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1 – 10 of over 50000Carmen Domínguez-Falcón, Margarita Fernández-Monroy, Inmaculada Galván-Sánchez and José Luis Ballesteros-Rodríguez
The purpose of this paper is to analyse the important role of training (specifically, training relevance and training transfer) in enhancing franchisor-franchisee relationship…
Abstract
Purpose
The purpose of this paper is to analyse the important role of training (specifically, training relevance and training transfer) in enhancing franchisor-franchisee relationship satisfaction, and its influence upon customer performance (e.g., customer satisfaction, quality service), all driven by an internal marketing (IM) culture.
Design/methodology/approach
An empirical study consisting of a questionnaire was conducted on a final sample of 157 individuals who are members of the franchise system. Structural equation modelling (SEM) was used to test the research hypotheses.
Findings
The results reveal that IM culture has a direct influence on training relevance; likewise, training relevance provides a positive and significant effect on training transfer, which does directly affect franchisor-franchisee relationship satisfaction and at least also impacts indirectly on customer performance.
Practical implications
In order to ensure the success of the franchise system and customer satisfaction, all franchise parties should take a proactive role in the configuration of the training programmes. This proactive role should be conformed based on an IM culture developed properly by the franchise to strengthen a successful long-term relationship.
Originality/value
This paper provides an innovative approach to strengthen the franchisor-franchisee relationship through training based on the IM culture. This exploratory study integrates different theoretical frameworks that, to our knowledge, have not been linked, such as IM culture and franchise literature, considering the franchisee as an internal customer who has an influence on external customer satisfaction, with training and training transfer as essential key factors.
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Fredrick Muyia Nafukho, Mary Alfred, Misha Chakraborty, Michelle Johnson and Catherine A. Cherrstrom
The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program…
Abstract
Purpose
The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents.
Design/methodology/approach
A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed.
Findings
The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning.
Research limitations/implications
Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses.
Originality/value
This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.
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Ana-Inés Renta-Davids, José-Miguel Jiménez-González, Manel Fandos-Garrido and Ángel-Pío González-Soto
This paper aims to analyse transfer of learning to workplace regarding to job-related training courses. Training courses analysed in this study are offered under the professional…
Abstract
Purpose
This paper aims to analyse transfer of learning to workplace regarding to job-related training courses. Training courses analysed in this study are offered under the professional training for employment framework in Spain.
Design/methodology/approach
During the training courses, trainees completed a self-reported survey of reasons for participation (time 1 data collection, N = 447). Two months after training, a second survey was sent to the trainees by email (time 2 data collection, N = 158). Factor analysis, correlations and multiple hierarchical regressions were performed.
Findings
The results of this study demonstrate the importance of training relevance and training effectiveness in transfer of training. Results indicated that relevance, the extent training courses were related to participant’s workplace activities and professional development, positively influences transfer of training. Effectiveness, training features which facilitated participants to acquire knowledge and skills, also has a significantly positive influence in transfer of training. Motivation to participate and learning-conducive workplace features also have a positive influence in transfer of training.
Originality/value
This study contributes to the understanding of transfer of learning in work-related training programmes by analysing the factors that influence transfer of learning back to the workplace. The study has practical implication for training designers and education providers to enhance work-related training in the context of the Professional Training for Employment Subsystem in Spain.
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This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational…
Abstract
Purpose
This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader.
Design/methodology/approach
The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation.
Findings
Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace.
Research limitations/implications
This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader.
Practical implications
This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study.
Originality/value
This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.
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David Mount and Lorraine Mazerolle
Police invest significant time, energy and resources to equip officers with the skills required to conduct effective investigative interviews. However, transferring those skills…
Abstract
Purpose
Police invest significant time, energy and resources to equip officers with the skills required to conduct effective investigative interviews. However, transferring those skills acquired or developed in a training environment for application in the police workplace is a journey fraught with impediments and diversions. Invariably, the quality and amount of skills transferred and applied on the job represent a paltry return on resource investment. This research explores the factors that impact the transfer of investigative interviewing skills from the training environment to the police workplace.
Design/methodology/approach
Interviews with 40 officers, both uniformed and plain-clothes, were conducted to explore the influences on and impediments to effective skill transfer. Data were inductively analysed and thematically pattern-matched with existing research findings in the adult training domain.
Findings
Results indicate that trainee motivation, perceptions of training relevance, perceptions of training quality and preparedness to conduct the task as trained directly and indirectly influence the degree to which investigative interviewing skills transfer from the training environment to the police workplace.
