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

Abstract

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.

Asociación entre factores condicionantes de la transferencia de la formación permanente y la aplicación de los aprendizajes en los programas formativos de Educación Infantil y Primaria

“…Entre las variables que condicionan la transferencia, el factor Diseño y desarrollo de la formación aparece en la literatura como una variable correlacionada positivamente con la transferencia (Bhat et al, 2022;Kim et al, 2019;Tzafilkou et al, 2022). Nuestros resultados están en consonancia con dichas investigaciones ya que el aumento en una unidad de la puntuación factorial se asocia con un decremento en los odds ratio de los intervalos de porcentajes bajos comparados con el intervalo de referencia.…”

Relationship between Supervisors’ Roles in the Administration of Training Programmes, Learning Motivation and In-Role Behaviour

“…In an era of rapid global change, competition is growing between organisations. Therefore, an organisation needs to quickly adapt to this condition to supersede its competitors (Bhat, Mir, Rameez & Rainayee, 2022;Ha & Vanaphuti, 2022). Thus, they must update their employees' competencies through new training management thoughts.…”

“…Thus, they must update their employees' competencies through new training management thoughts. Under this new thought, training is not only viewed as a routine function of personnel development, but its role has been recognised as collaborative and developmental learning that is responsible for equipping employees with new skills, knowledge, and abilities, which in turn will lead to higher individual productivity and organisational effectiveness (Alwedyan, 2021, Bhat, Mir, Rameez & Rainayee, 2022Kumpikait-Valinien et al, 2022). Successful organisations have taken proactive actions to reach this objective by formulating special task forces and committees involving staff managers, line managers, and professional consultants.…”

“…Human resource development studies recognised that providing employees with technical and soft skills through a variety of on-the-job and off-the-job training approaches would lead to organisational sustainability in a highly competitive market. The stability provided by training is vital when facing the competitive nature of the present market, as it enables organisations to sell their products to customers and encourages customers to remain loyal to their products (in the domestic and/or foreign market) (Piwowar-Sulej, 2020; Alwedyan, 2021, Bhat et al, 2022. It will also enable them to manage challenging situations caused by the COVID-19 pandemic (e.g., employees are required to work from home, communication between organisations and customers is conducted via online media, and only the most critical issues are permitted to be discussed in face-to-face meetings between employees and between employees and customers due to strict safety and health procedures) (Mohamad et al, 2020a;Afrianty, Artatanaya & Burgess, 2021).…”

“…Many studies about workplace training in the past suggested that significant determinants of training programmes' effectiveness are learners' traits (e.g., cognitive ability, motivation and selfefficacy), instructional design elements (e.g., behaviour modelling and management of error) and workplace environments (e.g., support and follow up) (Baldwin & Ford, 1988;Bhat, Mir, Rameez & Rainayee, 2022;Ha & Vanaphuti, 2022). These training effectiveness determinants are widely accepted, but recent studies are still inadequate to explore the influence of supervisors' roles in the administration of training programmes (Ramlan, Zainol & Tajuddin, 2021;Shaheen & Soomro, 2022).…”