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.

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.

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.

scholarly journals Personality traits, social support, and training transfer

2018 ◽  
Vol 47 (1) ◽  
pp. 39-59 ◽  
Author(s):  
Kueh Hua Ng ◽  
Rusli Ahmad
Keyword(s):  
Social Support ◽  
Personality Traits ◽  
Human Resource Development ◽  
Organizational Support ◽  
Empirical Studies ◽  
Management Training ◽  
Training Transfer ◽  
Situational Factors ◽  
Content Type

Purpose Substantially few or no known empirical studies have explicitly focused on the higher-order construct of motivation in human resource development (HRD), namely, motivation to improve work through learning (MTIWL) as a mediator linking personality traits and social support to training transfer. Hence, the purpose of this paper is to redress the inadequacy by exploring the role of MTIWL as a mediator on such relationships. Design/methodology/approach Consistent with positivism, quantitative data based on self-rating were collected from 131 trainees attending management training programs organized by a public sector training provider in Malaysia. Findings The findings indicate that personality traits (i.e. conscientiousness, extraversion, and agreeableness) and social support (i.e. perceived organizational support and peer support) influenced training transfer via the mediating role of MTIWL. Supervisor support, nonetheless, was not a significant predictor of training transfer through MTIWL. Originality/value This study focuses on a more holistic motivational construct than simple motivation in HRD. The focus on MTIWL extends the existing understanding of the underlying motivational influences that link dispositional and situational factors to training transfer in occupational settings.

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.

Linking supervisor support to innovation implementation behavior via commitment

2020 ◽  
Vol 35 (3) ◽  
pp. 129-141 ◽  
Author(s):  
Weiguo Yang ◽  
Qi Hao ◽  
Hongfeng Song
Keyword(s):  
Organizational Support ◽  
Affective Commitment ◽  
Supervisor Support ◽  
Causal Chain ◽  
Mediating Effect ◽  
Mediating Effects ◽  
Innovation Implementation ◽  
Coworker Support ◽  
Content Type

PurposeThe purpose of this paper is to investigate how perceived supervisor support (PSS) affects employees' innovation implementation behavior (IIB), the psychological mechanisms of this relationship, and the role of perceived coworker support (PCS).Design/methodology/approachUsing a three-phase survey, data were collected from 307 employees of a state-owned coal company located in the central region of China. The study tests the hypotheses by using hierarchical regression analyses. The mediating effects and the moderated mediating effects are further examined by using bias-corrected bootstrapping methods.FindingsAffective commitment (AC) fully mediates the positive relationship between PSS and IIB, and this mediating effect can be moderated by PCS.Practical implicationsCompanies should foster supportive supervisors and colleagues by investing in appropriate training programs. In addition, managers should emphasize the psychological changes of employees and provide more supportive feelings for them.Originality/valueThe study explicitly tests the entire causal chain implied by organizational support theory in predicting IIB. It specifies the different role of two similar support constructs (i.e. supervisor support and coworker support) in affecting employees' attitudes and behaviors.

Empirical examination of theoretical model of workplace envy: evidences from Jordan

2018 ◽  
Vol 41 (12) ◽  
pp. 1438-1459 ◽  
Author(s):  
Mohammed Yasin Ghadi
Keyword(s):  
Theoretical Model ◽  
Organizational Citizenship ◽  
Empirical Examination ◽  
Content Type ◽  
Proposed Model ◽  
Starting Point ◽  
Antecedents And Consequences ◽  
Main Determinants ◽  
Counterproductive Behaviours

Purpose This paper aims to report the findings of a study examining the role of workplace envy as a mediator between set of antecedents and consequences. A theoretical model proposed to be tested empirically by Mishra (2009). Design/methodology/approach A pre-determined questionnaire was completed by 169 employees working in several jobs at four organizations in Jordan. Only 142 were usable for the present study, resulting in a response rate of 84 per cent. The data collection period took only one month from March 2017 to April 2017. Findings Six hypotheses were developed in this study. The results from multiple-regression analysis indicate that the three proposed antecedents (i.e. neuroticism, conscientiousness and perceived competitiveness) significantly predict workplace envy. In addition, workplace envy significantly predicts counterproductive behaviours and organizational citizenship behaviour. Research limitations/implications Organizations must set a range of methods that help in reducing the envy at work. A starting point to do that is to measure both; the levels of envy and its main determinants among all employees in the organization. After this assessment, the aim is to build intervention methods aimed at striving to reduce workplace envy. Furthermore, the proposed model of this study may provide managers with new insights into reducing envy at work. These might be, but not specific to: stress management programmes, teaching employees ethical solutions for conflicts at work and conducting informal activities between employees. Originality/value This is one of the studies, to author knowledge, that tested variety of antecedents and consequences of workplace envy in a Jordanian context. As a result, testing the proposed model addresses previous research concerns that envy has not thoroughly investigated and requires empirical consideration.

