropriate number on the response scale, the exlent to which they
applied to you when you have attended training in the past. Please use the following scale:
l» N o t at all, 2 s Somewhat. 3= Very much. 4 = A great deal

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 69

During training, my trainees): Not at all A great deal

provided realistic work-related tasks 1 2 3 4

answered the "WnFM* question 3

discnssed the importance of training and on I

course objectives, content, and application/
connection to myjob

provided individual feedback on my learning 1

(understanding, application, etc.)

helped me create action plans to put into practice 1 3

the SKA learned back on the job

provided opportunities to practice what I learned 1 3

while still in training

m ndnrtrd sessions tn anticipate w hat m ight trip 1 3

me up when trying to apply the new SKA back
on thejob

During training, my supervisor Not at all A great deal

monitored my attendance in training sessions 1 2 3 4

communicated to me. very dearly, his/her 1 2

support for the training while I was partitiparing

PART IK The following is a list of conditions that sometimes exist alter training occurs.
Please indicate, by circling the appropriate number on the response scale, the extent to which they
applied to you when you have attended training in foe past Please use foe following scale: l=Not
at ail, 2= Somewhat, 3=* Very much, 4* A great deal

After training, my trainees): Not at all A great deal

provided fbllow-up support after training 1 2 4

provided refresher/problem-solving sessions

After training, my supervisor Not at all A great deal

encouraged my attempts to apply the newly 1 2 4
acquired SKAs

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 70

providcdme with opportunities to practice new

SKAs s o o t, a fte r training

gave me positive rdnfoitcmciit for the

demonstration ofbehaviors taught in tfae coarse

PART IV. Please indicate, by circling the appropriate number on the response scale, the extent to
which they apply to you. Please use the following scale: l-Not a all, 2-Somewhat, 3 - Very modi, 4»
AgreatdeaL

Not at all A great deal

Overall, in the past, my supervisor and trainees) 1 2 3 4
encouraged me before, during, and after training,
to use on the job what I had learned in training.

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 71

SURVEY OF PARTICIPANTS REGARDING TRAINING CLIMATE

(6 WEEKS POST-INTERVENTION)

(TTC—P o s t)

C o u rse T i t l e Problem Solving

T r a in e r JUN 181998

CONSENT V HSIRB _
Yoo are invited to participate in a research project ad d ed T b e Fidd Study of a trammg Trens&r Enhancement Pioceismd
Its Effect of Management Behavior and Transfer afTnrinnjg" designed (o analyze die organizational training climate in whidi
naming results in job befasviar. The research is being cnorfrrtnri by Dr. RobatBtink rThBff’and Andrew Bowne from Western
nfiriiipii Hni«mity m Hi>iif p tmiwit j «n<wiiiip Una survey is comprised of a series ofquestions to nied
hi n f~in~p~in» —«'» **lr- T r r —in^ ^ty *-lft t« Yoor replies will be completely confidential and
anonymous, so do noc put yourname anywhere on the form. If you choose not to participate in thissurvey, yea may either
ream the blank surveyor you may discard it in the box provided. Reaming (be survey indicates yoor c o u n t fir use of the
answers you supply. ITyou have any questions, yon may contact Dr. Robert Brintohoffat (616) 387-3881, Andrew Bowne at
842*3860, tire Hitman Subjects Institutional Review Board at (616) 387-8293, or the Vice President for Research at (616) 387-
8298.”'

