Impact of individual perception of organizational culture on the learning transfer environment

Chatterjee, Aindrila; Pereira, Arun; Bates, Reid

doi:10.1111/ijtd.12116

Cited by 70 publications

(59 citation statements)

References 44 publications

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“…Due to rising levels of teacher shortages and some studies that disclose teachers tend to perceive formal learning as irrelevant or ineffective (Lieberman & Pointer Mace, 2008; Opfer & Pedder, 2011), it is crucial that scholars pay attention to organizational learning climate and fostering learning at the workplace. Additionally, organizational learning climate is crucial for optimizing training outcomes and furthermore professional development has positive influences on learners’ achievement and the delivery of quality education (Chatterjee et al, 2018; OECD, 2009; OECD, 2019; Weiss et al, 2012, 2013).…”

Section: Introductionmentioning

confidence: 99%

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Daniëls

Muyters

Hondeghem

2021

Int J Training Development

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Research considering the effects of leadership training and development is underresearched. However, leadership behaviour can generate greater levels of performance and satisfaction. In this study, the effect of a group reflective learning programme for school leaders is examined. The study questions whether leadership development, using a group reflective learning programme that focuses on coaching skills, can influence teacher perceptions of the organizational learning climate. Gaining a deeper insight in factors influencing organizational learning climate is important because organizational learning climate is associated with job motivation, job satisfaction, positive working conditions and the optimizing of training outcomes. Hence, a positive organizational learning climate can contribute to organizational performance, in the case of primary education delivering quality education to pupils. Based on a sample of 289 teachers, it turned out that school leaders’ participation in the group reflective learning programme resulted in a significant increase of teachers’ perceptions of the organizational learning climate. The results are inspiring for scholars, policy makers and practitioners.

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Section: Introductionmentioning

confidence: 99%

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Daniëls

Muyters

Hondeghem

2021

Int J Training Development

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“…This study identifies important employee characteristics, that is, learning patterns, belief in one’s self, and work environment variables that impact effective training implementation. There is substantial literature that identifies the impact of work environment characteristics on training transfer (Prather, 2000); however, little effort has been made to examine the interaction between trainee characteristics and work climate variables that affect the transfer of training (Chatterjee, Pereira, & Bates, 2018). To fill this gap, we study the interaction of trainee characteristics (self-efficacy and training instrumentality) and work climate variables (supervisor support, flexibility, and performance feedback) on training implementation behavior.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Effect of Self-Efficacy and Instrumentality Beliefs on Training Implementation Behaviors: Testing the Moderating Effect of Organizational Climate

Quratulain

Khan

Sabharwal

et al. 2019

Review of Public Personnel Administration

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This study examines the individual and work-related factors that can affect the transfer of training processes. Specifically, our study focuses on organizational, individual, and training-related factors that can affect learning transfer in public service organizations. Based on a survey of public sector employees, our findings indicate that instrumentality/utility and self-efficacy beliefs are significant predictors of training implementation behaviors. Furthermore, organizational flexibility and feedback dimensions of organizational climate interact with trainees’ cognitions (instrumentality and self-efficacy) and positively affect training implementation behaviors. Our findings provide important insights that pave the way to extend our current understanding of training transfer processes in public organizations. This study adds to the literature by unpacking instrumentality—an understudied but key element of Vroom’s valence–instrumentality–expectancy framework—as an important predictor of training implementation behaviors among public sector employees.

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“…The former encompass the learning culture of the organization -including the type of incentives used by the organization as rewards for participating in training programs-and the opportunities to use the training content in their jobs -an element which entails that the organization allocates the suitable time, resources and conditions so that the employees can use the knowledge and abilities learnt at their workplace after training (e.g. Blume et al, 2010;Chatterjee, Pereira & Bates, 2018;Grossman & Salas, 2011;Lim & Johnson, 2002;Martin, 2010).…”

Section: Work Environmentmentioning

confidence: 99%

Understanding the trainers´ view of the effectiveness of continuing professional training: the case of public servants training

Granado¹

2019

Rev. Complut. Educ

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There is empirical evidence that the research findings on training effectiveness are hardly applied in organizations; one possible reason is that these findings do not reach trainers in a way that could help them make decisions about the design and implementation of training programs. This gap could be explained by the fact that most of those studies have primary been focused on the trainees´ perception of what factors affect the outcomes of training, while the trainers´ perspective on it has barely been studied. The goal of this study was to explore the trainers´ view on the efficacy of training, in terms of transfer outcomes; for this purpose, 300 trainers participating in the implementation of the training schemes addressed to Public Administration employees in Andalusia (Spain) were surveyed. The results showed that the trainers´ perception of training effectiveness was influenced by the characteristics of the current culture of continuing professional training in this organizational sector: an individualistic and centralized conception of training and the absence of the sense of responsibility for training outcomes. Furthermore, five conceptions of effective training were detected: one focused on ensuring that the design of the training event satisfies the trainees, other based on the use of workplace as a learning space, the third concept is concerned about accountability for training results, a fourth focused on addressing the organizational demands and the last reflecting an ecological conception of training effectiveness. It is concluded that research on training effectiveness should be more aligned with the trainers´ concerns if research findings are to be used by practitioners and, thus, they can help transform the culture and practices of employees training.

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Impact of individual perception of organizational culture on the learning transfer environment

Cited by 70 publications

References 44 publications

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Effect of Self-Efficacy and Instrumentality Beliefs on Training Implementation Behaviors: Testing the Moderating Effect of Organizational Climate

Understanding the trainers´ view of the effectiveness of continuing professional training: the case of public servants training

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