PurposeThe purpose of this paper is to describe the supervisor behaviours that employees found to be helpful and unhelpful in facilitating training transfer. The study aims to provide rich qualitative data from the employee's perspective.Design/methodology/approachThis study utilises a cross‐sectional design. A case study and a qualitative interpretivist approach were used to interpret the employee's responses. In total 24 semi‐structured interviews were conducted and responses were analysed with the aid of NVivo.FindingsThe results suggested what supervisors did prior to, during and after course attendance was critical to training transfer. Supportive behaviours prior to the course included motivating, encouraging and setting expectations. Practical support provided during the course signalled the value that the supervisor placed on the course. Meetings held after the course provided the best opportunity to support transfer. Transfer was maximised when participants experienced a positive role model and when supervisors showed interest in their experience of the course, encouraged and sponsored new initiatives, and involved them in decision‐making. The main perceived hindrances to training transfer were culture, policies and a lack of encouragement.Originality/valueThis is a qualitative study in a field of inquiry dominated by quantitative approaches. The results highlight the employee's perspective concerning what they found to assist in training transfer. This methodology is rarely evidenced in the extant literature.
Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.
Purpose -The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees' perspective. Design/methodology/approach -This case study used a qualitative phenomenological constructivist approach. Data were collected through semi-structured interviews and analysed with the aid of NVivo. The study was conducted in a large government-owned organisation in Australia and the sample consisted of 24 recent graduates of leadership development programs. Findings -The results suggested that together with the organisation's leadership, there are several distinguishing characteristics of a learning environment. These include learning with colleagues, openness to new ideas and change, building relationships, open communication, sharing the learning, coaching and reflection. Providing support for managers to gain confidence and self-awareness was important to their ability to apply their learning. The results also suggest that learning with colleagues from different regional and functional areas helps to reform subcultures and contributes to an overarching learning culture and hence to creating a supportive learning environment. Some hindrances were also discovered. Originality/value -This study gives voice to employee perceptions of the important factors required to create a supportive learning environment. The authors used a qualitative methodology in a field dominated by quantitative studies to provide rich data that extends the extant literature.
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