PART L The following is a list of conditions that sometimes exist before training occurs.
Please indicate, by circling the appropriate number on the response scale, the extent to which they
apply to you. Please use the follow ing scale: l=Nbt at all, 2 - Somewhat, 3 - Very much. 4“ A great deal

Before Problem -Solving training, the trainees) or my supervisor

Not at all A great deal

involved me in assessing my training needs 1 2 3 4

discussed the importance of training and on 1 2 3 4

course objectives, content, and application/
connection to my job

developed an agreement with me to maximize 1 2 3 4

results from the course

provided time for completion of precourse 1 2 3 4

asuguinents

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 72

PART IL The ffaDowing is a list of conditions that sometimes exist during training. Please
indicate, by circling the appropriate number on the response scale, the extent to which they apply
to you. Please use the ffaDowing scale: l3Nbtaran,2-‘Somewhar,3«Vexymnch.4* Agreatdeal

During Problem-Solving training, my trainees):

Not at all A great deal
provided, realistic work-idated tasks 1 2 3 4

answered the *WnFM*qncsrion 1 2 3 4

(WIIFM“ What’s In It Far Me)
discussed the importance af training and an 1 2 3 4
coarse objectives, content, and application/
connection to myjob

provided inSvuhial feedback on arjr learning

(nw riw aam B ii^ nnmp rriiw winn ajy lir a tim i etC.)

helped me aeate action plans to pot into practice

the SKA learned back on the job (SKA“ skills,
knowledge, abilities)

provided opportunities to practice what 1 learned

while still in training

conrincted sessions to anticipate what might trip

me up when oying to apply the new SKA back
on thejob (SKA3 skills, knowledge, abilities)

During Problem-Solving training, my supervisor

Not at all A great deal
monitored my attendance in training sessions 1 2 3 4

communicated to me. very dearly. his(her 1 2 3 4

support for the training while I was participating

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 73

PART HL The following is a list of conditions that sometimes cast after training occurs.
Please indicate, by circling the appropriate number on the response scale, the extent to winch they
apply to you. Please use the following scale; l-NotataIl,2«Samewhat,3-Vaynmcb,4>-Agreatdeal

After Piobiem ^hraig training, my trainees):

Not at aO A great deal
provided follow-up support after training 1 2 ♦

provided rdresbex/probiem-soiviiig sessions 1 2

After Problem-Solving training, my supervisor:

Not at att A great deal
encomaged my anrmpu to apply the newly 1 2 4
acquired SKAs (SKA- skills, knowledge,
abilities)

provided me with opportunities to practice new 1 2

SKAs soon after training (SKA~ skills, know­
ledge. abilities)

gave me posnive reinforcement for the 1 2

demonstration of behaviors tanght in the coarse

PART IV. Please indicate, by drciing the appropriate number on the response scale, the extent to
which they apply to you. Please use the following scale: 1-Not at all, 2* Somewhat, > Verymuch, 4=
Agreat deal
Not at all Agreat deal
Overall, my supervisor and trainees) encouraged 1 2 3 4
me before, during, and after training, to use on the
job what I had learned in training.

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 Appendix D
The Data Collection Tools: Trainee Transfer
Self-Reporting Questionnaire (TTSRQ)

74

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Trainee Transfer Self-Reporting Questionnaire
(TTSRQ)
Course Title Problem Solving (S eptember 19981 R.

Trainer Jt/N lg jg g g

Trainee ID#
flsiR a

CONSENT
V n t i a f i g r m n t e t f t o p a r t i c i p a t e m i if —j i r l i p w y c f c n f i r t d i - ^ T f t e P i c M S l n r t y n f * T r a t w t n y T r i w f e E n h a n c e m e n t P w w ^
Tf«Effect nf MknnyraiTlt RehmKncmef TrrnnvfrrnfTTviniTitf' ricmgncrf to mmlyte the wjp iM ltm l framing cKmnto ^ HlHl
tnamig results in job be&srioc. hriny mnrhlftnH hy TV Bnhcrt nn'nln-rhnff«nt< ArwfrnwRimmc a/e^TT,
Michigan University, in the department of Edacatiooil Tfrim h ip This sariey is comprised o fa aeries o f questions to rated
an a four paint scale sodwin take approximately 5-10 m rates to complete. v«pri»pKn« anti mmptrtety
anonymous, so da not pot yog uamcanywliacoa the fcnn. If yoa choose not to participate in this surrey, yoa may either
return the blank scrvey or yon may discard it in the box presided.
answers yoa supply. Ufyoa bare any questions, you may contact Dr. Robert Brinkahoffst (616) 387-3881, Andrew Bowne at
342-3860, the Human Subjects fcutitutiaual Review Board at (616) 387-8293, or the Vice Presidait far Research at (616) 387-
8298.“

