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Article

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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Article

Chris Niyi Arasanmi

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

The study highlights the importance of social exchanges in an ERP transfer environment.

Originality/value

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.

Details

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

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Article

Muhammad Awais Bhatti, Mohamed Mohamed Battour, Veera Pandiyan Kaliani Sundram and Akmal Aini Othman

– The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process.

Abstract

Purpose

The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process.

Design/methodology/approach

This study proposes and tests a framework via structural equation modelling by including supervisor and peer support, instrumentality and learner readiness on 503 Malaysian bank employees. It proposes a modified and improved scale for learner readiness previously developed by Holton et al..

Findings

As hypothesized, supervisor and peer support increase the motivation level of the trainee to transfer the learned skills. The findings of this study will help researchers to resolve the conflict among past researchers about the role of peer and supervisor support in training transfer process. In addition, an improved scale of learner readiness is used and the result indicates a significant relationship between learner readiness and transfer motivation. Furthermore, this study explains the importance of intrinsic rewards and finds that intrinsic rewards make trainees retain more skills and learned skills are transferred to the work place.

Practical implications

The findings of this research would be helpful for human resource development professionals to develop effective strategies in order to maximize the training transfer and effectively manage the training program. The findings of this research explained the role of stakeholders – trainers, trainees, supervisors, peers and top management – which will maximize the training transfer at the work place.

Originality/value

This paper examines new relationships among different factors which resist transfer motivation and training transfer at the workplace.

Details

European Journal of Training and Development, vol. 37 no. 3
Type: Research Article
ISSN: 2046-9012

Keywords

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Article

Dhruba Kumar Gautam and Dinesh Basnet

The purpose of this study is to examine the mediating effect of motivation to transfer training in between five dimensions of organizational culture and training transfer.

Abstract

Purpose

The purpose of this study is to examine the mediating effect of motivation to transfer training in between five dimensions of organizational culture and training transfer.

Design/methodology/approach

This paper followed a positivist epistemology to understand the factors associated with training transfer. The descriptive and causal research design was used for data analysis. A proportionate stratified random sample of 150 faculties responded to a self-administered questionnaire. Hierarchical regression analyses were performed to examine the hypotheses.

Findings

The results show that motivation to transfer training partially mediates the relationship between the four dimensions of organizational culture (i.e. job challenge, communication, innovation and social cohesion) and training transfer. Further, the results also show the relation between trust and training transfer is fully mediated by the motivation to transfer training.

Practical implications

For better training transfer higher education sector ought to consider organizational related factors such as organizational culture, rather than only focusing on individual-related factors. The education sector would have strengthened each dimension of organizational culture to motivate the faculties for training transfer.

Originality/value

Organizational culture dimensions (job challenge, communication, trust, innovation and social cohesion) are the essential dimensions for training transfer which are less prioritized despite their importance.

Details

International Journal of Organizational Analysis, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1934-8835

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Article

Svenja Richter and Simone Kauffeld

This paper aims to provide an understanding of influencing motivation and volition in the transfer of learning within the context of technical training in different…

Abstract

Purpose

This paper aims to provide an understanding of influencing motivation and volition in the transfer of learning within the context of technical training in different countries by controlling predictors.

Design/methodology/approach

In six countries, employees from one automotive company’s service centres were asked to complete two online questionnaires after a blended learning training program with technical content (t1: 7 to 12 days after the training, t2: 5 to 7 weeks after). In total, 441 technical staff members participated.

Findings

Results suggest that motivation and volition mediate the effects of peer support, content validity and supervisor support on training transfer after a technical training. The outcomes show that peer support has an important influence on motivation and that national culture is less important than company culture.

Research limitations/implications

The results should be tested further in different trainings, companies and countries.

Originality/value

This is one of the first international studies to confirm peer support and content validity as predictors for motivation to transfer after technical training. It is also the first instance of exploring possible mediation by motivation and volition on peer support and content validity after technical training in an intercultural context.

Details

European Journal of Training and Development, vol. 44 no. 4/5
Type: Research Article
ISSN: 2046-9012

Keywords

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Article

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…

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.

