The moderating effect of coworkers’ training participation on the influence of peer support in the transfer process

Abstract

Purpose The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer. Design/methodology/approach Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses. Findings Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT. Practical implications Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low. Originality/value To the best of the authors’ knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.

The positive gain spiral of job resources, work engagement, opportunity and motivation on training transfer

“…These assumptions were supported by several previous studies. For example, motivation to transfer was found to partially mediate the relationship between feedback and training transfer (Van den Bossche et al, 2010) and the relationship between peer support and training transfer (Richter & Kauffeld, 2020; Salamon et al, 2022). Other studies found that the transfer motivation fully mediates the relationship between peer support and transfer (Bhatti et al, 2013; Massenberg et al, 2015; Reinhold et al, 2018).…”

The influence of learner characteristics, instructional design and work environment on the transfer of training

“…Research has established a strong association between the cognitive ability of participants and the transfer of training (Baldwin and Ford, 1988; Colquitt et al , 2000; Salamon et al , 2022). Though this feature cannot be controlled, research on cognitive ability can help make selections about employee training.…”

“…Studies have further suggested that behavior modeling, management of error and training environments are features of the instructional design that are serious for transfer of training (Kraiger, 2003; Taylor et al , 2005; Keith and Frese, 2005; Keith and Frese, 2008; Salamon et al , 2022). Every factor can be influenced to encourage transfer.…”

“…The finding by Cromwell and Kolb (2004) indicates that participants who received much support from managers greatly transferred the skills after the training compared to those who received minimum support from their managers. Researchers (Gilpin-Jackson and Bushe, 2007; Saks and Belcourt, 2006; Kodwani and Prashar, 2021; Gregory et al , 2021; Salamon et al , 2022) have emphasized the significance of managers’ participation in the training of the employees for effective transfer. Lastly, in their meta-analysis, Blume et al (2010) found that manager support has emerged as one of the robust interpreters of training transfer.…”

“…As rightly put up by Baldwin et al (2009), trainers and managers ought to provide feedback and follow-up after completion of training. Moreover, emphasis needs to be made on tools and aids that assist workplace performance as they ease transfer (Salas et al , 2006; Islam, 2019; Gregory et al , 2021; Ha and Vanaphuti, 2022; Salamon et al , 2022). These aids include informational aids, decision-making aids, procedural aids and coaching aids.…”