scholarly journals Motivation to Transfer, Supervisor Support, Proactive Learning, and Training Transfer: Testing Interaction Effects

2019 ◽  
Vol VII (Issue 3) ◽  
pp. 141-150
Author(s):  
Julitta Dewayani ◽  
Augusty Ferdinand
Keyword(s):  
Supervisor Support ◽  
Training Transfer ◽  
Interaction Effects ◽  
Motivation To Transfer ◽  
Transfer Testing ◽  
And Training

Exploring readiness of learners to transfer training: an interactionist approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ragini ◽  
Piyali Ghosh
Keyword(s):  
Supervisor Support ◽  
Training Transfer ◽  
Training Programme ◽  
Situational Factor ◽  
Learner Readiness ◽  
Content Type ◽  
Indirect Impact ◽  
Transfer Training ◽  
Motivation To Transfer ◽  
Interactionist Approach

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.

An empirical examination of the antecedents of training transfer in hotels: the moderating role of supervisor support

2020 ◽  
Vol 32 (11) ◽  
pp. 3391-3417
Author(s):  
Osman Ahmed El-Said ◽  
Bashaer Al Hajri ◽  
Michael Smith
Keyword(s):  
Organizational Support ◽  
Supervisor Support ◽  
Training Transfer ◽  
Significant Degree ◽  
Empirical Examination ◽  
Content Type ◽  
Learning Transfer System Inventory ◽  
Proposed Model ◽  
Motivation To Transfer

Purpose Currently, the global hotel industry is faced with the challenge of a growing skills gap. Contrary to expectations, the shortage of skilled employees persists despite improved access to training. This implies that the cause of the shortage is not the lack of training, but a general lack of understanding of how training is transferred to practice. Therefore, this study aims to use an empirical approach to test a transfer of training (TOT) model that can be applied to the hotel sector. Design/Methodology/Approach The setting of the study is the Sultanate of Oman, and 302 questionnaires were collected from 24 hotel properties, of four- and five-star categories. Findings The findings reveal, to a high and significant degree, that the antecedents of TOT are the opportunity to perform (OTP) and motivation to transfer (MTT), while supervisor support is a significant moderator. In addition, motivation to learn (MTL) is the most important predictor of MTT, while accountability is the leading predictor of OTP. Results also indicated that perceived organizational support (OS) has the strongest impact on MTL. Research Limitations Implications The proposed model needs to be tested under different contexts, especially different countries and with different hotel categories, to determine if the relationships between the factors remain similarly valid. Other factors that can predict the TOT need to be investigated. Practical Implications Practical recommendations for hotel operators have been presented, equipping industry practitioners with the tools they need to develop the competencies of their employees, thereby improving the performance of individual properties. Originality Value The current study emphasized the validity of the proposed training transfer framework which was adapted from the learning transfer system inventory model, highlighting the particular importance of factors such as perceived OS and accountability.

Training effectiveness in an enterprise resource planning system environment

2019 ◽  
Vol 43 (5/6) ◽  
pp. 476-489 ◽  
Author(s):  
Chris Niyi Arasanmi
Keyword(s):  
Enterprise Resource Planning ◽  
Supervisor Support ◽  
Resource Planning ◽  
Training Transfer ◽  
Content Type ◽  
Erp System ◽  
System Environment ◽  
Complex Information ◽  
The Relationship ◽  
And Training

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.

scholarly journals The moderating effect of coworkers’ training participation on the influence of peer support in the transfer process

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janos Salamon ◽  
Brian D. Blume ◽  
Gábor Orosz ◽  
Tamás Nagy
Keyword(s):  
Peer Support ◽  
Training Programs ◽  
Negative Impact ◽  
Training Transfer ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
Motivation To Transfer ◽  
The Impact ◽  
And Training

Purpose The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer. Design/methodology/approach Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses. Findings Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT. Practical implications Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low. Originality/value To the best of the authors’ knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.

