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This study aims to examine the link between supervisor support, transfer motivation and post-training usage of enterprise resource planning (ERP) systems. The study tested the influence of supervisor support and transfer motivation on training transfer in a complex information systems environment. Second, the study tested the mediating effect of transfer motivation in the relationship between supervisor support and training transfer.

An online survey method was used to collect data from 170 ERP system users, who had previously attended ERP system training. The descriptive analysis was conducted with SPSS version 24, while Hayes Process Macro was used to test the research model and the mediation analysis.

The findings from this study showed that supervisor support and transfer motivation positively influence training transfer. The additional result also confirmed that transfer motivation mediates the relationship between supervisor support and training transfer.

The study contributes to training theory by specifically analysing the interactions among supervisor support, transfer motivation and training transfer in a complex information system environment. One of the limitations of this study is the cross-sectional design adopted; future studies could improve by using multiple sources of data collection.

The study highlights the importance of social exchanges in an ERP transfer environment.

This paper provides a better understanding of the influences of supervisor support and transfer motivation on the transfer of hard skills in a complex environment.

This paper aims to apply complexity theory tenets to deepen understanding, explanation and prediction of how configurations of national cultures and need motivations influence national entrepreneurial and innovation behavior and nations’ quality-of-life (QOL). Also, the study examines whether or not high national ethical behavior is sufficient for indicating nations high in quality-of-life.

Applying core tenets of complexity theory, the study constructs asymmetric, case-based (nations), explanations and predictive models of cultures’ consequences (via Schwartz’s seven value dimensions) and implicit need motivations (via McClelland’s three need motivations) indicating national entrepreneur and innovation activities and subsequent national quality-of-life and ethical behavior. The study includes testing configurational models empirically for predictive accuracy. The empirical examination is for a set of data for 24 nations in Asia, Europe, North and South America and the South Pacific.

The findings confirm the usefulness of applying complexity theory to learn how culture and motivation configurations support versus have negative consequences on nations’ entrepreneurship, innovation and human well-being. Nurturing of entrepreneur activities supports the nurturing of enterprise innovation activity and their joint occurrence indicates nations achieving high quality-of-life. The findings advance the perspective that different sets of cultural value configurations indicate nations high versus low in entrepreneur and innovation activities.

High entrepreneur activities without high innovation activity are insufficient for achieving high national quality-of-life. Achieving high ethical behavior supports high quality-of-life.

This study is one of the first to apply complexity theory tenets in the field of entrepreneurship research. The study here advances the perspective that case-based asymmetric modeling of recipes is necessary to explain and predict entrepreneur activities and outcomes rather than examining whether variable relationships are statistically significant from zero.

The purpose of this study is to augment knowledge of how work environment and personal characteristics affect intention to transfer in a work context. This study aims to investigate the factors that can influence intention to transfer training in a professional development training context. The study examined the predictive capacity of organizational support, supervisor support, training readiness and learning motivation on transfer intention among the study respondents.

Data were collected from teachers in secondary schools in the USA. The structural equation modeling method was adopted to analyze 216 responses using a self-report survey.

We found that (a) organizational support was directly associated with supervisor support for training, (b) supervisor support for training significantly influenced training readiness and motivation to learn, (c) training readiness positively affected motivation to learn, and (d) motivation to learn positively influenced intention to transfer. In addition, supervisor support mediated the relationships between organizational support and training readiness and between organizational support and motivation to learn. Training readiness linked intention to transfer and motivation to learn. Motivation to learn also played a mediating role in the relationship between supervisor support and intention to transfer.

Our findings add to the academic work on training transfer by empirically analyzing how both the environment (e.g. organizational support) and individual factors (e.g. learning motivation) influence employees’ intention to transfer. In particular, we investigated the potential impact of both organizational support and supervisory support on intentions to transfer, compared to previous studies emphasizing only supervisory support to improve training outcomes.

The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process.

This study proposes and tests a framework via structural equation modelling by including supervisor and peer support, instrumentality and learner readiness on 503 Malaysian bank employees. It proposes a modified and improved scale for learner readiness previously developed by Holton et al..

