Learning Transfer

Factors affecting pre-study academic writing level
1. cultural background
2. mother tongue influences
3. personal aspirations
4. workplace requirements
5. previous English learning and writing experiences
Transfer Theories
1. Equity theory
2. expectancy theory
3. goal-setting theory
4. motivation theory
  1. motivation to learn
  2. motivation to transfer
Baldwin and Ford's transfer construct (1988)
1. Trainee's characteristics
  1. ability and aptitudes
  2. personality
  3. motivation
2. Work environment variables
  1. supportive organizational climate
  2. discussion with supervisor
  3. opportunity to use knowledge and skills
  4. post-training goal setting and feedback
3. Lim & Morris (2006)
  1. Training Transfer Variables
    1. trainee characteristics
      1. Job satisfaction on learning transfer
      2. reward systems on transfer motivation
      3. personality variables
        self-efficacy on learning transfer
        interpersonal relationships on learning transfer
        self-esteem on learning transfer
      4. job function
      5. job positions
      6. years of job-related experience
      7. employee's immediate training needs
    2. training design factors
      1. content design (p.89)
        transferable content (Baldwin and Ford 1988; Kontoghiorghes 2002; Lim 2000)
        greater content specificity (Clark and Voogel 1985, Lim and Morris 2006)
        general principles included (Goldstein 1986)
        repetition and overlearning (Bretz and Thompsett 1992; Noe 1986)
        post-tutoring programs (Holton, Bates an Ruona 2000)
        utilization of multiple modalities (Garavaglia 1993)
      2. instructional factors (p.89)
        overall learning satisfaction
        job helpfulness of learning content
        quality of learning content
        instructor effectiveness
        appropriate instructional level
    3. organisational climate
      1. work system factors
        an open communication climate (Rainey, 1983; Rouiller & Goldstein, 1993)
        a change resistance climate (Rainey, 1983; Rouiller & Goldstein, 1993)
        organisational commitment for training and training transfer (Darden, Hampton, & Howell, 1989)
        the opportunity or need to apply knowledge and skills (Ford et al. 1992)
        the pace of work flow (Ford et al. 1992)
        the match between training and department goals (Richey, 1990)
        the availability of tools to apply training (Richey, 1990)
      2. people-related factors
        support from supervisors, coworkers, and peers (Ford et al., 1992; Foxon, 1997; Russ-Eft, 2002),
        discussion with supervisors about using the new learning (Lim 2000)
        the supervisor’s involvement or familiarization of the training (Lim 2000)
        positive feedback from the supervisor (Lim 2000)
        availability of a mentor (Richey, 1990; Lim, 2001)
        positive personal outcomes (Holton, 2000)
    4. Learning VS transfer needs
Learning Transfer System Inventory, Holton et al. (2000)
1. Trainee characteristics
  1. learner readiness
  2. performance self-efficacy constructs
2. Motivation
  1. motivation to transfer
  2. transfer effort and performance expectation
  3. performance and outcome expectations
3. Work environment
  1. performance coaching
  2. supervisor support
  3. supevisor sanctions
  4. peer support
  5. resistance or openness to change
  6. positive personal outcomes
  7. negative personal outcomes
4. Ability
  1. personal capacity for transfer
  2. perceived content validity
  3. transfer design
Perkins & Salomon (1994)
1. Near transfer
2. Far transfer
3. Barnett & Ceci (2002)
  1. Transfer distance : Near transfer / far transfer
    1. Knowledge domain
    2. physical context
    3. temporal context
    4. functional context
    5. social context
    6. modality
  2. Nature of Learning Transfer
    1. specificity-generality
    2. performance change
    3. memory demand

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Learning Transfer

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