What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports

Abstract

Results from a study examining the predictors of skill transfer from an instructional to a work environment are presented. Prior research indicates that skill transfer is a function of both individual and contextual factors. A total of 186 employees from a work organization were surveyed on individual dimensions (goal orientation, training self-efficacy) and contextual factors (supervisor and peer support). Pre-training motivation was proposed as proximal training outcome and further connected to the distal outcome, skill transfer. Analyses with structural equation modeling using EQS indicate that individual dimensions, such as mastery-approach goal orientation and training self-efficacy, are related to pre-training motivation. Also, contextual factors, such as peer support, predicted both pre-training motivation and skill transfer, while supervisor support was unrelated to either pre-training motivation or skill transfer. Pre-training motivation, in turn, was related to skill transfer. Implications for theory and practice are discussed.

Toward a unified model of motivation for training transfer: a phase perspective

“…Similar evidence exists also on Goal Setting Theory and Social Cognitive Theory (Chiaburu & Marinova, 2005;Morin & Latham, 2000), which are useful frameworks, but because they are focused on some mechanisms, these theories individually are also limited in their predictive validity for understanding transfer. Accordingly, as a remedy, it may be necessary to build a model that integrates the variables from these theories to help explain transfer of training.…”

“…Recent studies (Hutchins et al, 2013;Weisweiler et al, 2013;Young, 2013) Transfer, which is focused only on motivational variables that affect trainees' transfer process. Still, although an attempt was made in grounding the model in theories reflecting motivational and emotional dynamics, more variables exist that would warrant inclusion, such as goal orientations (Gegenfurtner & Hagenauer, 2013;Laine & Gegenfurtner, 2013) or motivation to learn (Chiaburu & Marinova, 2005;Gegenfurtner, 2011b ). Along these lines, future research may test the model in TOWARD A UNIFIED MODEL 17 different training settings, including, but not limited to, game-based (Siewiorek & Gegenfurtner, 2010;Siewiorek et al, 2013), simulation-based (Knogler et al, 2013), and visual training conditions (Gegenfurtner & Seppänen, 2013;Seppänen & Gegenfurtner, 2012).…”

“…GST was used as a theory on which to build intervention programs based on career and / or personal training goals (e.g., Latham & Frayne, 1989;Morin & Latham, 2000). SCT was used to study self-efficacy as a key predictor of transfer of training (Chiaburu & Marinova, 2005;Holladay & Quiñones, 2003).…”

Professional Knowledge Management

“…The LAQ assesses organizational factors relevant for individual and organizational learning. Research findings from the fields of HRD and Organizational Learning/Knowledge Management were used to generate an initial item pool [BKH07], [CM05], [CK98], [JR99], [Ru02]. The design and evaluation of the LAQ in the chosen test environments was spread over two empirical phases.…”

“…Since the late 1980s, research not only recognizes the impact of the individual, but also the impact of the organization on individual learning processes and/or training success: Several authors in the Human Resource Development (HRD) field analyze organizational factors affecting work-related learning, e.g. [CT05], [CM05], [Ru02], [Ga99], [CK98], [Ta97].…”