Training Transfer in the Taiwanese Hotel Industry: Factors and Outcomes

Abstract

In this study we utilized structural equation modeling to determine the causal relationship between hotel employee attendance at training courses and the antecedents of training motivation (i.e., career planning and perceived organizational support), training transfer, and training results (i.e., job performance and organizational commitment). Data were obtained from a sample of 580 respondents who were drawn from 18 hotels in Taiwan that cater to international tourists. The study results indicated that training motivation was positively related to training transfer and that training transfer was positively related to job performance and organizational commitment. In particular, career planning and perceived organizational support enhanced job performance and organizational commitment through training motivation and training transfer.

The Impact of Self-Efficacy towards Training Motivation at Kolej Poly-Tech MARA Kuantan, Malaysia

“…2013). The extension of the motivation is needed as many study focus on training transfer that involves both the generalization and the maintenance of skills acquired on the job (Chang, 2013).…”

Voluntary or mandatory enrollment in training and the motivation to transfer training

“…Baldwin and Ford (1988) propose that individual characteristics (such as ability, personality and motivation), the training design (principles of learning, sequence and training content) and the working environment (support and the opportunity to use the learned skills) affect the process of transfer. Working environment variables reflect organizational conditions that affect training like transfer climate (Burke & Baldwin, 1999;Grossman & Salas, 2011), supervisor support (Chiaburu et al, 2010;Velada et al, 2007) or organizational support (Grossman & Salas, 2011;Ma & Chang, 2013). According to Robertson and Downs (1979), skills acquired by the trainees explain 16 per cent of the variation in the effectiveness of training (Cheng & Ho, 2001), whereas Noe and Schmitt (1986) subsequently postulate that the motivation of the trainees and the working environment may explain approximately 15 per cent to 20 per cent of the same variation.…”

“…The motivation to learn is the intention of the learner to absorb knowledge enabling them to perform skills or retain knowledge, whereas motivation to transfer is the intention of the learner to use the skills on the job (Baldwin & Magjuka, ). Training motivation does impact on training transfer and subsequently on job performance (Ma & Chang, ). Trainees perceive that improving performance may be reached by the use of newly acquired skills, recognizing that the knowledge and capabilities developed through training programs are useful in resolving problems related to work routines.…”

A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer

“…Significant organizational resources are invested in employee training each year. In 2012 alone, organizations spent 164 billion dollars on training, an investment expected to yield a number of positive outcomes ranging from improved employee performance to an increased competitive advantage (American Society for Training and Development, 2013; Liao, Mo, & Grant, 2011; Ma & Chang, 2013; Vidal-Salazar, Hurtado-Torres, & Matías-Reche, 2012). Unfortunately, many organizations do not reap the full benefits of training, because few employees achieve training transfer, the effective and continuous application of knowledge and skills learned in training to the job (Aguinis & Kraiger, 2009; Baldwin & Ford, 1988; Broad & Newstrom, 1992).…”