The Learning transfer System Inventory (LTSI) translated into french : internal structure and predictive validity
By: DEVOS, Christelle
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Contributor(s): DUMAY, Xavier | BONAMI, Michel | BATES, Reid | HOLTON III, Elwood.
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ArticlePublisher: Danvers, MA : Blackwell Publishing, September 2007International Journal of Training and Development 11, 3, p. 181-199Abstract: The Learning Transfer System Inventory (LTSI, Holton et al., 2000) considers 16 factors likely to influence the transfer of training to the workplace. The purpose of this study is to translate the Learning Transfer System Inventory into French and to examine (1) the internal structure of the translated instrument; and (2) its predictive validity. The Learning Transfer System Inventory was administered to 328 participants from six companies during the week following the end of a training program. The transfer questionnaire was filled in by 106 of those participants 13 months later. The results showed that a principal component analysis reveals a factor structure very similar to the original structure: the 16 original factors are replicated. Second, seven factors display statistically significant correlations with transfer: learner readiness, motivation to transfer, transfer design, opportunity to use, transfer-performance expectations, performance-outcomes expectations and performance self-efficacy. Comparisons with four similar previous studies allow us to draw directions for future research on the instrument
The Learning Transfer System Inventory (LTSI, Holton et al., 2000) considers 16 factors likely to influence the transfer of training to the workplace. The purpose of this study is to translate the Learning Transfer System Inventory into French and to examine (1) the internal structure of the translated instrument; and (2) its predictive validity. The Learning Transfer System Inventory was administered to 328 participants from six companies during the week following the end of a training program. The transfer questionnaire was filled in by 106 of those participants 13 months later. The results showed that a principal component analysis reveals a factor structure very similar to the original structure: the 16 original factors are replicated. Second, seven factors display statistically significant correlations with transfer: learner readiness, motivation to transfer, transfer design, opportunity to use, transfer-performance expectations, performance-outcomes expectations and performance self-efficacy. Comparisons with four similar previous studies allow us to draw directions for future research on the instrument
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