The job resources-engagement relationship: the role of location

2020 ◽  
Vol 33 (6/7) ◽  
pp. 681-695
Author(s):  
Michael Halinski ◽  
Jennifer A. Harrison
Keyword(s):  
Public Sector ◽  
Work Engagement ◽  
Organizational Support ◽  
Supervisor Support ◽  
Job Resources ◽  
Content Type ◽  
Office Employees ◽  
The Relationship ◽  
Office Location

PurposeThis study investigates the moderating role of employee office location in the relationship between support-related job resources (i.e. organizational support for development, supervisor support) and work engagement among public sector employees.Design/methodology/approachAn online questionnaire was completed by 2,206 digital services branch of public service employees in Canada. Structural equation modeling (SEM) was used to test office location as a moderator of job resources and work engagement.FindingsThe results indicate that office location moderates the relationship between organizational support for development and work engagement, such that this relationship is stronger for head office employees. Conversely, results show office location moderates the relationship between supervisor support and work engagement, such that this relationship is stronger for regional office employees.Research limitations/implicationsThe questionnaire was self-report in nature and from a single department. Future research should consider multiple sources of reporting and additional departments.Practical implicationsThe current study suggests that to increase work engagement, public sector organizations need to offer head office employees more organizational support for development and regional employees more supervisor support.Originality/valueThe literature on public sector work engagement tends to study job resources as having universal effects on work engagement regardless of employees' place of work. This study suggests that certain resources matter more depending on office location.

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.

Support, training readiness and learning motivation in determining intention to transfer

2019 ◽  
Vol 43 (3/4) ◽  
pp. 306-321 ◽  
Author(s):  
Eun-Jee Kim ◽  
Sunyoung Park ◽  
Hye-Seung (Theresa) Kang
Keyword(s):  
Organizational Support ◽  
Structural Equation ◽  
Supervisor Support ◽  
Training Transfer ◽  
Learning Motivation ◽  
Self Report ◽  
Equation Modeling ◽  
Motivation To Learn ◽  
Supervisory Support ◽  
Content Type

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.

scholarly journals The Role of Work Environment in Training Sustainment: A Meta-Analysis

2019 ◽  
Vol 62 (1) ◽  
pp. 166-183 ◽  
Author(s):  
Ashley M. Hughes ◽  
Stephanie Zajac ◽  
Amanda L. Woods ◽  
Eduardo Salas
Keyword(s):  
Work Environment ◽  
Organizational Support ◽  
Meta Analysis ◽  
Training Transfer ◽  
Significant Loss ◽  
Multiple Regressions ◽  
Relative Contribution ◽  
Analytic Review ◽  
Motivation To Transfer

Objective:The purpose of this meta-analytic review is to examine the role of three work environment support variables (i.e., peer, supervisor, and organizational support) in training transfer and sustainment or long-term use of learned knowledge, skills, and attitudes (KSAs).Background:Estimates demonstrate that little training is transferred to the job, wasting billions in organizational spending each year and resulting in significant loss to safety and individual and team performance. Prior research shows the importance of a supportive work environment to facilitating transfer; however, we know little of the relative importance of specific support variables. This study seeks to examine the unique roles of distinct support variables in training transfer.Method:A meta-analysis was conducted with multiple regressions to answer three primary research questions.Results:All work environment support variables demonstrate moderate and positive correlations with transfer of training. Furthermore, multiple regressions demonstrate that each factor of the work environment explains unique variance as a predictor, with the model accounting for 32% of transfer and peer support accounting for most of R2. Motivation to transfer mediates the relationship between all three work environment support variables and transfer. Furthermore, three support variables are positively related to sustainment, with peer and supervisor support showing the strongest relationships.Conclusion:Findings illuminate the relative contribution of peer, supervisor, and organizational support to transfer and sustainment of training. As transfer continues to be an important yet understudied measure of the effectiveness of workplace training, these findings hold implications for both research and practice.

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