The effect of error orientation, motivation to learn, and social support on training transfer intentions: A moderated mediation model

Lauzier, Martin; Mercier, Geneviève

doi:10.1002/cjas.1429

Cited by 15 publications

(13 citation statements)

References 49 publications

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“…The influence of learner readiness on transfer was established through our data to depend on the presence (or absence) of supervisor support, thus supporting H3. This is in line with Lauzier and Mercier (2017), who have confirmed moderation by supervisor support in a mediated relation. Extant literature on transfer cites self-efficacy and transfer climate (e.g.…”

Section: Discussionsupporting

confidence: 90%

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Exploring readiness of learners to transfer training: an interactionist approach

Ragini

Ghosh

2021

EJTD

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Purpose Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support. Design/methodology/approach The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used. Findings Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer. Practical implications Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer. Originality/value An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

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Section: Discussionsupporting

confidence: 90%

“…Motivation as another trainee characteristic before training positively influences transfer (Lauzier and Mercier, 2017). Learning transfer is more when trainees have the confidence to retain new KSAs and are also motivated to apply new KSAs.…”

Section: Rationale Behind the Choice Of Variablesmentioning

confidence: 99%

Exploring readiness of learners to transfer training: an interactionist approach

Ragini

Ghosh

2021

EJTD

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“…In addition, our findings align with the literature on knowledge flows and learning experiences in organizations more generally. This research demonstrated that positive and trusting relationships at work are of paramount importance for the extent to which employees are able and willing to exchange information and knowledge (Burmeister et al, 2018; Hsu & Chang, 2014; Nifadkar et al, 2019; Sias, 2005) and engage in learning at work (Blume et al, 2010; Lauzier & Mercier, 2018; Massenberg et al, 2015). Our research demonstrates that coworker contact quality creates a relational work context in which employees can engage in daily knowledge seeking without facing the detrimental consequences of being overloaded.…”

Section: Discussionmentioning

confidence: 90%

Too much to know? The cognitive demands of daily knowledge seeking and the buffering role of coworker contact quality.

Burmeister¹,

Alterman²,

Fasbender³

et al. 2022

Journal of Applied Psychology

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“…motivation), but may only perform the action if there is also a deliberate intention or plan to behave in a certain way or under specific circumstances. Research on intention to transfer has not been examined much in terms of direct transfer outcomes, but rather research has examined individual attributes that can predict intentions (Gegenfurtner, 2013; Hutchins et al , 2013; Lauzier and Mercier, 2017). For example, research has found that attitudes toward training content and motivation positively affect intention to transfer immediately after training (Gegenfurtner, 2013; Lauzier and Mercier, 2017).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Support, training readiness and learning motivation in determining intention to transfer

Kim

Park

Kang

2019

EJTD

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Purpose The purpose of this study is to augment knowledge of how work environment and personal characteristics affect intention to transfer in a work context. This study aims to investigate the factors that can influence intention to transfer training in a professional development training context. The study examined the predictive capacity of organizational support, supervisor support, training readiness and learning motivation on transfer intention among the study respondents. Design/methodology/approach Data were collected from teachers in secondary schools in the USA. The structural equation modeling method was adopted to analyze 216 responses using a self-report survey. Findings We found that (a) organizational support was directly associated with supervisor support for training, (b) supervisor support for training significantly influenced training readiness and motivation to learn, (c) training readiness positively affected motivation to learn, and (d) motivation to learn positively influenced intention to transfer. In addition, supervisor support mediated the relationships between organizational support and training readiness and between organizational support and motivation to learn. Training readiness linked intention to transfer and motivation to learn. Motivation to learn also played a mediating role in the relationship between supervisor support and intention to transfer. Originality/value Our findings add to the academic work on training transfer by empirically analyzing how both the environment (e.g. organizational support) and individual factors (e.g. learning motivation) influence employees’ intention to transfer. In particular, we investigated the potential impact of both organizational support and supervisory support on intentions to transfer, compared to previous studies emphasizing only supervisory support to improve training outcomes.

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The effect of error orientation, motivation to learn, and social support on training transfer intentions: A moderated mediation model

Cited by 15 publications

References 49 publications

Exploring readiness of learners to transfer training: an interactionist approach

Exploring readiness of learners to transfer training: an interactionist approach

Too much to know? The cognitive demands of daily knowledge seeking and the buffering role of coworker contact quality.

Support, training readiness and learning motivation in determining intention to transfer

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