A Supervisors' Perspective on Their Role in Transfer of Training

Abstract

The literature has indicated that support of the supervisor is critical for employees to transfer the competences developed during training to their job. However, little is known about which specific supervisor behaviors and attitudes enhance transfer of training. An earlier systematic literature review demonstrated the multidimensionality of supervisor support and discerned 24 categories. The aim of this empirical study is to validate this multidimensional framework and to discover what supervisor support means in practice by exploring how supervisors take up their role in transfer of training. The present study reports on a qualitative study in which 16 supervisors were interviewed about how they experience and display support in training transfer. Findings show that the majority of the 24 categories of specific supervisor support are provided in practice. However, it appears that, particularly, involvement in training selection, coaching learning and transfer, and participation in training characterize the role of the supervisor in transfer of training. The findings furthermore reveal 83 specific approaches, strategies, actions, and attitudes that supervisors report to use to enact each particular category of support for transfer of training.

Transformational leadership and human resource development: Linking employee learning, job satisfaction, and organizational performance

“…Primarily centered on learning and performance, organizational HRD culture aims to support organizational processes to nurture human expertise in the workplace. Such distinction reveals itself in the HRD literature where most of the previous studies have generally focused on the performance aspect of HRD, such as employee engagement (Davis & Van der Heijden, 2018; Lee & Eissenstat, 2018) and training effectiveness (Flatt & Jacobs, 2018; Kim et al, 2015), or general learning aspects of HRD, such as transfer of training (Govaerts, Kyndt, Vreye, & Dochy, 2017; Johnson, Blackman, & Buick, 2018) and training costs (Benda, Koster, & Romke, 2019; Islam, 2019; Nguyen & Truong, 2011). However, such foci may be limiting as they either emphasize distinct implications for critical organizational outcomes or contributions.…”

Transfer of Training and Its Consequences on the Performance of Saudi Employees

“…The result of our review shows that most of the theories used in explaining empirical studies provide a complete answer to the training transfer problem in its relation to employee performance. Extensive research is still required because of the conflicting outcomes present in the literature concerning the probability of training transfer (Govaerts et al, 2017;Hurt, 2016). Moreover, in order to accomplish a viable transfer of training, a workplace is one of the most critical factors that support, and motivate trained staff to preserve and improving their knowledge and skills after some time.…”

“…During the time spent transfer of training, the initial step is to require a trainee to adopt the new employment-related ability (Govaerts et al, 2017). By learning, it alludes to a moderately lasting change in skills and behaviours of trainees.…”

Evidence-based actions for maximising training effectiveness in corporate E-learning and classroom training

“…Third, post-training activities tremendously affect the targeted transfer goal by enabling trainees to apply what they have learned to the job. For example, supervisors can support their employees by providing transfer opportunities (Govaerts et al 2017) and removing obstacles to maintain skills. Finally, evaluating training enables effective training to be continued.…”