SLHRD Interim Director Bates Co-Publishes Four Research Studies

06/16/16

Dr. Reid Bates, Interim Director of the School of Leadership & Human Resource Development (SLHRD) has co-published four research studies in April and May 2016.

The use of the Persian translation of the Learning Transfer System Inventory in the context of agricultural sustainability learning in Iran | International Journal of Training & Development | Zamani, N., Ataei, P., & Bates, R. A. 

The Learning Transfer System Inventory considers 16 factors likely to influence the transfer of training to the workplace. This study uses the Persian translation of the inventory and applies it to agricultural sustainability learning in Iran. The aim is to examine the internal structure and predictive ability of the inventory as translated into Persian.

The agricultural context was chosen because of its importance to Iran and because agricultural human resource interventions have failed to give serious attention to connecting training to practice. The findings suggest that the Persian translation of the inventory has both internal and predictive validity and can be used either as a tool to diagnose training needs or as a means of evaluating existing learning programs. 

Influence of organizational learning culture on knowledge worker’s motivation to transfer training: Testing the moderating effects of learning transfer climate | Current Psychology | Bannerjee, P., Gupta, R., & Bates, R. A. 

Dr. Bates co-wrote and published this study alongside assistant professors in the Department of Human Resource & Soft Skill at IFHE University, Hyderabad, India.

The study examines how organizational learning culture influences employees’ motivation towards transfer of training, as well as how that relationship was affected by the existence of a favorable learning transfer climate in context of knowledge workers.

The sample consisted of academicians employed at various business schools in India in order to measure the perception toward participants’ organizational learning culture, learning transfer climate, and their willingness to transfer knowledge from faculty development programs to their teaching and research.

The mediating role of social support in the evaluation of training effectiveness | European Journal of Training & Development | Alvelos, R., Ferreira, A., & Bates, R. A. 
The purpose of this study is to contribute to the understanding of factors that affect training effectiveness. According to the literature, social support, perceived content validity, transfer design, the motivation to improve work through learning and positive transfer, contribute to the effectiveness of training. The sample consisted of 202 employees ages 18 and 60 years, working for an insurance company where they had training for a period of three months.

The results showed a relationship between perceived content validity and transfer design, as well as with the motivation to improve work through learning. A mediating role of social support was also evident in the relationship. The authors highlighted the findings of the relationship between motivation to improve work through learning and positive transfer.

Influence of the transfer climate and job attitudes on the transfer process: Modeling the direct and indirect effects. | Journal of Personnel Psychology | Peters, S., Cossette, M., Bates. R. A., Holton, E., Hansez, I., & Faulx, D.

This study investigates the impact job satisfaction, job involvement, organizational commitment, and transfer climate on the training transfer process. Training transfer refers to the application of the new learning and to performance at work. Data analysis in the study revealed that job involvement negatively influenced transfer, peer support positively influenced transfer, openness to change had a negative relationship with transfer, and these three predictors have an indirect effect on performance at work.

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The College of Human Sciences & Education (CHSE) is a nationally accredited division of Louisiana State University. The College is comprised of the School of Education, the School of Leadership and Human Resource Development, the School of Kinesiology, the School of Library and Information Science, the School of Social Work, and the University Laboratory School. These combined schools offer 8 undergraduate degree programs and 18 graduate programs, enrolling more than 1,900 undergraduate and 977 graduate students. The College is committed to achieving the highest standards in teaching, research, and service and is continually working to improve its programs.

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