Organizations in Jordan have invested heavily in employee training. However, these training efforts may not be as effective. One area of particular interest is learning transfer, or the extent to which learning from training is applied on the job. Recent research efforts have led to the development of the Learning Transfer System Inventory (LTSI), the only valid and reliable measure of key transfer system factors.
This study validated the constructs of the LTSI for use in Jordan. By doing so, HRD practitioners in Jordan can use such instrument to diagnose early problems with learning transfer, the key to training effectiveness and individual performance.
The LTSI was translated through a rigorous cross-cultural translation process which involved forward and back translations, pilot testing, and the establishment of equivalency using objective measures of evaluation. The ALTSI was administered to 500 employees employed by 28 public and private sector organizations operating in Jordan who have attended nine different types of training. Responses were received from 450 employees with a response rate of 90%. The results showed that 18 factors were valid for use in Jordan. The reliabilities of these factors ranged from .70 to .87 with the exception of three factors.
The study also investigated the perceptions of transfer system characteristics across selected individual variables (gender, age, levels of education, and years of experience) and situational variables (types of training, choice of training, sector of the organization, and task of the organization). The results suggested that the learning transfer system perceptions differed across the individual variables (except for gender and age) and the situational variables. Private organizations and the technical sector appeared to have the strongest transfer system. Moreover, employees were more prone toward voluntary training.
Finally, the study established the relationship between the learning transfer system domain and the organizational learning domain, thus expanding their nomological network. The learning transfer systems explained a significant portion of the total variance in each measure of organizational learning. Results suggested that higher levels of learning transfer were associated with higher levels of organizational learning.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-06172004-154143 |
| Date | 25 June 2004 |
| Creators | Khasawneh, Samer Abdelkarim |
| Contributors | Satish Verma, Christine DiStefano, Michael F Burnett, Reid A. Bates, Kaustuv Roy |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-06172004-154143/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0016 seconds