Applying trained skills on the job: The importance of the work environment.

Abstract

The influence of the work environment on the transfer of newly trained supervisory skills was examined. Participants were 505 supermarket managers from 52 stores. The work environment was operationalized in terms of transfer of training climate and continuouslearning culture. Climate and culture were hypothesized to have both direct and moderating effects on posttraining behaviors. Accounting for pretraining behaviors and knowledge gained in training, the results from a series of LISREL analyses showed that both climate and culture were directly related to posttraining behaviors. In particular, the social support system appeared to play a central role in the transfer of training. Moderating effects were not found. Implications for enhancing the transfer of training are discussed.

Adhocracy Culture Support and Leader’s Working Creativity

“…Organizational culture learning becomes the important factor in innovative consideration since it enables an organization to anticipate and adapt with any environment change. As a matter of fact, organizational culture learning is marked as a willingness of each member in an organization to study and respect the high performance in the application of progressive learning and innovative working [24], [25]. Based on these arguments, it can be concluded hypothesis as follow:…”

Experiences of training on an employment‐based route into teaching in England

“…Whilst structural aspects were recognised as important to professional development only towards the end of the year, informal learning was seen as more important during training, including observing and working alongside experienced practitioners, as other studies of work-based learning have found (Tracey et al, 1995;Eraut et al, 2000).…”

“…It was in school that all five types of 'on the job' training identified by de Jong (1997) Structural support and training were provided by schools through their procedures, policies and practices, such as planning, behaviour management and assessment. This was usually led by the headteacher, a key figure in promoting good practice in the primary school (Ofsted, 2002b;Sturman, 2003); strong leadership is identified as a major factor affecting learning in the workplace (Tracey et al, 1995;Eraut et al, 2000). Many GTP trainees were based in well organised schools, providing good models of primary practice (as identified by the LEA and in Ofsted reports), which enhanced their own professional development.…”

“…Coffield, 2000) is useful in order to understand the ways in which such learning takes place, and the factors which may be significant in this complex process. Tracey et al (1995) and Eraut et al (2000) stress the importance of the learning culture of the workplace, characterised particularly by the way work is organised and managed, and by the social climate of the work environment, including relationships with colleagues. Thus both formal and informal factors can be seen to play a significant role in facilitating or inhibiting development and learning.…”

A multi-level analysis of team climate and interpersonal exchange relationships at work

“…In particular, researchers have focused on the role that climate plays in motivational processes for individual and team outcomes (Ashkanasy, Wilderon, & Peterson, 2000;Kozlowski & Klein, 2000). Specific domains of climate that have been studied include service climate (Schneider, Parkington, & Buxton, 1980), innovation climate (Anderson & West, 1998), safety climate (Hofmann & Stetzer, 1996), transfer to training climate (Tracey, Tannenbaum, & Kavanagh, 1995), procedural justice climate (Naumann & Bennett, 2000), and affective climate (De Rivera, 1992). In general, this research has shown that climate accounts for substantial variance in work attitudes and behaviors.…”