Training of employees in organizations is a significant investment. The return in terms of organizational improvement depends on how well employees transfer what they learn to their job (learning transfer) and how conducive the environment in which they work enables transfer (transfer climate). Program development training of field- and state–level extension educators (called specialists) in a university-based extension project in Ukraine was evaluated to see if learning transfer occurred and which factors influenced the transfer climate. A learning transfer system inventory (LTSI) developed by Holton et al was adapted and administered to specialists and their supervisors. Both categories of specialists felt they learned and transferred to their job a significant number of programming concepts. Corroborating these perceptions were the fidelity of program processes, the quality of education programs, and the motivation and confidence of specialists to learn and transfer new skills to the job. Some weaknesses were noted in organizing advisory committees and evaluating programs, and the uncertainty surrounding positive personal outcomes for specialists. Supervisors agreed with specialists’ self-assessments of the extent of learning transfer and supportive transfer conditions in their jobs. Adequate resources, good organization, training and training materials, professionalism, and collegial working relationships were key factors in learning transfer. Project startup problems, organizational constraints, and personal inadequacies were significant barriers. Given that outreach/extension education is a relatively recent tradition in Ukraine, the understanding and application of programming concepts by project faculty was quite remarkable and undoubtedly contributed to its success.
Keywords: Learning Transfer Climate, Learning Transfer System Inventory (LTSI)