Doctor of Philosophy (PhD)


Human Resource Education and Workforce Development

Document Type



Organizations in Jordan have invested heavily in employee training. However, these training efforts may not be as effective. One area of particular interest is learning transfer, or the extent to which learning from training is applied on the job. Recent research efforts have led to the development of the Learning Transfer System Inventory (LTSI), the only valid and reliable measure of key transfer system factors. This study validated the constructs of the LTSI for use in Jordan. By doing so, HRD practitioners in Jordan can use such instrument to diagnose early problems with learning transfer, the key to training effectiveness and individual performance. The LTSI was translated through a rigorous cross-cultural translation process which involved forward and back translations, pilot testing, and the establishment of equivalency using objective measures of evaluation. The ALTSI was administered to 500 employees employed by 28 public and private sector organizations operating in Jordan who have attended nine different types of training. Responses were received from 450 employees with a response rate of 90%. The results showed that 18 factors were valid for use in Jordan. The reliabilities of these factors ranged from .70 to .87 with the exception of three factors. The study also investigated the perceptions of transfer system characteristics across selected individual variables (gender, age, levels of education, and years of experience) and situational variables (types of training, choice of training, sector of the organization, and task of the organization). The results suggested that the learning transfer system perceptions differed across the individual variables (except for gender and age) and the situational variables. Private organizations and the technical sector appeared to have the strongest transfer system. Moreover, employees were more prone toward voluntary training. Finally, the study established the relationship between the learning transfer system domain and the organizational learning domain, thus expanding their nomological network. The learning transfer systems explained a significant portion of the total variance in each measure of organizational learning. Results suggested that higher levels of learning transfer were associated with higher levels of organizational learning.



Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Reid A. Bates