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Article
Publication date: 1 August 1998

Eddie W.L. Cheng and Danny C.K. Ho

Two attitudinal (training value and training motivation) and two organizational (opportunity to transfer and transfer reward) factors were proposed to affect the transfer

Abstract

Two attitudinal (training value and training motivation) and two organizational (opportunity to transfer and transfer reward) factors were proposed to affect the transfer of MBA knowledge to the job and were tested using multiple regression analysis. The results indicated that only training value was significantly related to transfer outcome. In other words, the greater the perception of training value, the more would be the training applications. Other factors were shown to have little impact. It might be due to the fact that testing of the transfer of MBA knowledge required a longitudinal approach that should incorporate the identification of what MBA knowledge was to be transferred. Future studies were also suggested to include other individual, attitudinal, and environmental factors to study their effects on training transfer.

Details

Journal of Managerial Psychology, vol. 13 no. 5/6
Type: Research Article
ISSN: 0268-3946

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Article
Publication date: 1 June 2015

Piyali Ghosh, Ragini Chauhan and Alka Rai

Of the various factors directly or indirectly influencing transfer of training, supervisor support as a work environment variable is found to have diverse relationships…

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Practical implications

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.

Originality/value

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.

Details

Industrial and Commercial Training, vol. 47 no. 4
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 8 June 2012

Vasiliki Brinia and Maria Efstathiou

This paper aims to present research undertaken in the biggest factory in Greece (Aluminium of Greece SA), pertaining to the transfer of training on safety in the workplace.

Abstract

Purpose

This paper aims to present research undertaken in the biggest factory in Greece (Aluminium of Greece SA), pertaining to the transfer of training on safety in the workplace.

Design/methodology/approach

Several factors (thought to affect training transfer) were measured, in order to assess whether there were favourable conditions for training transfer to happen within the specific workplace. In total, 134 questionnaires were distributed to “first line” workers of the factory, of which 88 were returned completed and processed. Subsequently, five interviews were held with their supervisors; in that respect, triangulation of data was achieved.

Findings

All factors examined here (e.g. trainee motivation, career goals, commitment, training design, working climate) were sufficiently developed within the specific workplace.

Research limitations/implications

This research is a case study. It has some limitations, which include its time and cost constraints and the research was also based on a specific factory.

Originality/value

There has been little research in Greece on training transfer. The present research is based on an industrial setting (factory) where health and safety issues are of paramount importance.

Details

Industrial and Commercial Training, vol. 44 no. 4
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 24 August 2021

Huong Ha and Vanvela Vanaphuti

This study aims to examine factors that affect the effectiveness of transfer of English language training to the workplace. It investigates the effect of trainee…

Abstract

Purpose

This study aims to examine factors that affect the effectiveness of transfer of English language training to the workplace. It investigates the effect of trainee characteristics, training design and work climate on the training transfer to job performance in hospitals in Thailand.

Design/methodology/approach

The quantitative method was adopted in this study. The conceptual framework was developed from Lim and Morris’ three-factor model, namely, trainee characteristics, training design and work climate. A total of 378 valid responses from staff of seven hospitals in Thailand were collected from surveys.

Findings

The findings suggest that training transfer depends more on trainees’ psychological state (affective response and self-efficacy) than extrinsic factors. Nearly every aspect of training design could affect training transfer, except trainer effectiveness. This could be related to the particular context of training and the trainees’ prior experience. Work climate factors had the strongest overall effect, with peer and supervisor feedback, compensation and incentives and transfer opportunities being significant.

Originality/value

This study proposes that training design and work climate-related factors deserve more attention than what they have received previously. This study is significant because of the limited empirical evidence for English training transfer outcomes, and the under-examined role of English as a lingua franca in the business world. The findings can help organisations refine training designs and adjust the work environment to improve training outcomes.

Details

Journal of Workplace Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 5 July 2021

Alfonso J. Gil, Mara Mataveli and Jorge L. Garcia-Alcaraz

The transfer of training has been identified with the effectiveness of training. The purpose of this work is to analyse the impact of training stages (training needs…

Abstract

Purpose

The transfer of training has been identified with the effectiveness of training. The purpose of this work is to analyse the impact of training stages (training needs analysis, application and evaluation) as they relate to training transfer.

Design/methodology/approach

The study participants correspond to a sample of 116 teachers with managerial responsibilities (management teams and department heads) from 17 secondary schools in Spain. This work hypothesises five significant relationships: needs analysis and application of training, application and transfer of training, evaluation and analysis of training needs, evaluation and application of training and evaluation and transfer of training. The hypotheses were tested using structural equations, namely, the partial least squares–structural equation modelling technique and SmartPLS version 3.2.9.

Findings

The relationships between application and transfer of training, between evaluation of training and needs analysis, application and transfer of training are positively contrasted. The relationship between the analysis and application of training is not contrasted.

