Towards a New Training Transfer Portfolio: A Review of Training-Related Studies in the Last Decade**/Auf Dem Weg Zu Einem Neuen Training-Transfer-Portfolio. Ein Überblick Über Empirische Studien Zum Transfer von Schulungsmaßnahmen

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Towards a New Training Transfer Portfolio: A Review of Training-Related Studies in the Last Decade**/Auf Dem Weg Zu Einem Neuen Training-Transfer-Portfolio. Ein Überblick Über Empirische Studien Zum Transfer von Schulungsmaßnahmen

1. Introduction

In a world driven by product and business innovations, we assume that an organization's competitive advantage is achieved through people (Pfeffer 1995). That is why many companies spend an increasing amount of money on training sessions, in the belief that it will improve the employees' performance and the firm's productivity. According to the Training Magazine's ongoing industry report, in 2006 US companies spent a total of $55.2 billion (an increase of 7% compared to 2005) on formal training and $15.8 billion on training products and services (Dolezalek 2006). In recent years, investments in training activities have increased all over the world (Velada et al. 2007, 283). However, unsettling questions continue to be raised about the return on this investment. Even if the exact amount of transfer varies from author to author, some indicate that only 10% of all training-related expenditures actually result in the transfer of recently acquired skills and knowledge back to the job (Georgenson 1982; Tannenbaum /Yukl 1992; Fitzpatrick 2001). This "transfer problem" presents a big challenge for organizations, given that training is considered to be a primary leverage point by which organizations influence their corporate performance (Kozlowski et al. 2000, 159). Bearing this learning-performance dilemma in mind, it is less surprising that Rouiller/Goldstein (1993) concluded that transfer is nearly as important as training itself. Knowing and understanding, therefore, which factors significantly enhance the training transfer would help professionals to move beyond the question whether training works to why and how training works (Tannenbaum /Yukl 1992, 423).

The aim of this article is to move towards a more integrative training transfer portfolio that helps to place 36 transfer variables into a broader construct. To do so, we f...

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