Details

Personnel Review, vol. 42 no. 4
Type: Research Article
ISSN: 0048-3486

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Article

Eun-Jee Kim, Sunyoung Park and Hye-Seung (Theresa) Kang

The purpose of this study is to augment knowledge of how work environment and personal characteristics affect intention to transfer in a work context. This study aims to…

Abstract

Purpose

The purpose of this study is to augment knowledge of how work environment and personal characteristics affect intention to transfer in a work context. This study aims to investigate the factors that can influence intention to transfer training in a professional development training context. The study examined the predictive capacity of organizational support, supervisor support, training readiness and learning motivation on transfer intention among the study respondents.

Design/methodology/approach

Data were collected from teachers in secondary schools in the USA. The structural equation modeling method was adopted to analyze 216 responses using a self-report survey.

Findings

We found that (a) organizational support was directly associated with supervisor support for training, (b) supervisor support for training significantly influenced training readiness and motivation to learn, (c) training readiness positively affected motivation to learn, and (d) motivation to learn positively influenced intention to transfer. In addition, supervisor support mediated the relationships between organizational support and training readiness and between organizational support and motivation to learn. Training readiness linked intention to transfer and motivation to learn. Motivation to learn also played a mediating role in the relationship between supervisor support and intention to transfer.

Originality/value

Our findings add to the academic work on training transfer by empirically analyzing how both the environment (e.g. organizational support) and individual factors (e.g. learning motivation) influence employees’ intention to transfer. In particular, we investigated the potential impact of both organizational support and supervisory support on intentions to transfer, compared to previous studies emphasizing only supervisory support to improve training outcomes.

Details

European Journal of Training and Development, vol. 43 no. 3/4
Type: Research Article
ISSN: 2046-9012

Keywords

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Article

Kamran Iqbal and Ghulam Dastgeer

Training plays a vital role in the success of an organization as it provides the employees an opportunity to improve their competencies. The purpose of this paper is to…

Abstract

Purpose

Training plays a vital role in the success of an organization as it provides the employees an opportunity to improve their competencies. The purpose of this paper is to examine the mediating effects of motivation to transfer between self-efficacy, training retention and transfer of training.

Design/methodology/approach

Research hypotheses were tested using quantitative research technique. The data were collected through self-administered questionnaire from 300 employees working in the banking sector of twin cities (Rawalpindi and Islamabad), of Pakistan. In total, 215 questionnaires were finally used for analysis.

Findings

The findings of this study reveal that motivation to transfer mediates the relationship between self-efficacy, training retention and transfer of training.

Practical implications

Although previous studies have tested the impact of self-efficacy and training retention on the transfer of training, but the mechanism through which self-efficacy and retention influence transfer of training remained underexplored. Knowing the role of self-efficacy and training retention as the antecedents of motivation to transfer can help the training managers to design an effective and efficient training plan.

Originality/value

This study will contribute to the existing body of knowledge especially in the Pakistani context by testing the role of trainee’s characteristics in transfer of training. Also, this study has empirically tested the mediating role of motivation to transfer between trainee’s characteristics (self-efficacy and retention) and transfer of training which has not been tested before.

Details

Journal of Management Development, vol. 36 no. 10
Type: Research Article
ISSN: 0262-1711

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Article

Ming-Chuan Yu, Xiao-Tao Zheng, Greg G. Wang, Yi Dai and Bingwen Yan

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

Abstract

Purpose

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

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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

Practical implications

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.

Originality/value

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.

Details

Baltic Journal of Management, vol. 13 no. 4
Type: Research Article
ISSN: 1746-5265

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Article

Christian Seiberling and Simone Kauffeld

The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer.

Abstract

Purpose

The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer.

Design/methodology/approach

Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second.

Findings

Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer.

Research limitations/implications

The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings.

Practical implications

Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer.

Originality/value

To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

Details

Personnel Review, vol. 46 no. 4
Type: Research Article
ISSN: 0048-3486

Keywords

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