Originality/value

This work analyses the relationship between the training process’s different phases (analysis, application and evaluation) in the training output (training transfer) and emphasises the role of evaluation in the training process.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

Content available
Article
Publication date: 25 May 2021

Susanne Tafvelin, Henna Hasson, Karina Nielsen and Ulrica von Thiele Schwarz

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature…

Abstract

Purpose

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.

Design/methodology/approach

In the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.

Findings

Using Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.

Practical implications

Making sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.

Originality/value

The findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

Details

Leadership & Organization Development Journal, vol. 42 no. 6
Type: Research Article
ISSN: 0143-7739

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Article
Publication date: 15 June 2021

Verónica Gabriela Silva Piovani, Ieda Parra Barbosa Rinaldi and Jorge Both

This article aims to explain the transfer of training model used in the training of human resources within organizations and its possibilities for the mandatory internship…

Abstract

Purpose

This article aims to explain the transfer of training model used in the training of human resources within organizations and its possibilities for the mandatory internship (MI) in sport science (SS) higher education.

Design/methodology/approach

A review that argues the concept of transfer of learning, the model of factors that affect the transfer of training and its evolution was undertaken.

Findings

The possibilities and implications of thinking about the MI in the SS undergraduate courses are listed based on the transfer of learning and of training model. It is concluded that different factors such as the students' characteristics, the characteristics of the different spaces of SS professional's intervention, the evaluation, the academic and technical supervisors, the host organization and peers, as well as other elements of the transfer of training model, are important to develop the MI at the SS undergraduate courses.

Originality/value

The consideration of this model of factors could be relevant to improve the teaching and learning processes within the MI at the SS undergraduate courses.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

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Article
Publication date: 9 April 2021

Ragini and Piyali Ghosh

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Originality/value

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.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 23 March 2021

Amitabh Deo Kodwani and Sanjeev Prashar

The purpose of this paper is to explore and provide empirical evidence for the combined effects of individual characteristics, training design factors as well as…

Abstract

Purpose

The purpose of this paper is to explore and provide empirical evidence for the combined effects of individual characteristics, training design factors as well as environmental factors (as pre-training factors) on training transfer.

Design/methodology/approach

Primary data were collected from 235 managerial-level full-time employees in two phases with a temporal gap of two months. Both procedural and statistical measures were used to minimize the common method variance problem. Hierarchical regression analysis was conducted to analyze the data.

Findings

The results of this study clearly point out that all four predictor variables (voluntary participation, prior training information, training needs identification and training evaluation) positively and significantly influence training transfer.

Research limitations/implications

The study contributes to the training transfer literature in three ways. One, the authors have shown the positive influence of pre-training factors (together as well as independently) on training transfer. The study is grounded in a strong theoretical framework, thus fulfilling the previous gap. This study brings more clarity to those variables (such as voluntary training) which are having contradicting views in the extant literature.

Practical implications

The study has significant findings for the organizations operating in the current business scenario in their endeavor to enhance learning transfer, which is very low and a major cause of concern for every organization. If management is aware of the success factors of training transfer, they can ensure a better training transfer.

Originality/value

The training transfer literature showcases two significant gaps; first of all, it lacks in using appropriate motivational theories, and second, there is variability in the results. This paper bridges both the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on the role of individual, motivational and situational factors of training transfer to understand better which predictor variables can improve training transfer.

Details

Evidence-based HRM: a Global Forum for Empirical Scholarship, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2049-3983

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Article
Publication date: 1 March 2021

Yoonhee Park, Doo Hun Lim and Jaeeun Lee

This study aims to examine the direct effects of job support and the indirect effects of individual career planning on the motivational process of training transfer, which…

Abstract

Purpose

This study aims to examine the direct effects of job support and the indirect effects of individual career planning on the motivational process of training transfer, which consists of the structural relationship between learning goal orientation, learning motivation, transfer motivation and training transfer.

Design/methodology/approach

An online survey was administered to 255 respondents in South Korea, and 252 valid responses were used for analysis. A hypothetical model was examined using a structural equation model and multi-group analysis.

Findings

This study found that the synchronous process model of training transfer was well validated in the Korean context; moreover, job support promoted employee motivations that led to their training transfer. In addition, career planning was found to have a moderating role in the relationships explored in this study. That is, when the level of career planning was high, job support directly affected the motivation to transfer, and the link between intrinsic learning orientation and motivation to learn was highly activated compared to the group with a low level of career planning.

Research limitations/implications

This study is limited by the single-dimensional measurement of its constructs, including job support, goal orientation and motivation to transfer. This limitation should be considered when interpreting the study’s results. In terms of implications, the study suggests that organizations should help individuals identify their career interests and establish a strategy to achieve their career goals by providing information about specific areas of interest.

Originality/value

This study proposes that the motivational mechanisms leading to training transfer are affected by trainees’ level of career planning. In addition, the study findings emphasize the importance of organizations’ role in guiding individual employees’ career planning to facilitate performance through training transfer.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

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