Improving Training Motivation and Transfer in Hospitals: Extension of a Conceptual Model

Hefner, Jennifer L; Nembhard, Ingrid M.; Gregory, Megan E.; Walker, Daniel M.; Sova, Lindsey N.; Pfeil, Sheryl; Rothwell, Clayton D.; Volney, Jaclyn; Gaughan, Alice; McAlearney, Ann Scheck

doi:10.1108/s1474-823120210000020006

Cited by 3 publications

(5 citation statements)

References 32 publications

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“…Noe and Schmitt (1986) claim that learner motivation and workplace environment can account for 1%–20% of the variance. Recently, more research has been done on the impact of person, attitude and environmental factors on the transfer process and outcomes, with some findings being more significant than others (Islam and Ahmed, 2019; Kodwani and Prashar, 2021; Kim et al , 2019; Gregory et al , 2021; Ha and Vanaphuti, 2022). Their practical merits warrant close consideration.…”

Section: Factors Influencing Transfer Of Trainingmentioning

confidence: 99%

“…Participants having a higher cognitive aptitude might be well-armed to acquaint and preserve knowledge offered in training. Clear signals of the function of cognitive ability were established in a meta-analysis based on twenty years of investigation on training (Colquitt et al , 2000; Kim et al , 2019; Gregory et al , 2021; Bhat, 2021; Ha and Vanaphuti, 2022). Cognitive ability developed as the sole robust predictor of transfer of training.…”

Section: Learner Characteristicsmentioning

confidence: 99%

“…Higher the participants’ self-efficacy, the higher their conviction in applying acquired abilities in performing the targeted tasks (Mount and Mazerolle, 2021; Bhat, 2021). The relationship between learners with high and low self-esteem can be termed inverse, as learners with low self-efficacy are expected to reduce their attempts, while learners with higher self-efficacy are expected to exercise further effort (Robbins and Judge, 2009; Gregory et al , 2021). Undoubtedly, this concept has significant consequences for training managers who concentrate on challenging work behaviors.…”

Section: Learner Characteristicsmentioning

confidence: 99%

“…The finding by Cromwell and Kolb (2004) indicates that participants who received much support from managers greatly transferred the skills after the training compared to those who received minimum support from their managers. Researchers (Gilpin-Jackson and Bushe, 2007; Saks and Belcourt, 2006; Kodwani and Prashar, 2021; Gregory et al , 2021; Salamon et al , 2022) have emphasized the significance of managers’ participation in the training of the employees for effective transfer. Lastly, in their meta-analysis, Blume et al (2010) found that manager support has emerged as one of the robust interpreters of training transfer.…”

Section: Environmental Factorsmentioning

confidence: 99%

“…As rightly put up by Baldwin et al (2009), trainers and managers ought to provide feedback and follow-up after completion of training. Moreover, emphasis needs to be made on tools and aids that assist workplace performance as they ease transfer (Salas et al , 2006; Islam, 2019; Gregory et al , 2021; Ha and Vanaphuti, 2022; Salamon et al , 2022). These aids include informational aids, decision-making aids, procedural aids and coaching aids.…”

Section: Environmental Factorsmentioning

confidence: 99%

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The influence of learner characteristics, instructional design and work environment on the transfer of training

Bhat

Mir²,

Raja³

et al. 2022

ICT

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Purpose This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training. Design/methodology/approach A conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated. Findings The facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses. Research limitations/implications This study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable. Practical implications This study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular. Originality/value The training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.

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