Please rate to what extent you performed each hem listed below since you completed the
Problem-Solving training.
Not at A great Doesn’t
m. deal Ap p Iv

1. reviewed your production 1 NA

against standard (using
production reporting information)
to identify possible problems
2. reviewed your down time 2 3 NA
to identify problems
3. analyzed your scrap rate(s) 2 3 NA
against acceptable levels
4. identified a problem with a 2 3 NA
part you were running and got
help right away
5. met with people from your work 2 3 NA
team to discuss problems
6. proposed (to your boss) an idea 2 3 NA
for an improvement in yourjob
7. used brainstorming to come up 2 3 NA
with suggestions for making
improvements

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 76

Notat A great Doesn't

2U dal tsabL
8. completed a fishbone diagram to 1 2 3 4 NA
determine the root causes
of a problem(s)
9. used brainstorming to suggest 1 2 3 4 NA
causes of a problem
10. to save time (or work), skipped 1 2 3 4 NA
from defining the problem to
implementing a solution
11. asked your supervisor, QC, 1 2 3 4 NA
maintenance, or engineering for
help in dealing or solving a
problem
12. asked a co-worker for help in 1 2 3 4 NA
dealing with or solving a problem
13. helped others solve a problem I 2 3 4 NA
14. worked step-by-step through 1 2 3 4 NA
your job (process) to trouble­
shoot a problem
15. skipped the troubleshooting 1 2 3 4 NA
process when you had seen
similar type problems
16. reviewed your team’s safety 1 2 3 4 NA
record to identify problems
17. analyzed your work area for I 2 3 4 NA
potential safety hazards
18. assisted your supervisor, or 1 2 3 4 NA
your team, in completing a
Corrective Action Report
19. used problem-solving skills to 1 2 3 4 NA
identify a problem before it
occurred (to prevent a problem
from occurring)
20. skipped writing an action plan 1 2 3 4 NA
because of the lack of time and
because people knew what had
to be done

Overall, how effectively have you been able to use what you learned in the PROBLEM­
SOLVING training?

Not very Very

Effectively Effectively
1 2 3 4

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 Appendix E
The Data Collection Tools: Transfer Enhancement Reporting
Interview (TERI) and Tool Implementation
Reporting Interview (T1RI) Formats

77

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 CONSENT
You are invited to pstidpaie in a research project entitled T he Field Study of a Training Transfer Enhancement Process and Its
Effect nf Management Behavior and TmaftrnfTramtnfl" Hungnrd tn analyw* the nrganirafiooal training Himatn m which
training results in job behavior- The research is being conducted by Dr. Robert BrinkexbofFand Andrew Bowne from Western
Michigan University, in the department of Educational f rarimhip. in order to fulfill the requirements of Mr. Bowne’s
dissertation. This survey is comprised of a series of questions to rated on a four point scale and wiQ take approximately 5-10
minutes to complete. Your replies will be completely anonymous, so do not put your name anywhere on the form. If you choose
noc to participate in this survey, you may either return the blank survey or you may discard it in the box provided. Participating
or not participating will have OOeffect on employment status. Prmrntng the rnnny indiratea ynnnnnwnt of the
answers you supply. If yon have any questions, you may contact Dr. Robert Brinkerhoffat (616) 387*3881. Andrew Bowne at
842*3860. the Human Subjects fawinirinnai Review Board at (616) 387*8293. or the Vice President for Research at (616) 387*
8298.”

1. W hat d i d y o u do w i t h y o u r t r a i n e e s p r i o r t o tr a in in g ?

2. How d i d y o u do i t ? D id y o u u se any t o o l ( s ) ?

3. How h e l p f u l w e r e t h e t o o l s (o n a s c a l e o f 1 - 4 , o n e b e i n g lo w
a n d f o u r b e i n g h ig h ) ?

