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Article

Muhammad Awais Bhatti and Sharan Kaur

The purpose of this study is to highlight the role of individual and training design factors on training transfer.

Abstract

Purpose

The purpose of this study is to highlight the role of individual and training design factors on training transfer.

Design/methodology/approach

A review of the literature is conducted, and this review highlights a dual role of perceived content validity in the form of increasing self‐efficacy and the role of trainees' reaction. The study suggests that transfer design factors improve performance self‐efficacy and reaction measures work as a bridge between content validity and transfer motivation. In addition, the role of transfer design in training transfer theory is explained.

Findings

A combination of variables is proposed, suggesting further investigation to build a strong training transfer theory. The study highlights the dual role of perceived content validity as a factor to develop positive trainee reaction and increase trainee performance self‐efficacy. Furthermore, the study proposes that transfer design and perceived content validity increase trainee performance self‐efficacy, which leads to maximizing training transfer through transfer motivation. The study also explains that perceived content validity influences transfer motivation through trainee reaction, and proposes a framework coupled with future research directions.

Research limitations/implications

The suggested framework provides a theoretical basis for researchers to build a strong training transfer theory. This conceptual paper elaborates the role of perceived content validity, transfer design, reaction, performance self‐efficacy and transfer motivation to substantiate training transfer theory. Future researchers should test the proposed framework empirically and highlight other factors that could increase the efficacy and motivation levels of trainees in order to maximize training transfer.

Practical implications

Transfer design factors in this paper provide practical implications for training transfer in general and training professionals in particular. Thus, training transfer is maximized through positive trainee reaction, which is an important facet of training. Another factor, i.e. perceived content validity, not only develops positive reaction but also increases the efficacy level of trainees. Therefore, in order to increase the performance self‐efficacy and motivation level of trainees, training professionals should focus on the content and transfer design factors to maximize training transfer.

Originality/value

This conceptual paper contributes to the existing training transfer literature by suggesting a combination of variables that provides a theoretical basis for building a strong training transfer theory.

Details

Journal of European Industrial Training, vol. 34 no. 7
Type: Research Article
ISSN: 0309-0590

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Article

Ragini Chauhan, Piyali Ghosh, Alka Rai and Sanchita Kapoor

In response to a perceived need for research investigating the relatively less-explored role of supervisor support as a moderator in the transfer mechanism, this paper…

Abstract

Purpose

In response to a perceived need for research investigating the relatively less-explored role of supervisor support as a moderator in the transfer mechanism, this paper aims to empirically examine the influence of transfer design on transfer of training and also the moderating role of supervisor support between these constructs.

Design/methodology/approach

A survey was conducted using a self-reported questionnaire administered on employees of a manufacturing unit engaged in power transmission and located at the city of Allahabad in India. The sample size of the study is 149. The role of supervisor support as a moderator was tested using hierarchical regression analysis.

Findings

Findings of the study direct organizations to consider both transfer design and supervisor support to get the maximum output from training. The moderating role of supervisor support is confirmed in the study.

Practical implications

If a trainer is not able to provide much practice to the trainee during training programme, then a supportive supervisor can counter such poor transfer design. A well-designed training programme should be coupled with supervisor support to ensure effective transfer of training. Influence of transfer design on transfer of training is likely to be more if the supervisor is supportive.

Originality/value

The authors have hypothesized and established the direct influence of transfer design on training transfer. Further, supervisor support has been found to moderate the relationship between transfer design and transfer of training.

Details

Journal of Workplace Learning, vol. 29 no. 4
Type: Research Article
ISSN: 1366-5626

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Article

Ashutosh Muduli and Deepti Raval

Research on training transfer in India in general and insurance sector in specific adopting case study method is largely absent. This study aims to address this gap by…

Abstract

Purpose

Research on training transfer in India in general and insurance sector in specific adopting case study method is largely absent. This study aims to address this gap by adopting a case study method to explore the relationship between work context, transfer design and training transfer in an Indian Insurance company. It also examined the role of transfer motivation as a mediating variable between work context, transfer design and training transfer.

Design/methodology/approach

Data have been collected from a public sector insurance company using a first ever vernacularly translated learning transfer system inventory (LTSI), following the translation and back translation process. Learning and development practitioners and academicians have been consulted and suggestions related to changing the language to be compatible with the insurance industry have been incorporated. Structural equation modeling (Amos 16) has been used to test the suggested model.

Findings

The significant positive relationship of peer support, supervisory support and opportunity to use and transfer design with training transfer can be attributed to the business context of the sample organization. Interestingly, the role of performance coaching and the mediating role of transfer motivation have been rejected. This study has proved the mediating role of transfer design.

Originality/value

This study is the first ever study on training transfer in Indian insurance sector adopting case study method. This study has used LTSI translated in an Indian vernacular language following the translation and back translation process.

