The influence of various learning transfer system factors on transfer motivation has been demonstrated in previous research. However, studies examining the influences of different factors simultaneously and at different points in time (i.e., before and after training programs) are missing. We seek to fill this gap by collecting data at two points of measurement to find out which Learning Transfer System Inventory ( LTSI ) factors influence IntroductionDeveloping employees' knowledge and skills through training is essential for organizations to successfully persist in today ' s challenging business world (Grossman & Salas, 2011 ). Regarding the amount of time and money that organizations invest in training, the consideration of why these training programs are success- ful, or why they fail, is crucial (e.g., Blume, Ford, Baldwin, & Huang, 2010 ;Holton, Bates, & Ruona, 2000 ). Motivation to transfer was found to be essential for training transfer (i.e., for the application of gained skills to the practice; e.g., Axtell, Maitlis, & Yearta, 1997 ;Burke & Hutchins, 2007 ;Devos, Dumay, Bonami, Bates, & Holton, 2007 ; Gegenfurtner, Festner, Gallenberger, Lehtinen & Gruber, 2009;Kauffeld, Bates, Holton, & Müller, 2008 ). Prior research has theoretically suggested (Gegenfurtner, Veermans, et al., 2009) and empirically begun to confirm the mediating function of motivation to transfer between factors in the learning transfer system and training transfer (Grohmann, Beller, & Kauffeld, 2014 ;Massenberg, Spurk, & Kauffeld, 2015 ;Nijman & Gelissen, 2011 ;van den Bossche, Segers, & Jansen, 2010 ). Therefore, if organizations know the antecedents of motivation to transfer, they have the chance to facilitate the training transfer (e.g., Gegenfurtner, Veermans, et al., 2009) and to optimize the benefit of training programs for both trainees and organizations (Laker & Powell, 2011 ).Based on the early typology of Baldwin and Ford ( 1988 ), factors in the learning transfer system are distinguished in factors inherent in the trainee, the training design, and the work environment. Holton ( 1996 ) has proposed a theoretical systematic model of the learning transfer system that contains 11 training-specific and 5 general factors. Despite the call to use all 16 learning transfer system factors simultaneously when studying influences within the system, researchers mostly have focused on single factors or factor groups (e.g. Moreover, Grossman and Salas ( 2011 ) have called for research to take a closer look at the factors in the learning transfer system by examining when (i.e., before or after training programs) the factors have the strongest impact on training outcomes. In addition, Holton et al. ( 2000 ) emphasized that learning transfer system factors should be measured in the pre-training stage to identify potential transfer problems before conducting a training program. Moreover, the consideration of motivation to transfer and its antecedents before the training is important because Gegenfurtner, Veermans, et al. (2009) assumed tha...

Supervisor support, peer support and transfer motivation have been identified as important predictors of training transfer. Transfer motivation is thought to mediate the supporttraining transfer relationship. Especially after team training interventions that include all team members (i.e. whole-team training), individual perception of these factors might be shared among team members. However, an integration of the team level in the training transfer process is rare, yet still needed. Analyzing 194 employees from 34 teams in the context of whole-team training interventions, we found similar relationships and processes at both levels of analysis: social support enhances transfer motivation at the individual and team levels. Furthermore, motivation to transfer increases training transfer and serves as a connecting mechanism in the social support-training transfer link. The results underline the importance of: (1) considering multiple levels in theories and research about the training transfer process; and (2) ensuring the practice of individual-directed support and a shared, supportive climate within teams.

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