Learning Transfer System Inventory research

© copyright Learning Transfer Solutions Global LLC

Research to Practice:Learning Transfer Lessons

Dr. Ed Holton, CEOJones S. Davis Distinguished Professor of Human Resource,

Leadership & Organization DevelopmentLouisiana State University

1www.LTSGlobal.com (888) 877-9531

http://www.ltsglobal.com/


United States Training Industry• $134 BILLION spent in the U.S. in 2008

(ASTD)– Direct cost only; no trainee salaries/wages

included

• Only 10 – 30% results in changed job performance

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$100 BILLION IS WASTED EVERY YEAR!


But it gets worse…..• Opportunity Cost:

– Research says return of 8:1 is reasonable for good training

• Add salaries and wages of trainees • Thus, the real cost is over

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$1 TRILLION IS WASTED EVERY YEAR!


Put This Into Perspective

• U.S. government is spending this much to bail out all the banks and insurance companies

• Imagine what the loss is WORLDWIDE?• How can we tell our CEO’s that we waste 70-

90% of the money they invest?• Why can’t we do better?

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#1 PROBLEM IN TRAINING TODAY


Training Transfer

• Definition– The effective and continuing job application of

the knowledge and skills gained in training

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Questions:

• How much training transfers into job performance in– Your organization?– Your country?

• Why are we content to accept such poor results?

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The Future of Training

• Training is essential in the global knowledge economy

• But, if we can’t deliver transfer, then training is wasted

• The future of the training profession depends on solving this problem

• It’s time to get serious!!!!!

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Dr. Ed Holton, CEOJones S. Davis Distinguished Professor of Human Resource,

Leadership & Organization DevelopmentLouisiana State University

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Learning Transfer System Inventory


Learning Transfer System Inventory (LTSI)

• Measures 16 factors– barriers and catalysts to transfer– factors tied to ‘leverage points’’ which are

opportunities for intervention

• A diagnostic tool• An evaluative tool• Grounded in previous learning transfer

research

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LTSI continued

• 5 point Likert response scale(strongly disagree to strongly agree)

• Scales– 11 for specific training program– 5 for training in general

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Latest Developments

• Global validation study– 6,120 respondents– 17 countries (very diverse)– 14 different languages

• Scales work across cultures and languages

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LTSI Fundamental Structure

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Ability Motivation WorkEnvironment

X X =

TRANSFER

The 16 LTSI Factors

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Ability

Content Validity

Transfer Design

Opportunity to Use

Personal Capacity

Motivation

Transfer Effort-Performance Expectations

Transfer Performance-Outcomes Expectations

Learner Readiness

Motivation to Transfer

Performance Self-Efficacy

The 16 LTSI Factors

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Work Environment

Supervisor Support

Supervisor Sanctions

Peer Support

Performance Coaching

Personal Outcomes Positive

Personal Outcomes Negative

Resistance to Change


• Learning transfer is a universal problem• Factors affecting it have been confirmed

globally• Remarkable similarity in pattern of

responses around the world• No cultural differences detectable

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Global Findings


1. Content Validity– Universally mediocre– Due to cost reductions to drive efficiency??

2. Transfer Design– Highly variable, but often mediocre

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Leverage Points-Ability

Transfer Is Dead-On-ArrivalWithout These Two Factors


3. Personal Capacity– Often mediocre– Trainees are too overworked and stressed to

try new things– Increasing problem?

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Leverage Points-Ability


• Generally motivation to transfer is good• However,

– While trainees report they can change their performance if they try…

– The link between changing their performance and positive outcomes is weak!

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Leverage Points-Motivation


• Most serious issues are in these factors• Reflects:

– Lack of a systemic focus on learning– Over-emphasis on design and delivery– Silo nature of learning and development

departments

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Leverage Points-Work Environment


1. Accountability– No consequences for NOT transferring– Few rewards for transfer

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If Transfer Doesn’t Matter Then Can We Blame Trainees?


2. Supervisors-Two Patterns– Laissez-Faire

• No proactive support for transfer• No proactive opposition to transfer• THEY JUST DON”T CARE

– Actively Oppose Transfer

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Can’t Expect Transfer Unless We Engage the Superviors


3. Learning Community– Peer Support can be MORE powerful than

supervisor support– Performance Coaching is usually weak

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Need to Systematically Engage the Community of

Learners


1. Diagnostic data is a powerful catalyst for change

2. Performance change data is necessary for accountability

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Leverage Points-The Power of Data

Everything Important in Organizations Is Measured


• Bad News– Traditional training is often systemically

flawed

• Good News– ENORMOUS potential for improved ROI

• Less could be more• Learning Transfer System Audit Checklist

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Conclusions

© copyright Learning Transfer Solutions Global LLC25

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(888) 877-9531

mailto:[email protected]

Learning Transfer System Inventory research

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