A Tale of Two Transfers: Disentangling Maximum and Typical Transfer and Their Respective Predictors

Abstract

Purpose

Research on transfer of training has been characterized by a lack of precision in distinguishing between the ability to transfer (i.e., “can do”), and the motivation to transfer (i.e., “will do”). Drawing from job performance research that has made this distinction, we argue that transfer of training can fall along a maximum/typical continuum, with one end reflecting how much trainees could potentially transfer (maximum) and the other capturing how much trainees will transfer (typical).

Design/Methodology/Approach

A meta-analysis was conducted to identify relationships among four learning outcomes (declarative knowledge, skill acquisition, posttraining self-efficacy, and motivation to transfer), three stable antecedents (cognitive ability, conscientiousness, and workplace support), and transfer of training. 144 papers provided input for a meta-analytic correlation matrix, which formed the basis of regression analyses for hypothesis testing.

Findings

Maximum and typical transfer were only weakly correlated and, as hypothesized, were predicted by different antecedents. Specifically, ability factors including declarative knowledge, skill acquisition, and cognitive ability were stronger predictors of maximum transfer, whereas motivation factors including posttraining self-efficacy, motivation to transfer, conscientiousness, and workplace support were stronger predictors of typical transfer. Additional mediation analyses revealed that learning outcomes mediated the effects of stable antecedents differently on maximum/typical transfer.

Implications

These findings refine the understanding of the transfer construct space and suggest that future work on transfer should explicitly consider the maximum/typical continuum.

Originality/Value

This is the first paper to demonstrate the maximum/typical transfer distinction, thus offering potential explanation to inconsistent findings and highlighting the need for increased precision in transfer measurement.

Appendices

Appendix 1: References for Studies Included in Meta-analysis

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Appendix 2

See Table 9.

Table 9 Coding information for studies included in meta-analysis