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

Abstract

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.

Academic supports, motivation to learn, motivation to transfer and transfer of training: a comparative analysis of public and private universities

“…Additionally, Tharangani et al (2014) supported the results by conducting survey in Sri Lanka and found that SS significantly and positively influence MTT. Also, Iswahyudi et al (2019) found that SS significantly and positively influences MTT, which in turn influences TOT. Furthermore, MTT significantly and positively mediates the link between SS and TOT.…”

“…The current study is based on the model proposed by Lee et al (2014) under the umbrella of previous researches. Iswahyudi et al (2019) and Kontoghiorghes (2002) introduced two concepts in their studies: trainees' MTL and then the MTT. MTL is defined as the employee's wish to learn from training material (Gilpin-Jackson and Bushe, 2007), while MTT includes the employee's want to practice newly learned skills, attitude and knowledge (Chan and Wang, 2020).…”

“…Besides, supervisors and peers/ coworkers are the motivators of TOT because they are actively involved in learning practical and training skills that encourage employees TOT (Luongo, 2007). Meanwhile, Iswahyudi et al (2019) found that SS significantly and positively influences TOT. Additionally, the researchers argued that with the support of supervisors and peers, practices of transferring training may be increased (Burke and Hutchins, 2007;Nijman and Gelissen, 2011).…”

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

“…Given that the instructional process is based on the specific course contents or activities, we would like to develop students' ability to draw inferences from one instance or apply what they have learned from courses to the problems in real life. Thus, a good course should involve the application and transfer component, which could not only facilitate students' transfer ability but also help students gain self-efficacy when they make a successful transfer, which in turn improves their motivation to apply what they have learned in other subjects (Iswahyudi et al, 2019).…”

Analisis Kecemasan Akademis Melalui Self Efficacy dan Dukungan Sosial pada Siswa SMK Jurusan Akuntansi

“…Selain itu seseorang dengan self efficacy yang tinggi cenderung menganggap kesulitan tugas sebagai suatu tantangan. Dalam (Iswahyudi et al, 2019) menjelaskan Self efficacy membuat seseorang menjadi lebih percaya diri dengan kemampuannya sehingga mereka cenderung akan memberikan pengetahuan baru, sikap, dan juga keterampilan. Seseorang dengan self efficacy tinggi cenderung memiliki kinerja yang lebih optimal meskipun dalam tekanan.…”