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Transfer theories, which are closely related to evaluation theory, have been developed from a holistic perspective, but most of empirical transfer research has not effectively utilized holistic models to investigate transfer of learning until the late 1990s. Additionally, little has been done in examining the relationship between situational variables, demographic variables, and transfer system characteristics. This study contributes to transfer research by examining the combined effects of situational and demographic variables on a holistic model of perceived organizational transfer systems. A key finding was that demographic variables make only a marginal contribution to predicting transfer system characteristics when compared to situational variables. It seems clear that the differences in transfer system characteristics depend on diverse situational influences, primarily due to types of training programs and types of organizational cultures. This finding does not support one-size-fits-all transfer interventions. Future research may focus on investigating benchmark transfer practices in certain types of organizations or industries to empirically identify the true leverage points of a diagnosing instrument of transfer—the Learning Transfer System Inventory—for interventions and change.

This descriptive exploratory study sought to assess the values priorities of individuals and groups across various HRD occupational specialties. Findings showed that, in general, respondents felt the most important guides to the practice of HRD should be those emphasizing performance-related outcomes. However, results also showed meaningful variation in top-priority values across individuals and significant differences in the comparative importance of six values across education level, degree of involvement in organizational practice, nationality, and occupational and stakeholder groups. Findings suggested that HRD professionals operate from a structured set of values and that the relative importance of those values may vary according to the settings and challenges faced in practice.

No previous research in the United States has compared and contrasted learning transfer systems across organizations and training types, primarily because no standard instruments were used in previous research. This study, based on a subset of responses in the Learning Transfer System Inventory response database, is the first to conduct such a comparison. Using a subset of 1,099 respondents, transfer systems are compared across three organization types, eight organizations, and nine types of training. MANOVA and univariate ANOVA were used to compare transfer systems. The results suggest that transfer systems differ across organizational types, organizations, and training types. Implications for HRD practice and future research directions are discussed.

This study represents an initial effort to identify and measure a set of values that reflect the goals that human resource development (HRD) scholars and practitioners believe HRD should strive to achieve. Six values reflecting two value facets (locus of HRD influence and HRD outcomes) and a seventh value that relates to a perceived normative component inherent of HRD activity were identified and measured. Results indicated the value scales measured individual value priorities of HRD scholars and practitioners, and that the structure of these value priorities varied as a function of individual differences. Suggestions for future research are offered.