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This study aims to examine the relationships among structured-on-the job training (ST), mentoring, job rotation and the work environment factors on tacit knowledge transfer from training.

This study used quantitative research techniques to examine the causal relationships among the key study variables. A questionnaire-based survey has developed to evaluate the research model by drawing a convenience sample includes 239 employees working in the Arab Potash Company located in Jordan. Surveyed data were examined following the structural equation modeling procedures.

The results revealed that adapting of the ST, mentoring and job rotation in industrial firms had direct effect on the employees’ abilities to learn and transfer tacit knowledge from training to the actual work, and how these learning strategies strengthen employees’ abilities in solving work problems, improving customers’ satisfaction and quality of products and services. As well as, it affirmed the strong direct effect of work environment factors such as supervisor and peer support on the employees’ abilities to learning and transferring tacit knowledge to their jobs. However, this study showed that work environment factors have no significant mediating role on the relationship among ST, mentoring, job rotation and the employees’ abilities to learn and transfer tacit knowledge to their jobs.

The study results are opening the doors for future studies to examine the relationships among the methods of training and learning in the workplace, the work environment factors and tacit knowledge transfer from training to the jobs as prerequisites for improving the employees and organization performance. These results would be validated by conducting future research, examining larger samples of industrial companies to give more accurate data and clear explanations to the relationships among the study variables. It also suggests to replace the characteristics of work environment (supervisor support and peer support) by trainees’ characteristics (self-efficacy and career commitment) to give a better understanding to the relationships among the key study variables.

With regard to improving the employees’ competency while doing their jobs, this study developed a conceptual framework that guides managers to recognize the importance of ST, mentoring and job rotation in increasing the employees’ learning together; and giving them the chance to use the new learned experiences and knowledge to improve the organization performance and its competitive advantage. This study helps managers build a positive work environment that encourages social interaction, respect and mutual interest among employees, and increases their sense of responsibility for learning and transferring skills and knowledge to the jobs.

The training methods in the workplace go beyond immediate work performance to act as a promising tool make employees’ learning more easily and faster, and help them to transfer and retain new skills and knowledge, adapt with changing environments, build stronger relationships with stakeholders and at the same time, make the organizations ensure that employees comply with their societal goals.

The authors have noticed that large portions of the studies on training and human resources development neglected the role effect of (ST, mentoring and job rotation) on the tacit knowledge transfer from training to the jobs. Hence, these gaps in researches have motivated to develop a theoretical model that helps to examine the relationship between the two constructs. This study also suggests to examine the mediating role effects of work environment factors on the relationships among (ST, mentoring and job rotation) and tacit knowledge transfer, as well as it extends to examine the mediating role of work environment factors on transferring knowledge to jobs, attributed to the demographic variables such as gender, age, work experience and education level.

This study aims to assess students’ perceived quality of university administrative services, and reconnoiter the disparities in their perceptions according to their gender and college. This study also scrutinizes the influences of students’ perceived quality of university administrative services on their behavioral intentions, and examines the moderating effects of students’ gender on these influences.

Achieving a reply rate of 68 per cent, this study was carried out in a public university in Jordan by using a stratified systematic random sample consisting of 10 per cent of the population, where 572 usable questionnaires were returned. Reliabilities of scales were assessed via Cronbach’s alpha, and hypotheses were tested via t-test, analysis of variance and hierarchical regressions.

The results showed that after controlling for other studied variables, students’ perceived quality of university administrative services explains 5.6 and 4.1 per cent of their behavioral intentions to transfer to a different university and to recommend their university, respectively. Further, when considering individually the five dimensions of students’ perceived quality of university administrative services, they explain 7.1 and 16.4 per cent of students’ behavioral intentions to transfer to a different university and to recommend their university, respectively. Furthermore, students’ gender moderates the influence of assurance on students’ intentions to recommend, as this moderating effect explains 2.7 per cent of students’ intentions to recommend.

This study addresses for the first time the influences for the perceived quality of the administrative services provided by a Jordanian public university on the behavior intentions after controlling for several variables including intention to leave university study and finding a moderating role for students’ gender.