4. What d i d y o u do w i t h y o u r t r a i n e e s d u r in g t r a i n i n g ?

5. How d i d y o u d o i t ? D id y o u u s e a n y t o o l ( s ) ?

6. How h e l p f u l w e r e t h e t o o l s (o n a s c a l e o f 1 - 4 , o n e b e i n g lo w
and fo u r b e in g h i g h ) ?

7. W hat d i d y o u do w i t h y o u r t r a i n e e s a f t e r t r a i n i n g ?

8. How d i d y o u do i t ? D id y o u u se any t o o l ( s ) ?

9. How h e l p f u l w e r e t h e t o o l s (o n a s c a l e o f 1 - 4 , o n e b e i n g low
a n d f o u r b e i n g h ig h ) ?

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 79

T o o l I m p le m e n t a t io n R e p o r t in g I n t e r v i e w (T IR I) Forma
I m p le m e n t a t io n o f T r a n s f e r Enhan c em ent T o o ls
( S u p e r v i s o r s an d T r a i n e r s )

CONSENT
You arc invued to partidpatt in a research project entitled "The Held Study of a Training Transfer Enhancement Process and Its
nf Manift.-TT.-nr ^ TrjircWnf TrajTtinff” Aligned rrt analyrg the nrgjniT-jfifmal training climate in which
training results in job behavior. The research is being conducted by Dr. Robert BrinkafoofFaad Andrew Bowne from Western
Michigan University, in the ^ [timi»*nTof Educational Leadership, in order to fulfill the requirements of Mr. Bowne's
dissertation. This survey is comprised of a spies of questions to rated on a four point vale and will take approximately 5-10
minutes to complete. Yoor replies will be completely anonymous, so do not pet yoor name anywhere on the form. If you choose
not to participate in this survey, you may either ream the blank survey or yon may discard it in the boot provided. Pamdpaniig
or ndpanicipanng will have no effect on employment status. Bewiminy the m vty indicate* ynttr nw tait for use of the
answers you supply. If you have any questions, you may rrmnr* Dr. Robert Brinkerhoffat (616) 387-3881. Andrew Bowne at
842-3860, the H«™n Subjects Institutional Review Board at (616) 387-8293. or the Vice President for Research at (616) 387-
8298."

To w h a t e x t e n t d i d y o u u s e t h e f o l l o w i n g t o o l s :

Noe a t a l l A g re a t d eal
I n d i v i d u a l R o u te t o L e a r n in g 1 2 3 4
Im p a c t Map

C om m en ts:

P e r fo r m a n c e S u p p o r t S y s te m s 1 2 3 4
A n a l y s i s W o r k sh e e t

C om m en ts:

L e a r n in g A c t io n P la n 1 2 3 4
W ork sh eet

C om m en ts:

S u p e r v is o r S u p p ort A c tio n 1 2 3 4
P la n W o r k sh e e t

C om m en ts:

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Appendix F
Human Subjects Institutional
Review Board Approval

80

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 81

Hunan Sutnacta institutional Revww BoanJ

W E S T E R N M IC H IG A N UNIVERSITY

Date: 18 June 1998

To: Robert Brinkerhoff, Principal Investigator
Andrew Bowne, Student fav^p^atjpr
From: Richard Wright, Cliair \\

Re: HSIRB Project Number 98-06-06

This letter will serve as confirmation that your research project entitled entitled
“The Field Study of a Training transfer Enhancement Process and Its Effect on
Management behavior and Transfer of Training” has been approved under the
exempt category of review by the Human Subjects Institutional Review Board.
The conditions and duration of this approval are specified in the Policies of
Western Michigan University. You may now begin to implement the research as
described in the application.
Please note that you may only conduct this research exactly in the form it was
approved. You must seek specific board approval for any changes in this project.
You must also seek reapproval if the project extends beyond the termination date
noted below. In addition if there are any unanticipated adverse reactions or
unanticipated events associated with the conduct of this research, you should
immediately suspend the project and contact the Chair of the HSIRB for
consultation.
The Board wishes you success in the pursuit of your research goals.

