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.

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 EFFECTS OF WORK ENVIRONMENT ON STAFF TRAINING TRANSFER IN GHANAIAN TECHNOLOGY UNIVERSITIES AND POLYTECHNICS

2021 ◽  
pp. 18-23
Author(s):  
ROBERT APPIAH ◽  
SIMON-PETER KAFUI AHETO
Keyword(s):  
Work Environment ◽  
Staff Training ◽  
Academic Staff ◽  
Item Analysis ◽  
Training Transfer ◽  
Structured Interview ◽  
Middle Level ◽  
Transfer Training ◽  
Motivation To Transfer ◽  
Training Programmes

This study sought to determine the effect of post-training work environment on the transfer of middle-level staff competencies from 2 technical universities and 2 polytechnics in the northern sector of Ghana. The mixed study was sequential explanatory research. Respondents were drawn from the Netherlands Programme for Post-Secondary Education and Training Capacity (NPT/GHA) 45 leadership and management capacity building project for the middle-level technical universities and polytechnics staff. A 5-point Likert scale questionnaire and a semi-structured interview guide were used to gather data from respondents made up of 24 (58.5%) academic staff and 17 (41.5%) administrative staff totaling 41 respondents for the study. The closed-ended items were analysed using statistical product and service solutions version 19 and results reported using means and standard deviations. Open-ended items were thematically analysed to support results from the closed-ended item analysis. The results revealed that respondents found the relevance of staff training, learned new things and noticed an improvement in their competencies for their career prospects. However, the perception of the respondents pointed to the fact that there was little or no support from colleagues in transferring the competencies acquired from training. The study also revealed that respondents had low motivation to transfer training competencies. Since technical universities and polytechnics produce critical human resources for the industry, the post-training work environment was critical for staff training transfer with many implications for the management, leadership, growth and development of the institutions. The study recommended that training programmes should be aligned with the institutional vision, mission and goals. Again, resources committed to staff training should also budget for enhancements of the work environment to accommodate training transfer using modern technologies.

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 Impact Self-Efficacy and Supervisor Support on Transfer of Training: Two-Stage Approach Analysis

2019 ◽  
Vol 7 (1) ◽  
pp. 47-60
Author(s):  
Iswahyudi Iswahyudi ◽  
Corry Yohana ◽  
Mardi Mardi
Keyword(s):  
Training Program ◽  
Self Efficacy ◽  
Structural Equation ◽  
Supervisor Support ◽  
Skills Training ◽  
Equation Modeling ◽  
Analysis Method ◽  
Transfer Training ◽  
Sample Technique ◽  
Motivation To Transfer

The training program has the ultimate goal and the knowledge gained in the training can be transferred back to work. This study aims to determine the effect of Self-Efficacy and Supervisor support on Transfer Training through Motivation to Transfer. The sample in this research is the PMQ employee at PT. Sumatra Prima Fibreboard. The sample technique used was purposive sampling, namely employees who had participated in the PMQ Skills training program with a valid total response of 203 respondents. Data collection was done by collecting questionnaires using the 5 Likert point scale. The data analysis method used in this study was Partial Least Squares-Structural Equation Modeling (PLS-SEM) using WarpPLS version 5. The results showed that Self-Efficacy, Supervisor Support, and Motivation to Transfer from a positive and significant provider for Transfers of Training. Self-Efficacy and Supervisor Support are positive and significant variables in influencing Motivation to Transfer. The results of the study also showed that Self-Efficacy and Supervisor support had a significant and significant effect on Transfer Training through Motivation to 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.

scholarly journals Mechanism Between Organizational Support Factors and Motivation to Transfer: Mediating Role of Self-Efficacy

2020 ◽  
Vol 6 (4) ◽  
pp. 1621-1630
Author(s):  
Zeshan Ahmer ◽  
Muhammad Aamir ◽  
Majid Ali ◽  
Muhammad Usman
Keyword(s):  
Organizational Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Banking Sector ◽  
Organizational Factors ◽  
Supervisor Support ◽  
Equation Modeling ◽  
Contributing Factors ◽  
Mediating Role ◽  
Motivation To Transfer

Transfer of training has turned out to be a major issue for the banking industry and the desire of successful transferability of training content can be actualized by motivating the trainees to transfer their learned skills. Therefore, this study highlighted the less studied variables from organizational factors (i.e. organizational and supervisor support) and trainee’s characteristics (i.e. self-efficacy) to develop a model for motivation to transfer. For the purpose, data were collected from 388 banking employees and the hypotheses were investigated by means of structural equation modeling using AMOS. The study found both organizational and supervisor support as contributing factors towards motivation to transfer through self-efficacy. The study has implications for the banking sector to cope with this emerging issue.

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.

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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