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Knowledge creation has received substantial attention by researchers, ever since the Socialization Externalization Combination Internalization (SECI) process was introduced. Learning Transfer System Inventory (LTSI) focuses on learning transfer and has been validated across many countries. The purpose of this paper is to explore the theoretical underpinnings between LTSI and SECI, and LTSI’s role in knowledge amplification as part of the organizational knowledge creation spiral.

The literature on organizational learning, SECI and LTSI is studied, as well as a detailed review of the LTSI constructs as it relates to SECI is completed.

Both SECI and LTSI emphasize the substantial interplay between explicit and tacit knowledge as the basis of knowledge interchange. The result of this research is a theoretical framework combining LTSI and SECI that can help understand knowledge transfer in terms of interplay of explicit and tacit knowledge and LTSI’s role in knowledge amplification as part of organizational knowledge creation.

It is proposed that LTSI can potentially be used to gauge the propensity of an organizational environment to create and transfer knowledge ontologically, as well as adopt knowledge management systems. The LTSI constructs into basic knowledge interactions (various combinations of explicit and tacit knowledge conversions) are categorized thus helping practitioners analyze the basic building blocks of learning transfer and knowledge creation. The theoretical association of the two frameworks paves the way for more empirical validation of the SECI model potentially.

This paper is an original attempt to associate SECI with LTSI.

The purpose of this research is to expand cross‐cultural research and validate the Learning Transfer System Inventory in Ukraine. The researchers seek to translate the LTSI into Ukrainian and investigate the internal structure of this translated version of the questionnaire.

The LTSI is translated into Ukrainian using a rigorous translation methodology. The instrument was distributed to 511 (430 – usable data) individuals from various organizations throughout Ukraine. The exploratory factor analysis (common factor analysis with oblique rotation) was used to analyze the survey data.

The factor structure of the Ukrainian version of the LTSI (ULTSI) paralleled that of the original instrument. Most items loaded on appropriate factors with loadings over 0.4. Two factors (Opportunity to Use Learning and Performance‐Outcomes Expectations) did not emerge as clearly as in the original instrument and require further research.

The instrument was distributed to a convenience sample which limits the external validity of the study. Some translation issues may have possibly influenced low loadings for few items. The questionnaires distributed in the Eastern part of Ukraine were problematic because the population there is mostly Russian‐speaking while the instruments were in Ukrainian. The study provides evidence of construct validity of the LTSI in the Ukrainian business environment. With the limitations outlined above further research can address translation issues and language barrier problems. Some items may be included that will suit the Ukrainian environment better, which may resolve problems in two factors mentioned above. New methods of instrument translation could be utilized in future as well as alternative statistical analyses (Confirmatory Factor Analysis).

The ULTSI is now one of the first and few HRD tools in Ukraine. It can be used to assess the transfer climate in Ukrainian organizations in order to maximize the positive outcomes of the investment in training. As a diagnostic tool the ULTSI can provide necessary information about the environmental and organizational forces that are at play in a given organization, and it can help improve the results of training interventions.

This cross‐cultural study is one of the first efforts in existence to bridge the Ukrainian and Western cultures in terms of HRD. It provides a possibility for HRD methodology and theory to be introduced in Ukrainian businesses. At the same time, the study provides evidence of the construct validity and sound structure of the LTSI.

The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure.

After a rigorous translation process that included forward and backward translation, subjective evaluations of the translated items, and pilot testing, the Portuguese version of LTSI was completed by 484 trainees, who attended different kinds of training courses. Two separate exploratory factor analyses were run to analyze the specific and general domains covered by LTSI. An initial analysis with the validated items and a second one with the validated and research items were also completed.

The results of the initial factor analyses showed a 16‐factor structure that accurately paralleled the 16‐factor structure of the original English version and revealed that this one is the most parsimonious factor structure. Statistically significant differences in some LTSI dimensions were found across gender and education‐level variables.

Data were collected through self‐reported measures using a single instrument applied immediately after the training, which might have affected the internal validity of the study. Although this study covered a wide variety of trainees' business areas and types of training, it might be possible that some types of organizations and training were not included in the analysis, thus limiting the generalization of the results to those contexts.