Details

European Journal of Training and Development, vol. 42 no. 3/4
Type: Research Article
ISSN: 2046-9012

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Article

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…

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.

Details

European Journal of Training and Development, vol. 41 no. 4
Type: Research Article
ISSN: 2046-9012

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Article

Alan F. Chow, Treena Gillespie Finney and Kelly C. Woodford

This paper aims to bring together the concepts of Six Sigma into the process of training design and training transfer.

Abstract

Purpose

This paper aims to bring together the concepts of Six Sigma into the process of training design and training transfer.

Design/methodology/approach

The concepts of the paper are supported with an actual example of their application to practice. The industrial example shows where the inclusion of the concepts of Six Sigma can make positive contributions to the design and transfer of training processes.

Findings

The application of the concepts to training design and transfer showed a positive contribution through a more structured process. Including the concepts of Six Sigma within the process of training design and transfer will provide the organization with additional support and structure to improve the overall success of the training design process, and improve the impact and effectiveness of the training itself.

Research limitations/implications

The single example of application may limit the successfulness of the overall concept to training design overall. Based on the successful application in one industrial training setting, the impression that the concepts will adequately translate to additional applications is favorable.

Practical implications

The success of the application shown in this paper suggests that further success is likely in other similar industrial applications. Expanding the application to other job training design processes should improve the overall process of training design in other areas and industries.

Originality/value

Training design and transfer are critical components to all areas of an organization that conducts any type of training. Application of these and other improvement methods and tools will improve the overall performance of the training process and the effectiveness of the training.

Details

International Journal of Productivity and Performance Management, vol. 59 no. 7
Type: Research Article
ISSN: 1741-0401

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Article

Rita Alvelos, Aristides I Ferreira and Reid Bates

The purpose of this study is to contribute to the understanding of factors that affect training effectiveness. According to the literature, social support, perceived…

Abstract

Purpose

The purpose of this study is to contribute to the understanding of factors that affect training effectiveness. According to the literature, social support, perceived content validity, transfer design, the motivation to improve work through learning and positive transfer, contribute to the effectiveness of training.

Design/methodology/approach

The sample used consisted of 202 employees with ages between 18 and 60 years, working for an insurance company where they had training for a period of three months.

Findings

The results show a relationship between perceived content validity and transfer design, as well as with the motivation to improve work through learning. A mediating role of social support was also evident in this relationship. Finally, the authors highlight the findings of the relationship between motivation to improve work through learning and positive transfer.

Originality/value

These findings contribute to the literature by demonstrating how the role of social support can increase training effectiveness in organizations.

Details

European Journal of Training and Development, vol. 39 no. 6
Type: Research Article
ISSN: 2046-9012

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Article

Somashekhar Krishnamani and Yasmeen Haider

The purpose of the paper is to empirically investigate transfer of learning and its relationship with the training super-system. Specifically, this paper looks at…

Abstract

Purpose

The purpose of the paper is to empirically investigate transfer of learning and its relationship with the training super-system. Specifically, this paper looks at motivation to transfer as an indicator of a transfer condition. The paper will also provide information on individual factors, work place factors and design factors of training programs that facilitate transfer of learning. This study will also attempt to recommend a procedure for design and delivery of executive education programs that will facilitate transfer of learning by identifying variables that were hitherto not identified.

Design/methodology/approach

This study is a descriptive and exploratory. Sample for this study has been drawn from learners who participated in executive education programs delivered by Great Lakes Institute of Management, Chennai. Respondents completed a questionnaire developed on the HRD Evaluation Research and Measurement model, Theory of Planned Behavior and the Learning Transfer System Inventory model. Variables were reduced by EFA. The researcher also met a few HR and L & D practitioners for one-on-one discussion. The ideas generated were bounced with subject matter experts and with faculty who were designing/teaching executive education programs.

Findings

The research findings are consistent with earlier studies like the Holton research (1996), (2001). Discussion also brought out the role of motivation in enhancement of skills, behaviors and knowledge. Many researchers have agreed that individual motivation factors play an important role for knowledge transfer. If the learners are not motivated about the positives arising from the training program, they would lose interest which would affect their self-efficacy and thereby the transfer of learning. The primary role of motivation to transfer comes out distinctly. Additionally, the relationship between motivation to transfer and learner readiness and performance self-efficacy is established.

Research limitations/implications

The research was done with the intent of doing a pilot study on the thesis topic that the researcher has chosen for his doctorate program and hence has methodological limitations of a one-time survey questionnaire. The study has a small sample size of 30 and could have a high risk of generalization findings. Additionally, data collection is based on self-responses collected during focused group interview which is based on the “perception” of the respondents and therefore limited to self-report data. The respondents are all from executive education of a Chennai-based Institute which means that the same survey done on another set of respondents could probably throw up very different results. Participants had undergone multi-phase leadership development program in small cohort. The results could vary if participants from open-enrollment programs participated. Use of interviews and/or observation of participants could have provided more rich data.

