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Of the various factors directly or indirectly influencing transfer of training, supervisor support as a work environment variable is found to have diverse relationships with transfer, further complicated with the perspective of time. The purpose of this paper is to bring together findings from past research to have a better insight on the impact of supervisor support on training transfer.

A qualitative approach has been adopted to review existing research on the selected constructs.

Literature reveals divergent influences of supervisor support on transfer: some researchers have established a direct-indirect relationship, some opine a positive-negative relationship and few show mixed results. Usually the relation is found to be indirect when trainee characteristics have been used as mediators. The authors may infer that the influence of supervisor support on transfer is contextual and nothing can be said affirmatively on their relation.

Supervisors can harness trainee characteristics by enhancing their motivation to learn and motivation to transfer. They can familiarize trainees with the programme, discuss how to apply newly learnt skills to jobs, set goals and provide timely feedback. Trainers should train supervisors about how to support trainees before, during and after training. Overall, organizations must structure the role of supervisors in a way that would ensure maximized training transfer and effective management of a training programme.

This study provides a better understanding of the association between supervisor support and training transfer, taking into consideration all dimensions, namely positive or negative, direct or indirect and even mixed.

This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities.

The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training.

Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff.

Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished.

We examined the impact of a leadership support training intervention implemented prior to the coronavirus (COVID-19) pandemic on support behaviors specific to COVID-19 during the pandemic. Primary intervention targets (i.e. family-supportive supervisor behaviors and sleep leadership behaviors) were explored as mediators between the intervention and supportive COVID-19 leadership behaviors.

A cluster randomized controlled trial intervention was implemented with service members and their supervisors in the Army and Air National Guard throughout 2017–2019. Follow-up survey data were collected after the intervention, including during the COVID-19 pandemic in 2020. Direct and indirect intervention effects were tested.

A pre-COVID intervention targeting leader support for family and sleep health had a direct effect on leader support specific to the COVID-19 pandemic. Additionally, sleep leadership, but not family-supportive supervisor behaviors, mediated the intervention effects on supportive COVID-19 leadership. These findings suggest that certain leadership training interventions can transfer across knowledge domains and time.

Findings from this study demonstrate that training leaders on support behaviors improves their ability to support employees during the COVID-19 pandemic and may translate to crisis leadership in other contexts.

We examined the long-term effects of an intervention that was implemented approximately 1–2 years prior to the COVID-19 pandemic on leadership support behaviors specific to the pandemic. Our findings contribute to the leadership, training, and organizational intervention literatures, and have implications for how leaders can support employees during crises.

This study aims to explore the relationships between employees’ training orientation, organizational support for training and employees’ training satisfaction. It also investigates the mediating role of perceived value of training in the relationships.

Based on a literature review on training, the study proposes a theoretical model that links employees’ training orientation and organizational support for training to training satisfaction directly and indirectly via perceived value of training, while employees’ training satisfaction may influence affective commitment. The model was tested using responses from 364 Chinese employees in Macao.

Results of partial least square-structural equation modeling showed that employees’ training orientation influenced training satisfaction directly and indirectly through perceived value of training, while organizational support for training also influenced employees’ training satisfaction indirectly through perceived value of training. Training satisfaction had a positive effect on affective commitment.

The study’s limitations include a cross-sectional design and the characteristics of Macao’s economic structure. Although the causality of relationships was grounded in prior studies, reverse relationships might exist between some selected variables. It is suggested that a longitudinal study shall be carried out to confirm the causality of relationships. Additionally, Macao’s economy is dominated by its service sector. Future research can be carried out in other cities that have the manufacturing and high-technology sectors.

The study unveiled that employees’ training orientation including their general attitude towards training and training goal orientation and organizational support for training are key antecedents of training satisfaction. Human resources professionals in organizations must develop innovative ways, such as simulation games and competitions, to enhance the awareness of the importance of training to their employees. Additionally, they must advocate and demonstrate organizations providing supportive environments for training.

Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support.

The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used.

Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer.

Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer.

An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

Increasingly, academics, practitioners and governments recognise the need to examine the role and effectiveness of entrepreneurship training and support. Studies to date have examined the importance of training and other skill development opportunities in promoting entrepreneurship in the context of different sectors, regions and countries. An important theme to emerge from the research is the failure of some programmes to take on board the cultural, educational and social background of the “entrepreneurs”, leading to ineffective training and support. This paper investigates the effectiveness of training and support initiatives for entrepreneurs in Ireland and The Netherlands, examining the experiences of 57 entrepreneurs from the services, manufacturing and high technology sectors in Ireland and The Netherlands. The results highlight the value of non‐formal support structures, such as mentoring and networking, and question the value of traditional formal business education and training strategies.