As hypothesized, supervisor and peer support increase the motivation level of the trainee to transfer the learned skills. The findings of this study will help researchers to resolve the conflict among past researchers about the role of peer and supervisor support in training transfer process. In addition, an improved scale of learner readiness is used and the result indicates a significant relationship between learner readiness and transfer motivation. Furthermore, this study explains the importance of intrinsic rewards and finds that intrinsic rewards make trainees retain more skills and learned skills are transferred to the work place.

The findings of this research would be helpful for human resource development professionals to develop effective strategies in order to maximize the training transfer and effectively manage the training program. The findings of this research explained the role of stakeholders – trainers, trainees, supervisors, peers and top management – which will maximize the training transfer at the work place.

This paper examines new relationships among different factors which resist transfer motivation and training transfer at the workplace.

The support of host country nationals (HCNs) is a key determinant of expatriate adjustment and performance. The purpose of this paper is to explore underlying motivations for their support to expatriates. Previous research has shown that HCNs with pro-social motivation are more likely to help expatriates. Drawing upon motivated information processing in groups (MIP-G) theory, the authors test whether epistemic motivation moderates the observed relationship between pro-social motivation and HCNs’ support toward expatriates.

The authors ran two correlational studies (N = 267) in the USA (Study 1) and South Korea (Study 2). Across two studies, epistemic motivation and social motivation were measured using their multiple proxies validated in previous research. The authors also measured HCNs’ willingness to offer role information and social support to a hypothetical expatriate worker.

Results lend support to our hypotheses that pro-social HCNs are more willing than pro-self HCNs to provide role information and social support to the expatriates, but this occurs only when they have high rather than low epistemic motivation.

The current paper contributes the literature on HCNs helping expatriates by qualifying the prior results that a pro-social motivation (e.g. agreeableness and collectivism) increases the willingness of HCNs to help expatriates. As hypothesized, this study found that that case is only true when HCNs have high, rather than low, epistemic motivation. Also, previous research on MIP-G theory has mainly focused on the performance of small groups (e.g. negotiation, creativity and decision-making). To the best of the authors’ knowledge, this research is the first attempt to test MIP-G theory in the context of HCNs helping expatriates.

The purpose of this paper is to investigate whether organizational support for innovation and informational extrinsic rewards moderate the relationship between intrinsic motivation and innovative work behavior.

Multiple and hierarchical regression analyses based on data from 150 knowledge workers tested the hypotheses for a South African sample.

The results confirmed a positive relationship between intrinsic motivation and innovative work behavior, and found positive relationships between both organizational support for innovation and informational extrinsic rewards and innovative work behavior. While organizational support positively moderated the relationship between intrinsic motivation and innovative work behavior, acting in synergy with intrinsic motivation, informational extrinsic rewards had a negative moderating effect.

When organizations want to encourage knowledge workers to generate, promote and realize innovative ideas, they should create an environment that encourages autonomy, competence and relatedness, with support for creativity and differences of ideas.

The study provides new indications of the interactions of synergistic extrinsic rewards and intrinsic motivation to affect innovative work behavior.

Substantially few or no known empirical studies have explicitly focused on the higher-order construct of motivation in human resource development (HRD), namely, motivation to improve work through learning (MTIWL) as a mediator linking personality traits and social support to training transfer. Hence, the purpose of this paper is to redress the inadequacy by exploring the role of MTIWL as a mediator on such relationships.

Consistent with positivism, quantitative data based on self-rating were collected from 131 trainees attending management training programs organized by a public sector training provider in Malaysia.

The findings indicate that personality traits (i.e. conscientiousness, extraversion, and agreeableness) and social support (i.e. perceived organizational support and peer support) influenced training transfer via the mediating role of MTIWL. Supervisor support, nonetheless, was not a significant predictor of training transfer through MTIWL.

This study focuses on a more holistic motivational construct than simple motivation in HRD. The focus on MTIWL extends the existing understanding of the underlying motivational influences that link dispositional and situational factors to training transfer in occupational settings.

