Promoting transfer of hybrid training: Interaction of task‐contingent conscientiousness and supervisor support

Abstract

Research on training has accumulated knowledge of factors influencing transfer of training. However, little is known about how these factors interact to impact training activity level and training transfer. Based on recent advances in the contingency approach to personality, we examine person–situation interaction by testing how task‐contingent conscientiousness influences trainees to utilize supervisor support differently during training and transfer. We situate the current investigation in hybrid management training courses where a field sample of employees (N = 200) first attended required in‐person workshops and then received voluntary online modules. Results show that task‐contingent conscientiousness moderated both the linkage between supervisor support and training activity level and the linkage between training activity level and transfer of training. Specifically, for trainees with higher task‐contingent conscientiousness, supervisor support tended to have a stronger association with training activity level, and training activity level tended to translate into more transfer of training. Our findings provide unique insights into when supervisor support may be more beneficial depending on trainees' individual differences. We discuss the theoretical and practical implications of this research.

Transfer of training on Employee Job Performance: A Literature Review

“…Supervisors and managers support also have a substantial impact on the transfer of training (Richter & Kauffeld, 2020;. Research Blume et al (2023); Richter & Kauffeld (2020) suggests that employees are more inclined to apply the knowledge and skills they have acquired during training to their work when supervisors actively engage in the training process, provide constructive feedback, and create opportunities for practical application. Findings from propose that supervisors have a crucial role in delivering post-training assistance, establishing explicit expectations, and providing feedback to employees.…”

“…According to a study by Richter & Kauffeld (2020), lack of active participation and support from supervisors during the transfer process impedes employees' capacity to proficiently implement training in their respective positions. This matter necessitates interventions that prioritise the involvement of supervisors in providing guidance and motivation to employees in utilising their recently acquired skills (Blume et al, 2023). Technological difficulties also arise when it comes to the transfer of training (Kapo et al, 2020) 2020) indicates that insufficiently constructed training materials and methodologies that do not match the job prerequisites impede the transfer of knowledge and skills to the workplace.…”