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The purpose of this paper is to examine the results of an empirical exploration of the relationship between learning transfer climates and organizational innovation. Additionally, factors associated with learning transfer climate that could account for innovation in Korean public and private organizations have been explored.

This study relies on quantitative data obtained from two survey questionnaires. The sample consists of 390 employees working for seven private and five public organizations; further, each employee has completed at least one training program within a one-year period.

Results of the study demonstrate that private, rather than public organizations, have significantly higher mean scores for all five learning transfer climate variables and for perceived organizational innovation. The results of multiple regression analyses reveal that openness to change and performance coaching have common and significant impacts on perceived innovation in both private and public organizations. However, the other three variables (i.e., transfer effort-performance expectations, performance-outcomes expectations, and performance self-efficacy) have varied effects on perceived innovation depending on organizational type. Specifically, transfer effort-performance expectations has a relatively meaningful impact on perceived innovation in public organizations. Performance-outcomes expectations and performance self-efficacy have relatively meaningful effects on perceived innovation in private organizations.

The sample for this study consists of employees solely from Korean organizations. Therefore, further studies encompassing a greater sampling variety are required to determine the generalizability of these results. In addition, this study is limited to an investigation of the possible differences between public and private organizations with respect to their learning transfer climates and innovation. In studies to follow, researchers can further investigate these relationships in segmented organizations.

The results of this study will assist human resource practitioners to promote innovation effectively and efficiently based on organizational type.

Despite the enormous investment in employee training, training effectiveness is often hampered by insufficient transfer of learning (TOL) among trainees, making the return on training investment suboptimal. The challenge of effective TOL among employees is enormous, including personal and organizational factors, and research exploring this is inconclusive. This study aims to investigate organizational climate and TOL and the mediating role of emotional intelligence.

Applying identical elements and social cognitive theories, the study used multistage sampling techniques through purposive, convenience and simple random sampling collected using validated measures of the study constructs formed into a survey questionnaire. Multiple Regression and Process Macro were used to analyze the data.

Results revealed significant relationships between formalization, performance feedback, employee participation, innovation and flexibility with TOL. Organizational climate dimensions jointly and independently predicted TOL. However, only formalization was inversely related to TOL. Emotional intelligence partially mediates the relationship between organizational climate dimensions and TOL. The study recommends the need for managers to encourage autonomy, creativity and flexibility and provide honest and valid feedback to foster the TOL.

By addressing the limitations of other studies, this study advances knowledge by underlining the significance of including and further exploring the mediating role of trainees’ emotional intelligence on the relationship between organizational climate (formalization, performance feedback, employee participation, innovation and flexibility) and TOL.

Benchmarking research has explored the role of organizational practices and business processes rooted with human capabilities for achieving growth performance. The role of high performance work system as an organizational practice and business process is yet to be studied. Even if studied, no study has been conducted on the role of training transfer climate on high performance work system and organizational performance. The current research aims at examining high performance work system on organizational performance. Further, the study also examine training transfer climate as a mediating variable between HPWS and organizational performance.

Data collected from 415 executives of a high performance-based power sector company of Gujarat, India. The survey instrument consists of high performance work system, training transfer climate and organizational performance. Confirmatory factor analysis was used for a simultaneous assessment of overall and specific elements of measurement validity and reliability. Structural equation modelling used to test the hypothesized model.

The result proved the capability of high performance work system to predict organizational performance. Further, the result supports the hypothesis that training transfer climate acts as a mediator between high performance work system and organizational performance.

The result has important theoretical and managerial implications. Theoretically, the research extends the scope of benchmarking to high performance work system. The managerial implications have been discussed from the training transfer climate perspectives.

The originality of the study lies with proving the role of high performance work system and training transfer climate as an organizational practice and business process within benchmarking research.

The purpose of this paper is to test and explain the context where motivation to learn (MTL) reduces innovative behavior in the organizational context.

The authors used questionnaire survey to collect data in a field study. In order to test the moderating effect of transfer climate, MTL on the relationship between MTL and innovative behavior, a sample of 606 employees was analyzed to examine the theoretical expectation by using multiple regression and bootstrapping.

The authors found employees motivated to learn showed less innovative behavior when perceived transfer climate is less favorable. The authors further revealed that motivation to transfer mediates the moderating effect of transfer climate for the relationship between MTL and innovative behavior.

One suggestion for further research is to investigate the relationship among the four constructs by using multi-source, multi-wave and multi-level method.

This study provides several useful guidance of how organization and manager avoid the negative effects of MTL through encouraging employees to learn new knowledge and skills, and providing employee opportunities to use their acquired knowledge and skills.

