Trainee versus supervisor assessment of training transfer: mediational analysis of transfer variables

Park, Yoonhee; Lim, Doo Hun; Chang, Joohee

doi:10.1111/1744-7941.12116

Cited by 18 publications

(16 citation statements)

References 43 publications

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“…Ghosh et al (2015) and Wei Tian et al (2016) concluded that the effect of supervisor support on training transfer is contextual in nature. Park et al (2017) opined that supervisor support ought to be controlled to reduce its negative effects on training transfer. One possible explanation is that supervisor support is perceived by trainees as coercive and/or redundant (Nijman and Gelissen, 2011;Nijman et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Personality traits, social support, and training transfer

Ahmad

2018

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Purpose Substantially few or no known empirical studies have explicitly focused on the higher-order construct of motivation in human resource development (HRD), namely, motivation to improve work through learning (MTIWL) as a mediator linking personality traits and social support to training transfer. Hence, the purpose of this paper is to redress the inadequacy by exploring the role of MTIWL as a mediator on such relationships. Design/methodology/approach Consistent with positivism, quantitative data based on self-rating were collected from 131 trainees attending management training programs organized by a public sector training provider in Malaysia. Findings The findings indicate that personality traits (i.e. conscientiousness, extraversion, and agreeableness) and social support (i.e. perceived organizational support and peer support) influenced training transfer via the mediating role of MTIWL. Supervisor support, nonetheless, was not a significant predictor of training transfer through MTIWL. Originality/value This study focuses on a more holistic motivational construct than simple motivation in HRD. The focus on MTIWL extends the existing understanding of the underlying motivational influences that link dispositional and situational factors to training transfer in occupational settings.

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Section: Discussionmentioning

confidence: 99%

Personality traits, social support, and training transfer

Ahmad

2018

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“…Training value is the perceived value and relevance of training. The more relevant trainees perceive the training content to them, the higher their transfer will be (Park et al, 2017). A positive perception of training value results in positive transfer outcomes and it was found to be significantly related to transfer outcomes among the attitudinal and organizational factors in Cheng and Ho's (1998) study.…”

Section: Resultsmentioning

confidence: 99%

“…Utility reaction refers to trainees' understanding and perception of training usefulness to their job performance (Nikandrou et al, 2009; Ruona et al, 2002), which exerts a statistically significant impact on the perceived relevance of training content (Park et al, 2017). According to Scourtoudis and Dyke (2007), the reason why previous research thought reaction was not a good predictor of transfer is that they focused on affective reaction instead of utility reaction.…”

Section: Resultsmentioning

confidence: 99%

“…However, IBM's (2008) human capital study reported that only 14% of the 400 interviewed executives across the world rated their workforce as “very capable.” As a multiple‐faceted construct (Hubbard, 2009), organizational performance was shown to be closely associated with training investment (Bassi & Van Buren, 1999; Russell et al, 1985) and training transfer (Martins et al, 2019). In order to maintain their competitive advantages, organizations constantly resort to training in building high‐performing workforces (Bhatti et al, 2014; Galunic & Anderson, 2000; Hutchins, 2009; Mansour et al, 2017; Park et al, 2017). The 2017 training industry report revealed that the total formal training expenditure reached 93.6 billion in the U.S., with an increase of 32.5% compared to the previous year (Freifeld, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Attitudinal Influences on Transfer of Training: A Systematic Literature Review

Yang¹,

Watson²

2020

Performance Improve Qtrly

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Trainings have not been well received in that newly acquired knowledge and skills cannot be fully transferred to trainees' workplaces following their participation in training programs. Among the identified transfer determinants, attitude is often neglected or marginalized in existing transfer of training research. It remains unclear what roles attitudinal factors play in the process of transfer of training. We identified this gap and provided a holistic perspective of attitudinal influences on transfer of training through systematically synthesizing and critiquing 37 empirical studies drawn from the last three decades, under the theoretical framework of a tripartite attitude model consisting of affective, cognitive, and behavioral dimensions. The thorough review indicates that trainees' attitudes are closely related to training outcomes and transferred behavior despite some contradictory findings within each attitude dimension. Motivation is closely related to trainee attitude and mediates the attitude‐transfer link. In this study, we proposed an attitudinal framework to investigate attitudinal influences on transfer from a holistic perspective.

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“…As previously described, personal characteristics of the trainee could also influence the transfer process. In the past decades, many studies have confirmed the role played by self-efficacy in the transfer process as one of the most important determinants of training transfer (Blume et al , 2010; Park et al , 2016; Mathieu et al , 1993). Self-efficacy refers to the “belief in one’s capabilities to organize and execute the course of action required to produce given attainments” (Bandura 1997, p. 3).…”

Section: Transfer Of Training and Intention To Transfermentioning

confidence: 99%

Leadership styles and self-efficacy in determining transfer intentions of safety training

Vignoli

Mariani

Guglielmi

et al. 2018

JWL

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Purpose This study aims to investigate the factors that can influence the transfer process of training in open skills, i.e. non-technical skills (NTS). Specifically, according to the model of the transfer process, the aim of this paper is to analyse the effects of both personal (e.g. self-efficacy) and work environment (e.g. safety leadership styles) antecedents of intention to transfer. Design/methodology/approach A total of 88 workers belonging to two different plants of the same chemical company filled in a questionnaire at the beginning (T1) and at the end (T2) of the training intervention. The majority of the sample was composed of men (95.5 per cent), with the mean age being 45.19 years old, and they had worked in the same company for an average of 17.2 years. Personal (self-efficacy) and organizational (transformational and passive leadership) factors were measured at T1, while intention to transfer was measured at T2. To investigate the combined effect of both personal and environmental characteristics on the transfer process, a moderation analysis was conducted following the Preacher and Hayes approach. Findings Results showed that all the antecedents investigated (except for passive leadership) impacted on the intention to transfer. Furthermore, high levels of self-efficacy combined with higher levels of transformational leadership resulted in higher levels of intention to transfer. Research limitations/implications The sample size is quite small, and effective transfer of NTS has not been measured. Practical implications Results suggest that organizations should focus on fostering self-efficacy of the trainees and transformational leadership of the supervisors so as to facilitate the transfer process of NTS. Originality/value To the best of the authors’ knowledge, this is the first study which has considered both individual and contextual characteristics to analyse the transfer process of NTS.

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Trainee versus supervisor assessment of training transfer: mediational analysis of transfer variables

Cited by 18 publications

References 43 publications

Personality traits, social support, and training transfer

Personality traits, social support, and training transfer

Attitudinal Influences on Transfer of Training: A Systematic Literature Review

Leadership styles and self-efficacy in determining transfer intentions of safety training

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