A Review of the Linkage between Supervisory Support and Training Transfer

Ling, Gan Jen; Yusof, Halimah Mohd

doi:10.11113/sh.v9n1-3.1140

Cited by 3 publications

(3 citation statements)

References 35 publications

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“…Training transfer has been understood as the extent to which the learning acquired during training is applied at work (Baldwin et al, 2017). Since publication of the review by Baldwin and Ford (1988), researchers in the field have been very active in publishing empirical research, reviews (e.g., Botke et al, 2018;Ford et al, 2018;Ling & Yusof, 2017) and meta-analyses (e.g., Blume et al, 2010;Cook et al, 2013;Wang et al, 2013). Satisfaction with the training, content relevance, accountability and motivation to transfer are some of the factors that have been related to transfer (González-Ortiz-de-Zárate et al, 2021).…”

Section: Training Transfermentioning

confidence: 99%

General vs. Specific-referent Instruments to Measure Training Transfer in a Transportation Organization in Canada

Zárate

McLean

2022

educar

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In this study, we analyzed transfer, as measured by different instruments, and its relation to some of the factors that have been related to transfer in a Canadian transportation organization. Transfer was measured cross-sectionally through the application of three scales to short-distance truck drivers. Transfer was perceived as higher when a general rather than a specific transfer instrument was applied, implying that the choice of instrument could influence the results. This highlights the relevance of instrument selection in the design of studies. Additionally, while correlations between satisfaction with the training, content relevance and motivation to transfer and transfer differed with different instruments, the correlation between accountability and transfer did not. Contrary to the trend of using a single measure of transfer, this study provides empirical evidence of the transfer construct as measured through different instruments. This evidence can be useful in research methods on training transfer to understand better the construct and its operationalization. Implications for theory and practice are discussed.

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Section: Training Transfermentioning

confidence: 99%

General vs. Specific-referent Instruments to Measure Training Transfer in a Transportation Organization in Canada

Zárate

McLean

2022

educar

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“…The understanding that various aspects of support are perceived differently helps to clarify why there may have been different findings regarding the relationship between supervisor support and the transfer of training in previous literature. Notably, the literature review conducted by Ling and Yusof (2017) explained how differences within the literature regarding the relationship between supervisor support and the transfer of training persisted because of the differences in the studies conducted, including type of study, location, type of training, differences in trainees, work style of trainees, the way support was measured, and so on. The findings of the current study suggest that supportive behaviors and how the behaviors were perceived may also determine the level of influence on transfer.…”

Section: Supportive Behaviorsmentioning

confidence: 99%

How Supportive Behaviors of Instructors and Supervisors Influence TraineeSelf‐Efficacyand Motivation

Lee¹

2020

Perf Improvement Qrtly

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his qualitative study was conducted to provide further clarity of the relationship between supervisor support and the transfer of training. Transfer of training, also called training transfer, refers to the actual application of learning acquired from training to the job (Holton, Bates, Seyler, & Carvalho, 1997; Russ-Eft & Preskill, 2009). This study explored how the supportive behaviors communicated by training instructors and work supervisors to newly hired novice firefighters attending fire and emergency medical services (EMS) training were perceived to have influenced their selfefficacy and motivation to transfer learned knowledge and skills. Only novices or individuals who were new to firefighting and emergency medical services were selected for the study. Focusing on individuals who lacked knowledge and skills to competently perform on the job (Jacobs, 2003) allowed for a more in-depth understanding of how support was perceived to influence self-efficacy and motivation to engineer competent performance. Research Questions The following two questions were used to guide the research process: 1. How have supportive behaviors influenced trainee self-efficacy, motivation, and ability to transfer learned knowledge and skills? 2. Which supportive behaviors were perceived to have the greatest influence on trainee self-efficacy, motivation, and ability to transfer learned knowledge and skills? Review of the Literature Baldwin and Ford's (1988) literature review found supervisor support influential in the transfer-of-training process. Since Baldwin and Ford's (1988) literature review, there has been much research aimed at understanding the relationship between supervisor support and the transfer of

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“…The support factors that have been used in this study have been derived from review studies (Baldwin & Ford, 1988;Blume et al, 2010;Cheng & Hampson, 2008;Ford & Weissbein, 1997;Ling & Yusof, 2017;Merriam & Leahy, 2005;Salas & Cannon-Bowers, 2001;Tonhäuser & Büker, 2016) and from the Learning Transfer System Inventory (LTSI) by Holton and colleagues (Bates et al, 2012;Holton, Bates, & Ruona, 2000). In his Theory of Planned Behavior (1991) Ajzen considers intentions to be a strong predictor of behaviour and acknowledges the relevance of how "important others" like teachers, colleagues, and supervisors whose approval we desire, feel about our behaviour.…”

Section: Organizational Factorsmentioning

confidence: 99%

From monocontextual to multicontextual transfer

Testers

Gegenfurtner

Geel

et al. 2019

FLR

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An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on pre-training intention to transfer prospective learning in two different transfer contexts: study and work. Participants were 303 students at an open university starting a digital course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multicontextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.

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A Review of the Linkage between Supervisory Support and Training Transfer

Cited by 3 publications

References 35 publications

General vs. Specific-referent Instruments to Measure Training Transfer in a Transportation Organization in Canada

General vs. Specific-referent Instruments to Measure Training Transfer in a Transportation Organization in Canada

How Supportive Behaviors of Instructors and Supervisors Influence TraineeSelf‐Efficacyand Motivation

From monocontextual to multicontextual transfer

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