Originality/value
This is original research in a domain that has previously received limited academic attention. An awareness of the factors that negatively impact on the transfer of acquired skills and ways to mitigate or ameliorate the detrimental effects are likely to assist police trainers and workplace managers to improve transfer rates and get more outcome value for the money, time and effort invested in training regimes.
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The purpose of this article is to establish empirically what may motivate the manager to learn, that is, keep him interested in a course for which he has been sponsored by himself…
Abstract
The purpose of this article is to establish empirically what may motivate the manager to learn, that is, keep him interested in a course for which he has been sponsored by himself or another. The importance of this sort of study lies in the fact that its results can have implications for the design and development of courses. In other words, the trainer or educator should continually be reminded of the needs of the manager in a learning situation.
Ken Butcher and Beverley Sparks
This paper aims to investigate how small/medium hospitality (SMH) firms set preferences for knowledge transfer relating to customer service improvement activities, through a…
Abstract
Purpose
This paper aims to investigate how small/medium hospitality (SMH) firms set preferences for knowledge transfer relating to customer service improvement activities, through a determination of the most valued activities, preferred forms of media delivery and why best practice choice is valued.
Design/methodology/approach
A single cross‐sectional survey was used of 255 owners, managers or owner‐managers of SMH firms in Australia using attitude rating scales.
Findings
In nominating preferred customer service training/business performance improvement activities, the reasons for reporting a highly valued activity were grouped into six themes. Relevance and novelty of the activity were the two highest ranked activities. The remaining four themes of informative, credible, ease of use, and social were ranked equally.
Research limitations/implications
The findings suggest that hospitality firms are reluctant to embrace knowledge transfer activities in general and customer service training in particular. These findings shed light on specific preferred activities and indicate the reasons why.
Practical implications
The results from this study have been integrated with other studies to present a range of communication‐based strategies to assist industry policy makers. It is recommended that communication strategies to sell the “novelty, relevance and newness” of the customer service activity should be promoted.
Originality/value
The paper synthesises literature from the small business sector, together with hospitality‐specific papers and extends thinking beyond prescriptive advice. Given that knowledge transfer, delivered as prescriptive advice, tends to be ignored by the sector at large, this paper focuses on what managers do in practice and how they can be reached more directly.
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Martijn van der Locht, Karen van Dam and Dan S. Chiaburu
Focusing on management training, the purpose of this paper is to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation…
Abstract
Purpose
Focusing on management training, the purpose of this paper is to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well‐established predictors – motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, the authors aim to propose and test motivation to transfer as a mediator.
Design/methodology/approach
Data were collected online from 595 managers who participated in a management training program. Structural equation modeling was used to test the model.
Findings
Identical elements, expected utility and motivation to learn, each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partially mediated these relationships, identical elements and expected utility also showed direct associations with training transfer.
Research limitations/implications
Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer.
Practical implications
Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their training, to increase its value and impact.
Originality/value
This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
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Fredrick Muyia Nafukho, Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Mary E. Lockhart, Walid El Mansour, Shifang Tang, Matthew Etchells and Zhuoying Wang
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a…
Abstract
Purpose
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.
Design/methodology/approach
This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.
Findings
A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.
Research limitations/implications
Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.
Practical implications
The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.
Originality/value
Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.
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Siti Fardaniah Abdul Aziz and Shamsuddin Ahmad
The purpose of this paper is to provide human resource practitioners with practical information on the characteristics of a training programme that stimulates training motivation.
Abstract
Purpose
The purpose of this paper is to provide human resource practitioners with practical information on the characteristics of a training programme that stimulates training motivation.
Design/methodology/approach
The paper uses integrative literature reviews of 40 empirical studies on training programme characteristics that have motivated trainees conducted since 1986.
Findings
The main characteristics of a training programme that stimulate training motivation are option to voluntary attendance, training reputation, appropriate training design, and the relevance of training for job‐, career‐, and personal‐related needs.
Research limitations/implications
For future research, these six training programme characteristics should be empirically researched altogether to identify the factor with the strongest influence on training motivation, in which priorities can be focused on that main factor. Therefore, researchers are encouraged to test the proposed propositions further.
Practical implications
A number of studies indicated that training programme characteristics influence training motivation; however, different scholars selected different characteristics and defined and segregated them into various types of training motivation. Consequently, a vague explanation on the effect of the training programme on training motivation is demonstrated. Therefore, this paper seeks to help practitioners choose the right training programme characteristics that stimulate training motivation, by giving a comprehensive explanation.
Originality/value
This is the first review to explain the characteristics of a training programme that affects training motivation using an integrative and comprehensive literature review.
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