The authors contribute to the motivational literature by taking a step further to understand the effect of MTL. The authors propose and confirm that employee MTL can lead to negative outcomes when individuals perceived transfer climate is low. The results offer new insight beyond previous findings on positive or non-significant relationship between MTL and innovative behavior. The results further show that this interactive effect is induced by motivation to transfer. Particularly, low transfer climate reduces individuals’ motivation to transfer, and individuals with high MTL have low innovative behavior when they are less motivated to transfer.

Organisations invest heavily in training and development initiatives (Miller, 2012). However, a small percentage of what is learnt by the trainees from training gets transferred to the job (Mackay, 2007). The purpose of this study is to extend previous findings and examine various organisational factors, which have not been studied sufficiently, that influence training transfer.

A conceptual model based on previous research work is hypothesised and tested. The sample included 123 full-time employees working at one of the major public sector organisations operating in India.

The result suggested that training transfer climate, training awareness, participation and involvement in training decision and training assessment mechanism were found to be positively and significantly related to perceived training transfer.

Typical limitations consistent with self-report measures (e.g. social desirability) apply to this study as well. Another limitation was the small sample size. Future studies should assess a large sample size. Future research may assess the extent to which not only trainees but also other training stakeholders, such as trainers and supervisors, feel accountable and responsible for training and its transfer. This would provide a stronger test of the accountability hypothesis. It would also be worthwhile to study the type of evaluation/assessment mechanism that would be more appropriate for training transfer.

Organisations should take care of these organisational factors for increasing the transfer of training at the workplace. Organisations can have better control over these factors compared to individual-related variables. Future research studies may also look at the role of evaluation/assessment feedback in training transfer. Finally, the mediating or moderating role of some of the organisational factors can also be considered for future research work.

This study is an attempt to add value to the present literature on training transfer by focusing on organisational factors. Most factors studied were neglected by previous research studies. Hence, this is a moderate attempt to add to the transfer of training literature.

The purpose of this paper is to analyse the relationship between a supportive organisational climate and training process outcomes; to analyse the mediating effect of job satisfaction between a supportive organisational climate and training process outcomes; and to analyse the moderating effect of a proactive attitude on a supportive organisational climate and training process outcomes.

The participants consisted of 359 employees recruited from 18 companies in Spain. The hypotheses were tested with structural equations via partial least squares regression.

The data indicated a positive and statistically significant relationship between a supportive organisational climate and training process outcomes. The proposed moderating and mediating effects are also verified.

This work contributes to the literature on human resource management and the relationship between organisational behaviour and training outcomes. In addition, it shows the role of attitudes between organisational climate and training outcomes.

The purpose of this paper is to decipher the possibility of ensuring the effectiveness of sales training by focusing on selected organization-related variables and thereafter aims at making recommendations for enhancing the overall sales training effectiveness. Variables that are under organizations’ control, like training transfer climate, training evaluation and degree of choice (mandatory or by choice) were selected for this study. The study also attempted to understand how these variables influence at pre-training stage and post-training stage.

This cross-sectional research involved both exploratory and conclusive phases. To test the postulated hypotheses, data were collected in two phases from sales executives of a large oil and gas petrochemical company having the presence across India. A total of 370 sales executives, who were the part of a sales training program, were approached twice, one before the training and once after the eight weeks of training. Data from the respondents who completed both pre- and post-training survey (255) were used for analyses.

The results indicate that all the three predictor variables – training awareness, perceived transfer climate and the presence of an appropriate training evaluation mechanism, influence trainees’ motivation to learn. The results depict that motivation to learn mediates the association between the predictor variables and the resultant variable. Also, degree of choice was found to moderate the association between motivation to learn and sales training effectiveness. The research reinforces the significance of pre-training factors in designing sales training programs to ensure its better effectiveness.

The present study captures organizational-level variables as they are under the control of the organization and can be managed. The study included both motivation to learn and training effectiveness in the hypothesized model to understand the motivational issues in a holistic perspective. The outcomes of this research strengthen the role of trainees’ motivation to learn as a connecting variable between organizational-level variables and sales training effectiveness. Thus, the outcome of this study contributes to the literature on training motivation as well as training effectiveness.

The findings of this study are significant for sales organizations or the organizations offering sales training aiming to enhance overall training effectiveness. Training managers must focus on these factors and ensure that all the pre-training organizational-level variables are very well-taken care of. This implies that the trainees need to be well informed about the training calendar, training policies, training content, expectations from them and how the program will be evaluated after training, along with appropriate positive transfer climate. Organizations should also include proper training evaluation mechanism to measure training at different levels.