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 explore the differential role that organizational support (perceived organizational support (POS)), supervisory support (perceived supervisory support (PSS)) and colleague support (perceived colleague support (PCS)) – as perceived by newcomers – play in the transfer of the latter's training as well as the development of affective and normative commitment towards their work organization.

Using a sample of 251 new hires, a series of regression analyses was conducted to test direct and moderating effects.

Findings showed that all three forms of organizational support examined had independent and direct effects on the dependent variables. Only perceived peer support did not add incrementally to the prediction of normative commitment when the other two support sources entered the equation. Further, the results supported the role of POS as a moderator in the supervisor support‐training transfer relationship as well as its role as a moderator in the colleague support‐affective commitment relationship. Specifically, high POS was found to strengthen the PSS‐training transfer and PCS‐affective commitment relationships, while low POS weakened these relationships.

Since data are based on self‐reports, common method bias may have inflated the relationships among the variables. The paper contributes to both research and practice by providing support for the distinction between the three forms of organizational support.

The paper contributes to both research and practice by providing support for the distinction between the three forms of organizational support.

This investigation extends previous research by demonstrating the existence of the moderating effect of POS on the relationship between PSS and newcomers' training transfer, and between PCS and newcomers' development of affective commitment towards their work organization.

The purpose of this paper is to address the question “what is the relationship between employees’ perception on training and employees’ organisational commitment?” using the widely accepted theories of three-component model of organisational commitment and training-related variables.

This study utilises the survey methodology approach. The study design is an associational descriptive research designed to identify the relationship between employees’ training measured by five training variables (perceived availability of training, motivation to learn in training, perceived co-worker support for training, perceived supervisor support for training and perceived benefits of training) and employees’ organisational commitment measured by three organisational commitment components (affective commitment, continuance commitment and normative commitment). The target population of this study consisted of academic staffs of one of the faculty in a public university in Malaysia. The name of the University is not disclosed due to the request from the management of the University. Comprehensive sampling approach was used in this survey, whereby the survey was distributed to all the target population. This approach was chosen to ensure higher response rate from the respondents. The target population is academic staff and 60 responses were analysed.

Findings from the study revealed a significant and positive relationship between the training-related variables (availability of training, motivation to learn, co-worker support for training, supervisor support for training and benefits of training) the affective and normative commitment components of the organisational commitment; while a non-significant relationship with continuance commitment. Additionally, the results of the study revealed that the best predictor of affective commitment is co-worker support for training followed by availability of training. For normative commitment, the best predictor was availability of training.

Although this study was conducted in the education industry, the results of this study were consistent with previous studies conducted in western countries and the few studies conducted in some Asian countries such as Qatar, China, Australia and Malaysia that are non-education industries. However, the study was conducted in a single university in Malaysia and therefore results of the study may not be generalisable to all higher institutions nor the universities excluded in the sample. The study was limited to academic staffs, and does not involve other employees such as non-academic staff. Therefore the result may not be generalisable to those excluded staff as training policies, skills and knowledge requirement among various staff categories differ.

This study has indicated that co-worker support for training and supervisor support of training enhance emotional attachment/sense of belonging (i.e. affective commitment) and loyalty (i.e. normative commitments) among academic staff. Thus in this view the university authority could create an environment where there is a strong encouragement by colleagues and supervisors towards participating in training activities. Supervisors in the context of this study refer to HoDs, Deans, head of research groups, etc. This research has also revealed that availability (or access) to training has a strong relationship with both affective and normative commitments; with availability of training a strong predictor of the former type of commitment. Therefore the university through supervisors can play a role in publicising the availability of training to the academic staff. The university can also design more in-house training and development programmes/activities as well as encourage and financially support external training programmes that will enhance the academic staff teaching and research skills. Such move by the university could be perceived by the academic staff as support and care which ultimately leads to better organisational performance.

This is a pioneering study on perception on training towards organisational commitment among academic staff in a public university in Malaysia. The result of this study will spur public universities in Malaysia to find ways to improve their training plan and design to achieve maximum satisfaction among the academician.

Quotes recent (1994) literature suggesting that workers receive more training and support in their local work area than from a centralized management information systems (MIS) group. Suggests that there is therefore little knowledge about how users learn the computing skills necessary for them to achieve their tasks. Explores the issues. Presents four case studies, two having a central MIS training and support functions and two having none. Observes that in four work groups members depended on locally emerging arrangements for training and support.