Based on the results of this study, Portuguese companies are now able to develop their training evaluation practices and to assess the training transfer factors through a valid and reliable instrument.

The paper expands LTSI validity in Europe, demonstrating that it has construct validity for use in Portugal.

The purpose of this research is to examine the construct and predictive ability of a German version of the Learning Transfer Systems Inventory (GLTSI), an instrument designed to assess a constellation of 16 factors known to influence the transfer of training in work settings.

The survey data for this study was collected from 569 employees working in 17 private sector organizations in Germany. This data was used to test the construct validity of the GLTSI using principle components analysis (common factor analysis). The predictive validity of the instrument was tested against individual and organizational level outcome measures using hierarchical stepwise multiple regression.

Exploratory factor analysis of the GLTSI produced a 16 factor solution that was a highly consistent original English version of the LTSI. The results of the regression analysis showed that a subset of GLTSI scales were significant predictors of measures of individual transfer results and organizational performance.

The study relies on self‐report data for both the independent and dependent variables and, although there is no evidence suggesting this was a problem, factors such as common method variance or social desirability could have influenced the correlations in this study in unknown ways. Certainly future criterion‐related validation research with the GLTSI using outcome measures that do not rely on self‐reports would be valuable. Future research with the GLTSI should also seek to modify certain items or add new items to enhance the emic or culture‐specific nature of specific scales.

This study contributes the study and practice of human resource development by furthering the dissemination of analytical tools across linguistic settings and enhancing the potential for the cross‐cultural study of learning transfer and training effectiveness.

This article aims to develop a conceptual framework delineating the key dimension of the learning organization which significantly influences learning transfer.

The conceptual framework was developed by analyzing previous studies and synthesizing the results associated with the following four relationships: the learning organization and learning transfer; the learning organization and organizational performance; the Learning Transfer System Inventory (LTSI) and learning transfer; and the Dimensions of Learning Organization Questionnaire (DLOQ) and the LTSI.

This paper developed the learning transfer framework of the learning organization, which emphasizes the significance of leadership for learning on facilitating learning transfer in the learning organization.

First, empirical-analytical research needs to be accumulated to verify the conceptual framework developed in the present paper. Second, instruments to measure the learning organization need to incorporate the learning transfer concept. Last, organizations need to focus on leadership for learning to increase learning transfer if the organization does not have enough resources to develop all dimensions of the learning organization.

This article contributes to the literature by producing a conceptual framework that isolates leadership for learning as a key dimension of the learning organization that specifically influences learning transfer. The pivotal dimension of leadership for learning was extracted through investigating the numerous empirical-analytical studies.

Three steps must be implemented if a training programme is to be successful. The first is the identification of needs to identify what training is required. The second is an analysis of the firm to identify the issues that will affect the ability of the firm to exploit new skills. The third is an evaluation of the training to ensure that sufficient resources are applied to implement and to integrate the training programme. These latter two steps come under the heading of learning transfer. The article presents the findings of an application of this approach. The analysis shows the richness of the information that results from this approach and outlines its operational importance for managers engaged in decision‐making or in the design of training programmes. In addition, it suggests the next steps in the research towards improving the tools available for the evaluation of training.

The purpose of this paper is to construct and test an antecedent relationship path model for the leisure involvement of Taiwan expatriate managers working in Mainland China. A leisure temporal-spatial involvement (LTSI) was developed.

Burnout, perceived freedom in leisure and leisure coping strategies were proposed in the conceptual model as antecedents of leisure involvement. A questionnaire survey gathered information on the characteristics of respondents, including demographic/socio-economic details, expatriate profile and leisure activity participation. Confirmatory factor analysis and structural equation modeling were used in this research to measure the relationships among the four scale variables (job burnout, perceived freedom in leisure, leisure coping strategies and leisure involvement).

The expatriate managers experienced high burnout levels, particularly in the form of exhaustion. Their leisure involvement was mainly influenced by perceived freedom in leisure.

This work contributes to the research on leisure and expatriation in several ways. It is one of the first empirical studies to examine prominent leisure concepts (freedom, coping and involvement) within the milieu of expatriation. The findings provide further support to the notion of the “presumed cultural similarity paradox,” in that expatriates of Chinese ethnicity still had significant adjustment difficulties in Mainland China. The research again confirms the challenges of Mainland China as an expatriation destination.