This study is an attempt to decipher the possibility of ensuring the effectiveness of sales training by focusing on select organization-related variables, and thereafter aims at making recommendations for enhancing the overall sales training effectiveness. The study’s uniqueness lies in simultaneous examination of influence of various variables, and that too at two different points of time (before and after the training). These two perspectives are apparently missing in the existing sales training literature.

Enterprise social media can be the organizational transactive memory in which the knowledge dialogue provides users with the metaknowledge to support knowledge transfer. The purpose of this study is to examine a mediation model to show how perceived critical mass, openness and affiliation climate affect organizational knowledge transfer through the mediation of improving the metaknowledge of who knows what and whom.

To test the mediation model and corresponding hypotheses, this study employs structural equation modeling analysis using 264 valid questionnaires.

The study found the two mediators fully explained the effects of the three preconditions on knowledge transfer.

These results help us to better understand the benefits of enterprise social media and the functions of transactive memory in organizations.

The purpose of this article is to provide further insight into the relationship between supervisor support and transfer of training, by taking into account the effects of other transfer‐influencing factors in a systemic approach of the transfer process.

A review of studies on factors affecting transfer of training was conducted, with a specific focus on the effects of supervisor support, resulting in the development of a research model of the transfer process. All components of the model were measured by means of questionnaires for former trainees and their supervisors, and stepwise regression analyses were carried out to examine the relationships in the model.

Results indicate indirect relationships between supervisor support and transfer of training, by means of both trainees' motivation to transfer and the transfer climate. The indirect effect of supervisor support on transfer of training is only slight, however. Learning results are shown to be the strongest predictor of transfer of training.

Owing to the small sample size structural equation modelling techniques could not be used, thus limiting the possibility to test the model as a single entity. The use of perceptional measures implies the risk of response tendencies from trainees and supervisors. Further research using different measures and different timing of measurement during the training and transfer process is recommended.

Results of this study indicate that supervisor support that is intended to enhance transfer of training can best be directed at improvement of the transfer climate at the workplace.

The paper provides both researchers and practitioners with a further insight into the complex effects of supervisor support on transfer of training, indicating the importance of taking into account the effects of other transfer‐influencing factors.

This paper aims to use goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace.

Data were obtained by an online survey of MBA students enrolled in at four US graduate business schools. These were a public and private institution in the Northeast region, a private sectarian institution in the Midwest region and a private institution in the Pacific region. All students worked while attending the university. The sampling frame consisted of each school’s MBA enrollees. Questionnaires were distributed to a random cross-section of part-time students at each graduate school of business representative of returned by 144 students. The profiles of responders were consistent with parameters for the entire MBA student population.

The research shows that multiple goals of reciprocal knowledge and skills transfer may be in harmony and mutually reinforcing. In principle, each goal is more likely to be attained with greater economy of effort than might be surmised. Additionally, the same forces may act similarly to facilitate attainment of two well-integrated goals, in this case transfer between MBA studies and work, as well as between work and MBA studies.

The present study involved participants from part-time public and private MBA granting institutions in the USA. The study tested and extended goal-setting theory and introduced the innovative concept of reciprocal transfer. Future studies should seek to generalize the findings to a broader population of part-time MBA students, especially from other nations. Despite its strengths, the findings of this study need to be interpreted in the perspective of some limitations. The current study did not measure transfer climates in either the organization or university settings. Transfer climates undoubtedly have an important bearing on transfer outcomes.

Review of the present study suggests that a positive MBA environment is needed to influence motivation to learn and perceptions of the MBA program’s utility, thereby promoting transfer of knowledge and skills to MBA studies from the workplace. A supportive work-to-MBA-studies transfer climate will lead to more active learning of course content that has greater relevance for achieving career goals. Potentially generalizable from the organizational transfer climate literature (Rouiller and Goldstein 1990; Rouiller and Goldstein 1993), positive transfer from work to MBA studies will occur when appropriate situational cues and consequences are present in the program.

A constructive implication suggested by the findings of this study would be the intervention and transfer management by educators to structure and strengthen the university transfer climate of their part-time MBA programs. Traditionally, the concept of transfer climate has been primarily applied to employee workplace training activity and job performance. The university culture of the MBA student might emphasize and reward continuous learning from workplace experiences. Opportunities at the university should be provided for the exercise of newly acquired workplace skills that reinforce MBA learning experiences.

This is the first study that shows how learning goals and performance goals are integrated in the context of a new concept, i.e. reciprocal transfer of knowledge and skills between MBA and workplace settings. It also demonstrates, for the first time, the impact of learning and motivation for MBA studies and perceived utility of MBA program on the extent of transfer of learning and skills from the workplace to the university setting.