Supervisor behaviours that facilitate training transfer

Lancaster, Sue; Milia, Lee Di; Cameron, Roslyn

doi:10.1108/13665621311288458

Cited by 84 publications

(77 citation statements)

References 20 publications

(46 reference statements)

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“…The role of leadership, as reported here, was also found by Cseh, Davis and Khilji (2013), Lancaster, Milia and Cameron (2013), Van den Bossche, Segers and Jansen (2010), Coelho Jr., Abbad and Vasconcelos (2008), Burke and Saks (2009) and Grossman and Salas (2011) as an important predictor of impact of training in ampleness.…”

supporting

confidence: 84%

“…Factors such as time, cost, quality and quantity of work are essential for determining and planning of individuals' performances in the exercise of their functions. The role of leadership is crucial (Lancaster, Milia & Cameron, 2013;Pantouvakis & Bouranta, 2013;Sibarani, Tjakraatmadja, Putro & Munir, 2015). For Coelho Jr. (2009), performance refers to the efforts of the person who intends to perform certain types of pre-planned and expected behaviors.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Support to Informal Learning at Work, Individual Performance and Impact of Training in Ampleness

Coelho¹,

Hollanda²,

Santos³

et al. 2016

IBR

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Training activities are planned considering that the psychosocial transference environment after those activities will facilitate and maximize its impact and effect on performance. This study aims to empirically test the predictive relationships between the characteristics of customers, support for informal learning, human performance and impact of training in ampleness in two Organizations located in Distrito Federal, Brazil. Data collection was face-to-face. The sample (N=315) was predominantly female (66, 9%) and had more than a year of work in the organization (85, 6%). Data were analyzed by pattern multiple regression. The results indicate that strategies of performance self-regulation, support to informal learning provided by the supervisor and by the work unit explained 49.5% of the variance of impact in ampleness. We suggest that future studies incorporate in their models other variables related to the composition of the organizational structure and others samples are investigated, ensuring external validity and generality.

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supporting

confidence: 84%

Section: Theoretical Frameworkmentioning

confidence: 99%

Support to Informal Learning at Work, Individual Performance and Impact of Training in Ampleness

Coelho¹,

Hollanda²,

Santos³

et al. 2016

IBR

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“…Bowen and Staudinger, 2013;Chiu et al, 2001;Posthuma and Campion, 2009;Rosen and Jerdee, 1976;Weiss and Maurer, 2004). For instance, a supervisor who holds the view that older workers per se cannot benefit in the same way from T&D as their younger colleagues may exclude them from a training programme in a wellmeaning attempt not to overburden them (see Cox and Beier, 2014;Lancaster et al, 2013).…”

Section: The Cognitive Viewmentioning

confidence: 96%

Learning capability and performance in later working life: towards a contextual view

Jeske

Roßnagel

2015

Education + Training

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Purpose -The authors contribute to the literature by contrasting the cognitive with a contextual view on learning and development to address preconceptions about aging in order to broaden employers' views on learning and performance across the working life and careers of their employees. The authors furthermore identify a number of opportunities that exist to support and sustain learning capability and performance in older workers. The paper aims to discuss these issues. Design/methodology/approach -The authors conducted a selective literature search to identify literature that best exemplifies both the cognitive and contextual view. Findings -Age-related declines in performance are observed on very specific and limited tasks, unlikely to be encountered in the workplace. Due to its focus on assessing limits and age differences, such studies will not normally take experience, job and personal resources into account -these are more likely to be present in the workplace. The authors find that much of the more applied evidence suggests older workers can perform at a similar level to their younger colleagues -when the workplace or training context does not restrain them from using their own strategies and resources to complete tasks. Research limitations/implications -The current overview of research that is more representative of the more cognitive view outlines a number of issues regarding the transferability as well as generalisability of these well publicised findings. Many of the laboratory-based cognitive ageing research focuses on "testing the limits" of cognitive processing and efficiency. This paradigm is not compatible with the specific tasks and learning that takes place in the workplace, which led us to a more contextual view. Practical implications -The authors provide several starting points for broader and more inclusive training and development, particularly the role of supervisory practices, climate, self-efficacy and learning competency, resources and strategies. Originality/value -Taking a more contextual view may foster a re-evaluation of how inclusive current managerial practice, policies and current development initiatives are. Distinguishing job and personal resources can help in identifying the aspects that can be influenced by workers themselves and those aspects that are the primary responsibility of organisations and their managers.

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“…A trend in the literature from a focus on "management development" to "management learning" recognises that considerable learning occurs outside of formal training programmes and that organisational context is important (Cullen and Turnbull, 2005). There is also widespread agreement on the importance of exploring methods to support learning, regardless of where or how the learning occurs (Cullen and Turnbull, 2005;Lancaster et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Supervisors help employees learn by encouraging, reinforcing and providing opportunities to practice new skills (Burke and Hutchins, 2007). When they meet with employees prior to training, supervisors help prepare them for learning by discussing the course content, setting performance goals and instilling confidence in their ability to learn (Lancaster et al, 2013;Santos and Stuart, 2003). When meeting with employees following training, supervisors provide support by demonstrating interest in their learning, encouraging new ideas, sponsoring their projects and assisting to resolve problems (Lancaster et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Organisational support for employee learning

Lancaster

Milia

2014

European Journal of Training and Development

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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.

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Supervisor behaviours that facilitate training transfer

Cited by 84 publications

References 20 publications

Support to Informal Learning at Work, Individual Performance and Impact of Training in Ampleness

Support to Informal Learning at Work, Individual Performance and Impact of Training in Ampleness

Learning capability and performance in later working life: towards a contextual view

Organisational support for employee learning

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