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.

Purpose The purpose of this paper is to examine the relationships among transformational leadership, organizational learning, interpersonal trust and organizational citizenship behavior (OCB). Design/methodology/approach The authors collected data from the manufacturing sector in South Korea. A total of 208 responses were analyzed by employing the structural equation modeling method. Findings The findings showed that transformational leadership directly affected organizational learning, interpersonal trust and OCB; interpersonal trust positively and significantly influenced organizational learning and OCB; organizational learning had direct and significant effects on OCB; and organizational learning mediated the relationship between transformational leadership and OCB. Research limitations/implications This study highlights the value of empirically establishing how employee citizenship behaviors are affected by transformational leadership as an integrative construct bringing together organizational learning and trust. Originality/value The study intends to encourage future research by assessing whether organizational learning and interpersonal trust mediates the link between leaders’ behavior and employees’ behavior.

Purpose The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence. Design/methodology/approach A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression. Findings The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence. Research limitations/implications The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers. Practical implications By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs. Originality/value This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.