The research results have significant practical value and may assist Taiwan-capital enterprises in improving expatriates’ leisure life management. The section on Managerial and policy implications outlines the implications for the actors involved.

This work has social implications since the Taiwan expatriate managers are not effectively adjusting to their work–life environments in Guangzhou. Greater social contact between locals and these managers is recommended in the future.

A new scale for leisure involvement (LTSI), expressed in temporal and spatial dimensions, is developed to fit the particular situations faced by expatriates. This is also one of only a few empirical research studies to consider leisure involvement within an expatriation framework.

Research on training transfer in India in general and insurance sector in specific adopting case study method is largely absent. This study aims to address this gap by adopting a case study method to explore the relationship between work context, transfer design and training transfer in an Indian Insurance company. It also examined the role of transfer motivation as a mediating variable between work context, transfer design and training transfer.

Data have been collected from a public sector insurance company using a first ever vernacularly translated learning transfer system inventory (LTSI), following the translation and back translation process. Learning and development practitioners and academicians have been consulted and suggestions related to changing the language to be compatible with the insurance industry have been incorporated. Structural equation modeling (Amos 16) has been used to test the suggested model.

The significant positive relationship of peer support, supervisory support and opportunity to use and transfer design with training transfer can be attributed to the business context of the sample organization. Interestingly, the role of performance coaching and the mediating role of transfer motivation have been rejected. This study has proved the mediating role of transfer design.

This study is the first ever study on training transfer in Indian insurance sector adopting case study method. This study has used LTSI translated in an Indian vernacular language following the translation and back translation process.

The purpose of this paper is to examine the results of an empirical exploration of the relationship between learning transfer climates and organizational innovation. Additionally, factors associated with learning transfer climate that could account for innovation in Korean public and private organizations have been explored.

This study relies on quantitative data obtained from two survey questionnaires. The sample consists of 390 employees working for seven private and five public organizations; further, each employee has completed at least one training program within a one-year period.

Results of the study demonstrate that private, rather than public organizations, have significantly higher mean scores for all five learning transfer climate variables and for perceived organizational innovation. The results of multiple regression analyses reveal that openness to change and performance coaching have common and significant impacts on perceived innovation in both private and public organizations. However, the other three variables (i.e., transfer effort-performance expectations, performance-outcomes expectations, and performance self-efficacy) have varied effects on perceived innovation depending on organizational type. Specifically, transfer effort-performance expectations has a relatively meaningful impact on perceived innovation in public organizations. Performance-outcomes expectations and performance self-efficacy have relatively meaningful effects on perceived innovation in private organizations.

The sample for this study consists of employees solely from Korean organizations. Therefore, further studies encompassing a greater sampling variety are required to determine the generalizability of these results. In addition, this study is limited to an investigation of the possible differences between public and private organizations with respect to their learning transfer climates and innovation. In studies to follow, researchers can further investigate these relationships in segmented organizations.

The results of this study will assist human resource practitioners to promote innovation effectively and efficiently based on organizational type.

The study attempts to build a creative learning transfer (CLT) theory represented by a nomological network incorporating relevant theories and empirical support for the relationships among the transfer predictors in the learning transfer system (LTS), leaders' CLT and their job performance.

The authors used 76-item survey data from 471 managers who worked for 16 large companies located in South Korea, had completed leadership training at least three months before the data collection and had received a performance review just before the data collection. A series of exploratory and confirmatory factor analyses (CFA) and reliability tests were conducted, followed by a common method variance test and structural equation modeling.

A nomological network of LTS, CLT and job performance was established. The findings supported the mechanism for motivating managers to transfer acquired leadership skills to challenging organizational situations and eventually, increase their managerial job performance. This study provided a parsimonious CLT scale and verified the influence of CLT on leaders' job performance.

This study is the first attempt to measure the concept of CLT and suggest a parsimonious CLT scale. In addition, this study conceptualized, operationalized and confirmed a nomological network for CLT. Organizations may develop such a system and help managers apply the learned leadership knowledge and skills to novel business situations for creating more competitive work systems, products and services.