Supervisors’ Roles in Training Program Culture, Training Intrinsic Motivation and Knowledge Transfer: an Empirical Study

Abstract

Purpose: This study examines the mediating role of training intrinsic motivation in the relationship between supervisors’ roles in training program culture and knowledge transfer in the Malaysian public sector. Thus, the research question is, “what is the effect of the supervisors’ roles in training program culture, training intrinsic motivation on knowledge transfer in the public sector context?”
 
 Theoretical framework: The framework of the study is adopted from the attributes of (1) leadership, (2) social learning, (3) beliefs and (4) employee performance. This framework aims to provide an understanding of how these variables affect the supervisors’ roles in training program culture, intrinsic motivation and knowledge transfer.
 
 Design/methodology/approach: A cross-sectional study was used to collect 544 survey questionnaires from employees at different divisions/departments in the Malaysian public sector. The SmartPLS is utilized to evaluate the quality of the study’s instrument and subsequently test the study’s hypotheses.
 
 Findings: The structural equation modelling test indicated that knowledge transfer is affected by supervisors’ roles in training program culture. Hence, the effect of supervisors’ roles in the administration of training programs on knowledge transfer is mediated by training intrinsic motivation. This finding will benefit supervisors, managers and operation employees, as well as studies related to training intrinsic motivation in dynamic organizations.
 
 Research: In the theoretical context, this study confirmed that the training’s intrinsic motivation is an effective mediating variable in the relationship between supervisors’ roles in training program culture and knowledge transfer. Meanwhile, in the managerial implication, supervisors should provide direction and assistance to subordinates and practice open communication to help them enhance performance. A communication technique relevant to the work environment will help employees increase knowledge transfer and public sector performance in the future.
 
 Originality/value: This study is to refine the role of supervisors and create a culture of effective training in public sector culture. These findings should be considered by the public sector in the context of training programs.

Prediction of Sustainable Environment Training Towards Knowledge Transfer Through Motivation to Learn

“…Furthermore, the study confirmed a positive effect of motivation to learn on knowledge transfer. These results are in line with previous literature (Easterby-Smith et al, 2008;Martín Cruz et al, 2009;Gegenfurtner and Vauras, 2012;Zafar et al, 2014;Tho, 2017;Kang and Kim, 2017;Mohamad and Abd Rahman, 2023;Sharif et al, 2023). These results demonstrate that the positive impact of motivation to learn on The results suggest that the indirect pathways play a role in facilitating the drive to learn by establishing a connection between intrinsic motivation and the transfer of knowledge.…”

“…Researchers such as Easterby-Smith et al (2008) and Gegenfurtner and Vauras (2012) also recognize the influential impact of learning motivation on information transmission. Mohamad and Abd Rahman (2023) underscore the significant significance that information transmission plays in facilitating intellectual exchange. The research conducted by Kalling (2003) supports the concept of internal knowledge transmission inside organizations, emphasizing the significant impact of motivation.…”

“…The empirical study investigates the roles of supervisors in training program culture and the training of intrinsic motivation for knowledge transfer. It is likely to highlight the influence of supervisor support in fostering intrinsic motivation and facilitating knowledge transfer(Mohamad and Abd Rahman, 2023). Another research focuses on linking HRM practices to knowledge transfer at the individual level.…”

“…H2. Extrinsic motivation significantly predicts knowledge transfer.3.2 MOTIVATION TO LEARN AND KNOWLEDGE TRANSFERMotivation to learn emerges as a pivotal factor in shaping the landscape of knowledge transfer, as underscored by studies in various domains Mohamad and Abd Rahman (2023). emphasize its substantial role in fostering knowledge transfer Kalling's (2003).…”

An Empirical Study of the Relationship Between Leadership Practice in Training Programs and Skill Development: Motivational Climate as Mediating

“…Fourthly, encouraging interaction between leaders and employees is essential because extensive learning is seen as a sociocultural experience that requires social interaction for effective professional development [12]. This approach is particularly crucial in the context of human relationships, selfawareness, problem-solving and decision-making, motivation, values, and effective program management in training [13], [14].Leadership practices in training programs typically employ two task styles: intangible support and tangible support [15], [16]. In training perspective, leadership practice refers to the leader that provides both intangible support (moral or emotional support) and tangible support (material or instrumental support) to trainees in guiding and improving their capabilities before, during, and after the training program [9], [15], [17].…”