This study examines the effect of transfer variables on trainee characteristics, instructional satisfaction, and organizational factors of perceived learning and training transfer made by a group of trainees who attended a financial training program conducted for a Korean conglomerate. Data analyses revealed several variables in the three domains that significantly influenced the trainees' perceived learning and learning transfer immediately after and three months after the training. Discussions and implications for practice and future research are included.
The ultimate goal of training should be positive transfer to the workplace (Berry & Morris, 2005). Unfortunately, estimates suggest that only about 10 percent of learning actually transfers to job performance (Georgenson, 1982;Holton & Baldwin, 2000;Kupritz, 2002), which leaves human resource professionals scrambling to prove the worth of their work and the programs they sponsor (Becker, Huselid, & Ulrich, 2001;Fitz-Enz & Davison, 2002). As a result, training efforts in public and private organizations have moved beyond just examining learning outcomes to focusing on individual outcomes, such as self-esteem, self-efficacy, performance evaluations, merit increases, and organizational performance outcomes, such as profitability, revenue enhancement, and shareholder value (Baldwin & Ford, 1988;Burke & Baldwin, 1999;