Approval Termination: 18 June 1999

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 82

Human Subjects institutional Revww Board a. K asnazoo. M cftg st

W estern M ic h ig a n U n iv e r s it y

Date: 6 October 1998

To: Robert Brinkerhoff, Principal Investigator
Andrew Bowne, Student Investigator for dissertation

From: Sylvia Culp, Chair

Re: Changes to HSIRB Project Humber 98-06-06

This letter will serve as confirmation that the changes to your research project
“The Field Study of a Training Transfer Enhancement Process and Its Effect on
Management Behavior and Transfer of Training” requested in your memo dated
29 September 1998 have been approved by the Human Subjects Institutional
Review Board.

The conditions and the duration of this approval are specified in the Policies of
Western Michigan University.

Please note that you may only conduct this research exactly in the form it was
approved. You must seek specific board approval for any changes in this project.
You must also seek reapproval if the project extends beyond the termination date
noted below. In addition if there are any unanticipated adverse reactions or
unanticipated events associated with the conduct of this research, you should
immediately suspend the project and contact the Chair of the HSIRB for
consultation.
The Board wishes you success in the pursuit of your research goals.

Approval Termination: 18 June 1999

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 BIBLIOGRAPHY

Anderson, J. G., & Wexley, K. N. (1983). Application-based management

development. Personnel Administrator, 25(11), 39-43.
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions
for future research. Personnel Psychology, 41, 63-105.
Baldwin, T. T., Magjuka, R. J., & Loher, B. T. (1991). The perils of participation:
Effects of choice of training on trainee motivation and learning. Personnel
Psychology, 44, 51-65.
Bates, R. A., Holton, E. F. ID, Seyler, D. L., & Carvalho, M. A. (1998). Factors
affecting transfer o f training in an industrial setting. Unpublished manuscript
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Bellanca, J. (1995). Designing professional developmentfo r change. Palatine, IL:
IRI/SkyLight.
Brethower, D. M. (1985). Managing valuable performance: Cases in behavioral
systems analysis. Unpublished manuscript, Schoolcraft, Michigan.
Brinkerhoff, R. O. (1987). Achieving resultsfrom training: Haw to evaluate human
resource development to strengthen programs and increase impact. San
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Brinkerhoff, R. O. (Series Ed.). (1989). Evaluating training programs in business
and industry, 44, 83-100.
Brinkerhoff R. O., & Gill, S. J. (1992). Managing the total quality of training.
Human Resource Development Quarterly, 3(2), 121-131.
Brinkerhoff, R. O., & Gill, S. J. (1994). The learning alliance: Systems thinking in
human resource development. San Francisco: Jossey-Bass.
Brinkerhoff R. O., & Montesino, M. U. (1993, October). Adult learning in a
corporate setting: Impact o f line management support interventions on
transfer o f training. Paper presented at the PSAL Fall Symposium,
Schaumburg, IL.
Brinkerhoff R. O., & Montesino, M. U. (1995). Partnerships for training transfer
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83

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 84
Broad, M. L. (1982). Management actions to support transfer of training. Training
and Development Journal, 36(5), 124-130.
Broad, M. L. (1997). Overview of transfer of training: from learning to performance.
Performance Improvement Quarterly, 70(2), 7-21.
Broad, M. L., & Newstrom, J. (1992). Transfer o f training: Action-packed
strategies to ensure high payofffrom training investments. Reading, MA:
Addison-Wesley.
Byham, W. C., Adams, D., & Kiggins, A. (1976). Transfer of modeling training to
the job. Personnel Psychology, 29, 345-349.
Cohen, D. J. (1990). What motivates trainees? Training and Development Journal,
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