This study aims to present the Chinese entrepreneurial environment and explore Chinese tertiary students’ online-startup motivation on live streaming platforms. Based on the COM-B behaviour changing theory, this paper discovers various influencing factors from environmental opportunity and personal capability aspects. It analyses their effects under the cooperative system established among official departments, industries and universities. Meanwhile, considering social and cultural control, it also refers to the uncertainty-avoidance dimension from the Hofstede cultural theory and re-evaluates its influence on Chinese tertiary students’ online-startup motivation.

The authors analyse 474 responses from online questionnaires through partial least squares path modelling and variance-based structural equation modelling. The paper claims that environmental opportunity and personal capability factors positively affect students’ online-startup motivation, but uncertainty-avoidance thinking plays a negative role. The study also measures the importance-performance map analysis to explore additional findings and discuss managerial implications.

Both platform support and official department support positively impact Chinese tertiary students’ online-startup motivation and entrepreneurial skills learned from universities are beneficial for them to build online-startup confidence. Meanwhile, influenced by the cooperative system implemented among official departments, industries and universities, official department support positively affects platform support and entrepreneurial skills. Conversely, influenced by Chinese traditional Confucian culture, uncertainty-avoidance thinking negatively affects tertiary students’ online-startup motivation.

This paper demonstrates the analysis of Chinese tertiary students’ online-startup motivation drawing on the COM-B behaviour changing and Hofstede cultural theories. Specifically, this study divides influencing factors into three specific aspects as follows: environmental opportunity, personal capability and social and cultural control. Unlike existing research applying traditional research models, the combination of the COM-B behaviour changing theory and the Hofstede cultural theory could be conducive to making the research model reflect influencing factors and present their different relationships.

Recent developments in research related to training transfer have recognized transfer as a complex process rather than a product of training. Transfer intention has been viewed as the first and most crucial stage in the transfer process. Despite its importance in determining the extent to which training transfer can occur, transfer intention has not been examined sufficiently in the literature. This paper aims to address this deficiency.

For the purpose of enhancing the knowledge and understanding of transfer intention as an important facet of the transfer process, the study was conducted to examine the influences of self‐efficacy as an individual‐level factor and supervisor support as an organizational‐level constituent on transfer intention. Owing to the paucity of research on transfer intention, the theoretical framework on the bases of which the hypotheses regarding the relationships between those two antecedents and transfer intention were constructed was partially supplemented by the Theory of Planned Behavior. The mediation role of motivation to learn in each of those relationships was also investigated, based on a series of regression analyses performed on the data collected from 287 public employees in Saudi Arabia.

The results showed that supervisor support was the most salient factor that affects transfer intention. Motivation to learn was found to influence transfer intention directly and to partially mediate the relationships of transfer intention with supervisor support and self‐efficacy.

Further analysis showed that supervisor support fully mediates the relationship between self‐efficacy and transfer intention.

The purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness, motivation to transfer and job performance.

A total of 216 responses from educational organizations in the USA were analyzed using the structural equation modeling method.

The findings indicate that supervisor support for training directly affected motivation to learn; both developmental needs awareness and motivation to learn had direct and significant effects on training readiness, motivation to transfer and job performance; developmental needs awareness directly affected motivation to learn; training readiness directly affected motivation to transfer.

This study investigated how supervisor support contributes to motivation, training and job performance. In addition, this study attempted to bridge the gap in the literature by investigating the relationships among supervisor support, developmental needs awareness, learning motivation, training readiness, transfer motivation and job performance.

By conducting an initial needs assessment of participants, human resource development (HRD) practitioners can reflect on what participants want and need when designing and implementing professional development programs. HRD practitioners can also collaborate with participants’ supervisors to prepare for interventions to improve the quality and practicality of existing professional development programs.

Although the extant literature suggests that organizational support, motivation and training transfer are distinct but highly interrelated constructs; little is known about the predictive properties of a supervisor’s role in the training literature. Supervisors play a crucial role in that they can influence their subordinates on whether to participate in training programs. The ability of supervisors to provide adequate support and engage in comfortable communication about training programs may lead to enhanced motivation to learn and to greater training transfer. These potentially desirable effects motivate the researchers to further explore the nature of this component and its relationship with other training outcome variables.