Influence of Trainee Characteristics, Instructional Satisfaction, and Organizational Climate on Perceived Learning and Training Transfer

By Doo Hun Lim, Michael Lane Morris. 2006

421 citations recorded by the source corpus.

Subfields: Applied Psychology, Leadership and Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4977ebac37f5f695d18015d248df59078f0700ab

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In Applied Psychology

In Leadership and Management

In Social Psychology

Citations in the corpus

The Dimensions of Learning Organization Questionnaire (DLOQ): A validation study in a Korean context (2009, background): “Senge (1990) modified the basic assumptions about the learning organization by proposing a fifth discipline, consisting of five fundamental elements for the successful learning organization: (1) systems thinking, (2) personal mastery, (3) mental models, (4) shared vision, and (5) team learning.”
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure? (2010, neutral): “…of selfassessments of knowledge, they are used as an evaluation criterion across a wide range of disciplines, including education, business, communication, psychology, medical education, and foreign language acquisition (e.g., Dobransky & Frymier, 2004; I-TECH, 2006; Lim & Morris, 2006).”
Supervisor Behaviours that Facilitate Training Transfer. (2013, background): “Good design ensures the relevance of the training content to the trainees and the extent of transfer depends on the alignment between the training content and job function (Lim and Morris, 2006; Rey de Polanco, 2005).”
Predictors of Learner Satisfaction and Transfer of Learning in a Corporate Online Education Program (2010, methodology): “The Baldwin and Ford (1988) transfer model and the conceptual model of Holton (1996) and Holton, Bates, and Ruona (2000) are the most commonly cited and used in transfer studies (Lim and Morris 2006).”
The effects of perceived organizational support and job satisfaction on transfer of training (2015, background): “Prior studies have tended to assess separately particular trainee characteristics and/or work environment factors to validate the influence of each of these independent factors on transfer of training (Awoniyi et al., 2002; Lim and Morris, 2006).”
Training Transfer: An Integrative Literature Review (2007, positive): “…content relevance has consistently been a critical cognitive component of instructional design approaches (Clark & Voogel, 1985), it has only in the last decade been empirically examined as a correlate with transfer outcomes (Holton et al., 2000; Lim & Morris, 2006; Rodriguez & Gregory, 2005).”
Evaluating Training Programs: Development and Correlates of the Questionnaire for Professional Training Evaluation (2013, background): “Lim and Morris (2006) measured the first three Kirkpatrick levels using questionnaires.”
Modelling graduate skill transfer from university to the workplace (2016, positive): “Here, the Big Five personality dimensions of ‘Openness’, ‘Extraversion’, ‘Emotional Stability’, ‘Conscientiousness’ and ‘Agreeableness’, in addition to the background factor of related work experience (Lim and Johnson 2002), are deemed to adequately capture the learner characteristics domain.”
Transfer of Training: The Role of Feedback in Supportive Social Networks (2010, positive): “Transfer of training The degree of transfer of training was measured following the Lim and Morris (2006) approach.”
Benefits of training and development for individuals and teams, organizations, and society. (2009, background): “In a study of 181 Korean workers, Lim & Morris (2006) showed that the relationship between perceived applicability (training utility) and perceived application (transfer) decreased as the time between training and measurement increased.”
Social Support in the Workplace and Training Transfer: A longitudinal analysis (2010, positive): “…such as cognitive ability (Colquitt, LePine, & Noe, 2000), motivation (Axtell, Maitlis, & Yearta, 1997), self-efficacy (Chiaburu & Lindsay, 2008), and perceptions of job utility (Lim & Morris, 2006) have demonstrated both indirect – through learning – and direct effects on transfer outcomes.”