The role of supervisor support on employees’ training and job performance: an empirical study

Abstract

Purpose The purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness, motivation to transfer and job performance. Design/methodology/approach A total of 216 responses from educational organizations in the USA were analyzed using the structural equation modeling method. Findings The findings indicate that supervisor support for training directly affected motivation to learn; both developmental needs awareness and motivation to learn had direct and significant effects on training readiness, motivation to transfer and job performance; developmental needs awareness directly affected motivation to learn; training readiness directly affected motivation to transfer. Research limitations/implications This study investigated how supervisor support contributes to motivation, training and job performance. In addition, this study attempted to bridge the gap in the literature by investigating the relationships among supervisor support, developmental needs awareness, learning motivation, training readiness, transfer motivation and job performance. Practical implications By conducting an initial needs assessment of participants, human resource development (HRD) practitioners can reflect on what participants want and need when designing and implementing professional development programs. HRD practitioners can also collaborate with participants’ supervisors to prepare for interventions to improve the quality and practicality of existing professional development programs. Originality/value Although the extant literature suggests that organizational support, motivation and training transfer are distinct but highly interrelated constructs; little is known about the predictive properties of a supervisor’s role in the training literature. Supervisors play a crucial role in that they can influence their subordinates on whether to participate in training programs. The ability of supervisors to provide adequate support and engage in comfortable communication about training programs may lead to enhanced motivation to learn and to greater training transfer. These potentially desirable effects motivate the researchers to further explore the nature of this component and its relationship with other training outcome variables.

Investigation of The Relationship Between Perception of Supervisor Support, Perceived School Effectiveness, Work Engagement, Job Satisfaction and Organizational Cynic Attitude of Teachers

“…Depending on the validation of the model, it is rightful to declare that perceiving supervisor support will improve work engagement and job satisfaction among teachers, wherefore increasing teachers' performances, job motivations, and teachers will make more efforts to develop and improve them. As a matter of fact, there are studies showing the positive relationship between perceived supervisor support and job performance and job satisfaction (Chiang & Hsieh, 2012;Ingersoll, 2001;Littrell, Billingsley & Cross, 1994;Park, Kang & Kim, 2018;Paterson, Luthans & Jeung, 2014;Sahin, 2013;Sahin & Dursun, 2009;Talukder, Vickers & Khan, 2018;Tillman & Tillman, 2008). Teachers who feel supervisor support will be able to contribute more to the development of their schools since they will be more committed to their organizations.…”

“…According to social change theory, when employees feel supported by their managers, they tend to respond by showing good job performance (Melián-González, 2016). There are plentiful studies showing the relationship between perceived supervisor support and job performance (Park, Kang & Kim, 2018;Paterson, Luthans & Jeung, 2014;Talukder, Vickers & Khan, 2018). According to Chiang and Hsieh (2012), perceived supervisor support has positive effects on job performance as well as job satisfaction.…”

Learning Transfer Exploration Model from Skill Institute to Workplace, PLS-SEM Approach

“…However, there are previous studies that state this factor is less important than trainee characteristics and training design (Rahman, 2020). While Park et al, (2018) stated that the work environment is a factor that prevents, reduces and encourages the transfer of learning. It therefore depends on the trainee whether to use all the opportunities provided in the work environment to improve performance.…”

“…Various definitions from previous studies can be linked to work environment factors. Based on the study of Park et al, (2018), the work environment is divided into two, namely factors related to the work system and factors related to humans. Various variables can be related to the job method, but the incentive element to apply expertise and skills was a focus in most studies based on Park et al, (2018).…”

The Impact of Organization’s Leadership and Training and Development on Employees’ Satisfaction in Casual Dining Restaurants in Egypt: The Mediating Role of the Work Environment

“…Training and development indicate the level of training received by employees to improve their knowledge, skills, and attitudes from the organization (Bibi et al, 2018). As organizational models slipped from conventional work-based training to a more tactical development style (Park et al, 2018). The relevance between training transfer and job execution may be better interpreted by the support that training members receive at the workplace when they use their newly obtained skills and information.…”