The relationship between learner utility reactions and predicted learning transfer among trainees

By Wendy E. A. Ruona, Michael P. Leimbach, Elwood F. Holton III, Reid Bates. 2002

229 citations recorded by the source corpus.

Subfields: Applied Psychology, Emergency Medical Services

View Paper: https://www.semanticscholar.org/paper/0e923c11dc5ec45f97b00214fd1aba1dc236bfd0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Muhammad Awais Bhatti
2. Sharan Kaur
3. Louis Baron
4. Dan S. Chiaburu
5. Lucie Morin
6. John-Paul Hatala
7. Elwood F. Holton III
8. Reid Bates

In Emergency Medical Services

1. Muhammad Awais Bhatti
2. Sharan Kaur
3. Reid Bates
4. Dan S. Chiaburu
5. Elwood F. Holton III
6. Lucie Morin
7. Louis Baron
8. Sophia V. Marinova

Citations in the corpus

• Training Transfer: An Integrative Literature Review (2007, unknown): “…for improving performance, (2) a recognized need to improve their job performance, (3) a belief that applying new learning will improve performance, and (4) the practicality of the new skills for ease of transfer (Ruona et al., 2002; Warr & Bunce, 1995; Yelon, Sheppard, Sleight, & Ford, 2004).”
• Holton's Evaluation Model: New Evidence and Construct Elaborations (2005, background): “Ruona, Leimbach, Holton, and Bates (2002) added support to a role for utility reactions in predicting motivation to transfer learning.”
• The role of individual and training design factors on training transfer (2010, methodology): “It seems that many organizations persist in believing that learner reactions are valid and reliable indicators to assess the effectiveness of training, and are also able to demonstrate its impact on organizations (Ruona et al., 2002).”
• Can do or will do? The importance of self-efficacy and instrumentality for training transfer (2008, background): “…of training transfer (for a recent review, see Burke and Hutchins 2007), adding to the rich literature of predictors such as utility reactions (Ruona et al. 2002), general training-related motivation (Colquitt, LePine and Noe 2000), support from one’s organization and co-workers (Chiaburu and…”
• A revised learning transfer system inventory: factorial replication and validation (2012, background): “Studies have shown LTSI scales to be correlated with self-reported learning transfer (Devos et al. 2007), intent to transfer (Holton and Bates 2011) and perceived utility of training (Ruona et al. 2002).”
• The impact of executive coaching on self‐efficacy related to management soft‐skills (2010, result): “While some authors question whether a participant’s reaction to training has predictive power for learning and transfer (Ruona et al., 2002; Tan et al., 2003), our results suggest the contrary.”
• Exploring differential effects of supervisor support on transfer of training (2005, background): “Perceived openness to change has been shown to result in increased trainee motivation to transfer (Ruona et al., 2002), while Cheng (2000) indicates that a continuous learning culture, which seems closely related to openness to learning and transfer, positively predicts transfer outcomes.”
• What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports (2005, background): “In addition, in some studies, peer support was related to skill transfer, but not related to pre-training motivation (e.g. Facteau et al. , 1995), while in others peer support predicted motivation to transfer (e.g. Ruona et al. , 2002).”