The role of supervisor support on employees’ training and job performance: an empirical study

2018 ◽  
Vol 42 (1/2) ◽  
pp. 57-74 ◽  
Author(s):  
Sunyoung Park ◽  
Hye-Seung (Theresa) Kang ◽  
Eun-Jee Kim
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Training Programs ◽  
Supervisor Support ◽  
Training Transfer ◽  
Motivation To Learn ◽  
Development Programs ◽  
Developmental Needs ◽  
Content Type ◽  
Motivation To Transfer

Purpose The purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness, motivation to transfer and job performance. Design/methodology/approach A total of 216 responses from educational organizations in the USA were analyzed using the structural equation modeling method. Findings The findings indicate that supervisor support for training directly affected motivation to learn; both developmental needs awareness and motivation to learn had direct and significant effects on training readiness, motivation to transfer and job performance; developmental needs awareness directly affected motivation to learn; training readiness directly affected motivation to transfer. Research limitations/implications This study investigated how supervisor support contributes to motivation, training and job performance. In addition, this study attempted to bridge the gap in the literature by investigating the relationships among supervisor support, developmental needs awareness, learning motivation, training readiness, transfer motivation and job performance. Practical implications By conducting an initial needs assessment of participants, human resource development (HRD) practitioners can reflect on what participants want and need when designing and implementing professional development programs. HRD practitioners can also collaborate with participants’ supervisors to prepare for interventions to improve the quality and practicality of existing professional development programs. Originality/value Although the extant literature suggests that organizational support, motivation and training transfer are distinct but highly interrelated constructs; little is known about the predictive properties of a supervisor’s role in the training literature. Supervisors play a crucial role in that they can influence their subordinates on whether to participate in training programs. The ability of supervisors to provide adequate support and engage in comfortable communication about training programs may lead to enhanced motivation to learn and to greater training transfer. These potentially desirable effects motivate the researchers to further explore the nature of this component and its relationship with other training outcome variables.

Organizational culture for training transfer: the mediating role of motivation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dhruba Kumar Gautam ◽  
Dinesh Basnet
Keyword(s):  
Organizational Culture ◽  
Social Cohesion ◽  
Training Transfer ◽  
Education Sector ◽  
Mediating Effect ◽  
Related Factors ◽  
Content Type ◽  
Transfer Training ◽  
Motivation To Transfer ◽  
And Training

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.

scholarly journals Motivation to Transfer Training and Individual Performance: the Influence of Transformative Learning and Supervisor Support

2020 ◽  
Vol 10 (2) ◽  
pp. 148-161
Author(s):  
Emiliana Sri Pudjiarti ◽  
Honorata Ratnawati Dwi Putranti ◽  
Nurchayati Nurchayati
Keyword(s):  
Transformative Learning ◽  
Survey Methods ◽  
Statistical Significance ◽  
Supervisor Support ◽  
Training Transfer ◽  
Individual Performance ◽  
Performance Training ◽  
Mediating Role ◽  
Transfer Training ◽  
Motivation To Transfer

This article discusses the mediating role of motivation to training transfer as mediation in the relationship between supervisor support and transformative learning on lecturer performance. Survey methods and purposive non random sampling techniques were used with the help of a questionnaire based on a 7-point Likert scale. The number of fit samples was 199 to test the hypothesis. Amos and structural models are used to test the statistical significance of the path coefficients. The findings of the study explain that supervisor support and transformative learning can encourage lecturers to make intense efforts in utilizing the skills and knowledge learned during the training process. The study also highlighted the motivation of training transfer as the key to successfully improving lecturer performance. Training plays an important role in the HRM strategy in an effort to renew the HRM competencies needed by the organization today. Therefore, motivation for training transfer is an important problem faced by professionals in developing HRM. This means that positive transfer training motivation requires that trainees can effectively apply what has been learned to the job, which leads to meaningful changes in performance.

Supervisor support in transfer of training: looking back at past research

2015 ◽  
Vol 47 (4) ◽  
pp. 201-207 ◽  
Author(s):  
Piyali Ghosh ◽  
Ragini Chauhan ◽  
Alka Rai
Keyword(s):  
Transfer Of Training ◽  
Negative Relationship ◽  
Supervisor Support ◽  
Past Research ◽  
Training Transfer ◽  
Training Programme ◽  
Content Type ◽  
Motivation To Transfer ◽  
Indirect Relationship ◽  
The Impact

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.

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