Practical implications

In practical terms, the foundation result will help L & D managers and executive education designers to understand the factors that play an important role in transfer of learning specific to Indian context. The research paper also conceptually explains the central role of “motivation to transfer”. The recommendations provided therein will help practitioners with a structured approach toward design and delivery of executive education programs. The recommended approach to design and delivery will help practitioners to come up with training programs that will provide more buck for every dollar spent.

Social implications

Return on investment on learning has always been a contentious issue. Clear understanding of critical success factors in executive education can help focused design, post-training support to ensure better knowledge transfer.

Originality/value

The study expands the knowledge base, regarding transfer of learning specific to India, by focusing on executive education programs which are rapidly growing and receiving great attention in the workplace. This paper is an original research initiative of the research scholar done as part of a pilot study on his PhD thesis on transfer of learning.

Details

Development and Learning in Organizations: An International Journal, vol. 30 no. 1
Type: Research Article
ISSN: 1477-7282

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Article

Linda Whang, Christine Tawatao, John Danneker, Jackie Belanger, Stephen Edward Weber, Linda Garcia and Amelia Klaus

This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle…

Abstract

Purpose

This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success.

Design/methodology/approach

The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience.

Findings

Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students.

Research limitations/implications

This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase.

Originality/value

This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

Details

Reference Services Review, vol. 45 no. 2
Type: Research Article
ISSN: 0090-7324

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Article

Xinsheng Xu, Jing Lin, Ying Xiao, Jianzhe Yu, Qing Liu and Jie Geng

Product variant design can only be achieved after all its constituent parts have been implemented by variant design. It is necessary to plan the sequence of part variant…

Abstract

Purpose

Product variant design can only be achieved after all its constituent parts have been implemented by variant design. It is necessary to plan the sequence of part variant design reasonably. The product variant design process involves a large amount of information transfer events at the dimensional level. A reasonable product variant design process needs to make full use of the information transfer characters of parts to decrease the uncertainty of product variant design process. The existing methods of researching the product variant design process mainly focus on resource constraint and activity logic. They are deficient, however, in information transfer resolution and uncertainty management. This paper aims to address these issues.

Design/methodology/approach

This paper identifies the number of dimension transfer paths and the position of dimension locating within a transfer path as being the key factors affecting the information transfer role of dimension. Information transfer utility is proposed to measure the information transfer capability of dimensions and parts. Based on these, a two-stage approach of generating the sequence of part variant design based on information transfer utility is proposed.

Findings

The uncertainty of dimension constraint network is minimal during the product variant design process when parts are implemented by variant design under the sequence generated through a two-stage method based on the information transfer utilities of parts, as does the times of parameter transferring and iteration in dimension constraint network.

Originality/value

Part variant design under the sequence of descending information transferring utilities can decrease the difficulty of implementing product variant design validly and also increase the efficiency. This suggests an innovative method to planning the product variant design process reasonably from the perspective of informatics.

Details

Assembly Automation, vol. 39 no. 1
Type: Research Article
ISSN: 0144-5154

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Article

Hanna Moon, Doam Ryu and Dongwon Jeon

Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK…

Abstract

Purpose

Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK, it still requires training and development of talents who work for ISCs. The purpose of this study is to analyze the effectiveness of training programs that are currently provided to personnel of the ISC to foster their learning systematically and to develop measures for effectiveness of the training programs.

Design/methodology/approach

This study evaluated the training program for the staff of the ISC secretariat as a tool to activate the councils’ main functions. In terms of methodology, we developed an effective training model to measure the training transfer and used it as an analytical framework for evaluation. Success case method was applied to identify the best case of training transfer that reinforces the role and function of ISC.

Findings

Learning transfer can help not only the transfer of the learning contents but also the role of the organization that the members belong to and strengthen the function of the ISC. By transferring the content matter of the learning, it can help strengthen the capacity of members to carry out the roles and functions of the ISC, and further strengthen the functions of the council and the role of key players in labor markets.

Research limitations/implications

An effective training model for the personnel of national sectoral bodies or non-profit organization can be further investigated.

Practical implications

The learning transfer evaluation model for ISC staff has unique characteristics that are different from previous studies. ISC has the characteristics of public goods that are established with government support and are active in developing human resources in each industry sector.

Originality/value

Incubating ISC in South Korea is at an earlier stage in terms of research and policy practice. The research findings in this study lay the foundations for further empirical explorations.

Details

European Journal of Training and Development, vol. 43 no. 5/6
Type: Research Article
ISSN: 2046-9012

Keywords

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