Rules of engagement: the joint influence of trainer expressiveness and trainee experiential learning style on engagement and training transfer

Rangel, Bertha; Chung, Wonjoon; Harris, T. Brad; Carpenter, Nichelle C.; Chiaburu, Dan S.; Moore, Jenna L.

doi:10.1111/ijtd.12045

Cited by 24 publications

(24 citation statements)

References 63 publications

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“…At least four theoretical implications can be drawn from our study. First, while affective experiences during trainings have been widely neglected in training and transfer research (Aguinis & Kraiger, ; Gegenfurtner et al ., ) or treated as a control variable only (Rangel et al ., ), our study shows that positive affect matters within training and is related to participants’ motivation to transfer, which is important for successful transfer of training. Positive affect experienced within training is a relevant training‐related factor that should no longer be neglected within training and transfer research.…”

Section: Discussionmentioning

confidence: 99%

Linking positive affect and motivation to transfer within training: a multilevel study

Paulsen

Kauffeld

2016

Int J Training Development

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Motivation to transfer is a critical element for successful training transfer. Whereas recent research has shown that training‐related factors such as training design are related to motivation to transfer, participants’ affective experiences have been neglected. Based on the broaden‐and‐build theory of positive emotions, we conducted a multilevel study to investigate the relationship between positive affect and motivation to transfer at the individual and at the group level of analysis. A total of 867 training participants drawn from 78 three‐day training programmes were surveyed on the first day (T1) and the last day (T2) of the training. As expected, positive affect was found to be related to motivation to transfer at both T1 and T2. Furthermore, the relationship between positive affect at T1 and motivation to transfer at T2 was mediated by motivation to transfer at the individual and the group level at T1 and by positive affect at the individual level at T2.

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Section: Discussionmentioning

confidence: 99%

Linking positive affect and motivation to transfer within training: a multilevel study

Paulsen

Kauffeld

2016

Int J Training Development

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“…For instant, intention construct in TBP, is missing in training transfer model. Indeed, Rangel et al (2015) confirmed that understanding intention to transfer is important for a comprehensive understanding of training transfer. Thus, a hybridized model will improve understanding of transfer behavior.…”

Section: Introductionmentioning

confidence: 61%

“…In psychology, the intention construct is recognized as a crucial agent in human behavior ( Ajzen, 1991). Similarly, in the training transfer domain, Rangel et al (2015) demonstrated that a proper understanding of intention is necessary for a comprehensive understanding of training transfer (trainee behavior at work). Intention to transfer is the first and most critical phase (as well as a precondition) for the transfer process (Al-Eisa et al, 2009;Foxon, 1994;Grohmann et al, 2014;Holton, 1996).…”

Section: Intention To Transfermentioning

confidence: 99%

Training Transfer: A New Model in the United Arab Emirates General Education Sector—Hybridization of the Theory of Planned Behavior with the Training Transfer Model

Alshaali¹,

Hamid²,

Al-Ansi³

2018

IES

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This study investigates variables in training transfer in the general education (school) sector of the United Arab Emirates (UAE) by hybridizing the established training transfer model and the theory of planned behavior (TPB). The hybridized model employs four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer. This model is used to test nine hypotheses. The study sample comprised 225 employees from the UAE general education sector. Study participants (respondents to a questionnaire) were recruited by simple random sampling. The study questionnaire data was analyzed using Partial least squares structural equation modeling PLS-SEM. The study model had a good fit confirming a good fit of the hypothesized model to the empirical data. Eight out of nine hypotheses were accepted. The study is generally parallel with TPB. It demonstrates that intention to transfer has a dominant and central (mediating) influence on transfer process and transfer behavior. Remarkably, supervisor support is important only in the pre-training phase. For the UAE education sector to succeed in effective training transfer, supervisors must be properly trained to design training programs, particularly to enhance the trainee’s intention to apply training on the job. This study proved empirically that designing training is a critical influence of a trainee’s intention to apply training. Training design and intention to transfer are mediators and play a central role in promoting the training transfer process. Future studies should focus on including TPB and intention in the training transfer researches.

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“…This study assumes that as flex professionals, trainers prefer to autonomously implement their training modules and facilitation processes to achieve learning goals based on their trainees’ various needs (Mazmanian, Orlikowski, & Yates, 2013). There are multiple routes to achieving learning goals through content knowledge and delivery style in instructional design (Harris, Chung, Frye, & Chiaburu, 2014; Rangel et al, 2015). Trainers often need to create improvised facilitation activities during unscripted scenarios that arise while advising their trainees.…”

Section: Research Variables and Hypothesesmentioning

confidence: 99%

Developing Trainers for a Changing Business Environment: The Role of Informal Learning in Career Development

Kwon

Cho

2017

Journal of Career Development

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The purpose of this study is to explore the relationship among skill variety, autonomy, and job involvement with the mediating effect of informal learning in the South Korean business context. This study adopts a cross-sectional survey-based research design, drawing on the responses of 226 South Korean trainers to a survey regarding their facilitation experiences. Structural equation modeling is used in order to examine the influential relationship among the research variables. The results suggest that trainers exhibit higher levels of job involvement when they possess significant skill variety and high levels of autonomy and informal learning. Moreover, informal learning is shown to mediate the relationship between the job characteristics and job involvement. Recent changes in the knowledge economy have required professional trainers to expand their capabilities to lead organizations in the execution of business strategies. This study highlights the importance of informal learning to the trainers’ professional and career advancement.

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Rules of engagement: the joint influence of trainer expressiveness and trainee experiential learning style on engagement and training transfer

Cited by 24 publications

References 63 publications

Linking positive affect and motivation to transfer within training: a multilevel study

Linking positive affect and motivation to transfer within training: a multilevel study

Training Transfer: A New Model in the United Arab Emirates General Education Sector—Hybridization of the Theory of Planned Behavior with the Training Transfer Model

Developing Trainers for a Changing Business Environment: The Role of Informal Learning in Career Development

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