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1 – 10 of over 34000Nienke A. Boere, Bastian de Jong, Joost Jansen in de Wal and Frank Cornelissen
Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory…
Abstract
Purpose
Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.
Design/methodology/approach
A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.
Findings
The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.
Practical implications
The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.
Originality/value
To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.
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Joost Jansen in de Wal, Bas de Jong, Frank Cornelissen and Cornelis de Brabander
This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between…
Abstract
Purpose
This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between) changes in UMTM components over time. In doing so, this study takes the multidimensionality of transfer motivation into account.
Design/methodology/approach
The authors collected data among 514 employees of the judiciary who filled in the UMTM questionnaire directly after the training and after three weeks. The data were analyzed by means of structural equation modelling.
Findings
The outcomes show that transfer motivation predicts transfer intention and transfer of training over time. Moreover, the study shows that (change in) transfer motivation is predicted by (change in) personal and contextual factors identified by the UMTM as antecedents of motivation.
Originality/value
This study describes the first longitudinal evaluation of the UMTM in the literature and shows its applicability for predicting transfer of training. It is also one of the few studies that investigate transfer motivation multidimensionally and the role it plays for transfer of training. As such, this study informs other transfer of training models about the nature of transfer motivation and how transfer of training could be predicted.
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Raphael Papa Kweku Andoh, Elizabeth Cornelia Annan-Prah, Georgina Nyantakyiwaa Boampong, Josephine Jehu-Appiah, Araba Mbrowa Korsah and Emmanuel Afreh Owusu
Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to…
Abstract
Purpose
Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to advocate the continuous examination of factors that enhance training transfer to have a comprehensive understanding of the factors that enhance it. As a result, this study aims to examine transfer opportunity as a pretraining factor and its influence on assimilated training content (in-training factor); the influence of assimilated training content on motivation to transfer (post-training factor) and training transfer; the influence of motivation to transfer on training transfer; and the mediating role of motivation to transfer in the relationship between assimilated training content and training transfer.
Design/methodology/approach
A structural equation model is developed to test the five hypotheses formulated in this study using survey data obtained from 195 respondents who attended various training programs across different organizations. Following the assessment of the measurement model, the determination of the significance of the hypothesized paths is assessed based on the bias-corrected and accelerated confidence intervals obtained from the bootstrapping of 10,000 subsamples.
Findings
The findings of this study are that: transfer opportunity positively influences assimilated training content; assimilated training content positively influences motivation to transfer and training transfer; motivation to transfer positively influences training transfer; and motivation to transfer plays a complementary mediation role between assimilated training content and training transfer.
Practical implications
The nature of the work environment regarding the opportunity to transfer training influences trainees’ assimilation of the training content when they undergo training. Hence, organizations need to ensure that employees are always afforded the opportunity to transfer training content assimilated from previously attended training programs to assimilate the content of subsequent training programs. Furthermore, for training to culminate in training transfer, organizations and, more specifically, learning and development practitioners ought to pay attention to trainees’ assimilation of the content of training programs.
Originality/value
To the best of the authors’ knowledge, this is the first study to empirically consider transfer opportunity as a direct antecedent of assimilated training content. More so, it is one of few studies to empirically examine the influence of assimilated training content on training transfer.
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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…
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.
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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.
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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.
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Doreen Bredenkamp, Yvonne Botma and Champion N. Nyoni
There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with…
Abstract
Purpose
There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.
Design/methodology/approach
This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.
Findings
The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.
Originality/value
This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.
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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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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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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.
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