The Influence of Motivation to Transfer, Action Planning, and Manager Support on the Transfer Process

Abstract

This study investigated the influence of three variables (motivation to transfer, action planning as an intervention designed to promote transfer, and perception of manager support) on the transfer of skills taught in three interpersonal skills courses in a major corporation. The research was based on a reconceptualization of transfer as a process rather than an event or “product.” Transfer was assessed in terms of initiation of transfer, frequency of transfer, and overall transfer. Perception of manager support for the utilization of the skills exerted considerably more influence on the transfer process than did motivation. The influence of the action planning intervention was ambiguous. The findings suggest that designers and evaluators must take such influences—especially manager support‐into account throughout the design, development, implementation and evaluation phases of training programs.

Training Transfer: An Integrative Literature Review

“…Foxon (1997) found that trainees' perception of managerial support for using skills on the job correlates with increased report of transfer (r ϭ .36, p Ͼ .001). Researchers have identified manager supportive behaviors such as discussing new learning, participating in training, providing encouragement and coaching to trainees about use of new knowledge and skills on the job as salient contributors to positive transfer (McSherry & Taylor, 1994;Smith-Jentsch, Salas, & Brannick, 2001;Tannenbaum, Smith-Jentsch, & Behson, 1998).…”

“…Having trainees set specific, but challenging goals (Brown, 2005;Locke et al, 1981;Richman-Hirsch, 2001;Wexley & Baldwin, 1986), use action plans (Broad & Sullivan, 2002;Foxon, 1997), and engage in self-regulatory/management behaviors (Frayne & Latham, 1987;Gist, Bavetta, & Stevens, 1990;Latham & Frayne, 1989) have found conceptual and empirical support for direct and indirect effects on trainee transfer. Relapse prevention (RP), a well-grounded self-management model originating from clinical psychology, has been studied in the training transfer research for about 20 years, but its associated findings lack any comfortable measure of consistency (Burke & Baldwin, 1999;Gaudine & Saks, 2004;Richman-Hirsch, 2001;Wexley & Baldwin, 1986).…”

<p>Training Transfer between CD-ROM Based Instruction and Traditional Classroom Instruction</p>

“…Parry (1990) described three factors for improving training transfer: personal factors, instructional factors, and organizational factors. Foxon (1997) believed that transfer of training was a process rather than an outcome or product of training. Foxon's transfer model is expressed in terms of initiation of transfer, frequency of transfer, and overall transfer.…”

“…Among several learner variables that affect the transfer of training, motivation to transfer and self-efficacy were identified as ones that play a major role in learning transfer (Machin & Fogarty, 1997;Foxon, 1997;Facteau, Dobbins, Russell, Ladd, & Kudish, 1995). First, self-efficacy refers to one's beliefs and feelings of self-worth regarding how well he/she can perform and be responsible in a learning task (Bandura, 1994;Foster, 2001).…”

Evaluación de la eficacia de la formación en la Administración Pública: la transferencia al puesto

“…Nueva Época -N. o 17, mayo 2017-ISSN: 1989 figura 1. modelo de evaluaCión de los faCTores de TransferenCia (feT), de Pineda eT al. (2013) Si se analizan los factores que componen la dimensión del entorno de trabajo y la organización, también se encuentran relaciones positivas entre las posibilidades del entorno para aplicar, que según Pineda et al, (2013) se refiere a los elementos percibidos como externos al participante, como son los recursos que se le proporcionan para aplicar los aprendizajes, la carga de trabajo, los imprevistos y contratiempos y la intervención de terceras personas, que pueden condicionar la capacidad de transferir al lugar de trabajo los aprendizajes adquiridos (Clarke, 2002;Gilpin-Jackson y Bushe, 2007;Haines, 1994;Hughes, 2016;Lim y Johnson, 2002y Pineda et al, 2013; el apoyo de jefes y compañeros para transferir (Austin, Weisner, Schrandt, Glezos-Bell y Murtaza, 2006;Awoniyi, Griego y Morgan, 2002;Blume, Ford, Baldwin y Huang, 2010;Brinkerhoff, 2006;Burke y Baldwin, 1999;Burke y Hutchin, 2008;Clarke, 2002;Cromwell y Kolb, 2004;Gilpin-Jackson y Busche, 2006;Grossman y Salas, 2011;Hawley y Barnard, 2005;Hughes, 2016;Kontoghiorghes, 2001;Saks y Belcourt, 2006;Salas y Stagl, 2015); y la rendición de cuentas de la aplicación, referida al grado en que la organización, y especialmente el superior de los empleados, pide evidencias de los resultados de la transferencia (Burke y Baldwin, 1999;Clarke, 2002;Chiaburu y Marinova, 2005;Ford, Quiñones, Sego, y Sorra, 2006;Foxon, 2008;Kontoghiorghes, 2001;Longenecker, 2004;R...…”