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.

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.

Improving transfer of training with transfer design

2017 ◽  
Vol 29 (4) ◽  
pp. 268-285 ◽  
Author(s):  
Ragini Chauhan ◽  
Piyali Ghosh ◽  
Alka Rai ◽  
Sanchita Kapoor
Keyword(s):  
Transfer Of Training ◽  
Power Transmission ◽  
Supervisor Support ◽  
Training Transfer ◽  
Training Programme ◽  
Maximum Output ◽  
Content Type ◽  
Effective Transfer ◽  
Moderating Role

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.

Volition to transfer: mastering obstacles in training transfer

2017 ◽  
Vol 46 (4) ◽  
pp. 809-823 ◽  
Author(s):  
Christian Seiberling ◽  
Simone Kauffeld
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Structural Equation Models ◽  
Training Transfer ◽  
Bootstrap Analysis ◽  
Content Type ◽  
Confirmatory Factor ◽  
Motivation To Transfer ◽  
Practical Implications

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.

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.

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.

Impact of self-efficacy and retention on transfer of training

2017 ◽  
Vol 36 (10) ◽  
pp. 1270-1282 ◽  
Author(s):  
Kamran Iqbal ◽  
Ghulam Dastgeer
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Transfer Of Training ◽  
Banking Sector ◽  
Vital Role ◽  
Content Type ◽  
Motivation To Transfer ◽  
The Impact ◽  
And Training

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.

Towards an analysis of the transfer of training: empirical evidence from schools in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alfonso J. Gil ◽  
Mara Mataveli ◽  
Jorge L. Garcia-Alcaraz
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Training Transfer ◽  
Training Needs ◽  
Structural Equations ◽  
Needs Analysis ◽  
Content Type ◽  
Analysis Application ◽  
The Impact ◽  
The Relationship

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.

Influences of workplace environment factors on employees’ training transfer

2017 ◽  
Vol 49 (6) ◽  
pp. 303-314 ◽  
Author(s):  
Khahan Na-nan ◽  
Kanokporn Chaiprasit ◽  
Peerapong Pukkeeree
Keyword(s):  
Structural Equation Modeling ◽  
Empirical Data ◽  
Structural Equation ◽  
Transfer Of Training ◽  
Training Transfer ◽  
Equation Modeling ◽  
Workplace Environment ◽  
Content Type ◽  
Environment Factors ◽  
Motivation To Transfer

Purpose The purpose of this paper is to investigate the direct and indirect influences of workplace environment factors on the motivation to transfer the acquired training (MT) and the transfer of training. The workplace environment factors under study encompass the organizational support, supervisor support, peer support, technological support and the opportunity to use the acquired training. Design/methodology/approach In the study, the empirical data were garnered from a sample of 220 business school students, using a 52-question questionnaire. A research framework was first proposed and the structural equation modeling subsequently utilized to test the research framework and determine the direct influence of the workplace environment factors on the transfer of training and also their indirect influence on TT through the MT variable. Findings The structural equation modeling model is congruent with the empirical data, with the χ2 statistic of 24.414, the degree of freedom of 21, the p-value of 0.273, the goodness of fit index of 0.977 and the root mean square error of approximation of 0.027. The findings revealed that the workplace environment factors directly influenced the training transfer behavior of the participants and indirectly through the MT of the individuals. Most importantly, the proposed model could achieve the coefficient of prediction (R2) as high as 82 percent. Originality/value Workplace environment is important to motivation to transfer and transfer of training. To enhance the training transfer effectiveness, businesses should take into account the contributions associated with each environment factor in the design and implementation of training programs.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

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