Transfer of training: does it truly happen?

Abstract

Purpose -The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process. Design/methodology/approach -This study proposes and tests a framework via structural equation modelling by including supervisor and peer support, instrumentality and learner readiness on 503 Malaysian bank employees. It proposes a modified and improved scale for learner readiness previously developed by Holton et al.. Findings -As hypothesized, supervisor and peer support increase the motivation level of the trainee to transfer the learned skills. The findings of this study will help researchers to resolve the conflict among past researchers about the role of peer and supervisor support in training transfer process. In addition, an improved scale of learner readiness is used and the result indicates a significant relationship between learner readiness and transfer motivation. Furthermore, this study explains the importance of intrinsic rewards and finds that intrinsic rewards make trainees retain more skills and learned skills are transferred to the work place. Practical implications -The findings of this research would be helpful for human resource development professionals to develop effective strategies in order to maximize the training transfer and effectively manage the training program. The findings of this research explained the role of stakeholders -trainers, trainees, supervisors, peers and top management -which will maximize the training transfer at the work place. Originality/value -This paper examines new relationships among different factors which resist transfer motivation and training transfer at the workplace.

A Supervisors' Perspective on Their Role in Transfer of Training

“…In addition, we also identified specific demonstrations of supervisor support that apply to the during-training period, as well as supportive actions, approaches, strategies, and attitudes that are offered on a more continual basis. Although previous research pointed to the importance of timing in supervisor support (e.g., Bhatti et al, 2013 ;Ghosh et al, 2015 ), our findings show that the multidimensionality of supervisor support applies to each period in the training cycle and beyond. Hence, this study contributes to supervisor support theory by integrating this aspect of timing with the theoretical framework of Govaerts and Dochy ( 2014 ).…”

“…An indirect HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq relationship has been reported most commonly when trainee characteristics are introduced as mediators (Ghosh, Chauhan, & Rai, 2015 ). Supervisor support has been found to positively relate to motivation to transfer (e.g., Bhatti, Battour, Sundram, & Othman, 2013 ;Chauhan, Ghosh, Rai, & Shukla, 2016 ;Chiaburu et al, 2010 ;Massenberg, Schulte, & Kauffeld, 2016 ;Massenberg, Spurk, & Kauffeld, 2015 ;Ng, 2015 ;Nijman et al, 2006 ) and motivation to learn (e.g., Al-Eisa et al, 2009 ;Facteau, Dobbins, Russell, Ladd, & Kudisch, 1995 ), which in turn were positively related to transfer outcomes. Correspondingly, supervisor support is indirectly related to transfer of training by influencing the trainees' belief that they are able to complete tasks and reach goals (i.e., self-efficacy; e.g., Al-Eisa et al, 2009 ) and by inducing a learning goal orientation in trainees (i.e., orientation toward acquiring competences and seeing learning opportunities; e.g., Chiaburu et al, 2010 ).…”

“…Previous research has mostly studied supervisor support as a one-dimensional construct that includes various supportive practices. However, recent research has argued that, in order to further clarify the role of the supervisor in the training transfer process, we should distinguish between the type and timing of support and, furthermore, focus on specific behavior and attitudes (e.g., Bhatti et al, 2013 ;Ghosh et al, 2015 ). To date, only a minority of studies has moved away from solely examining the influence of generic, overall supervisor support (i.e., one-dimensional construct) on transfer of training, to also start looking into more specific supervisor practices in relation to transfer outcomes.…”

“…In transfer research, supervisor support is generally described as the extent to which supervisors support and reinforce trainees' use of training on the job (Holton et al, 1997 ). Furthermore, inconsistent operationalization and categorization make it difficult to determine commonalities among the studies and integrate the different research findings pertaining to the role of the supervisor in transfer of training (Bhatti et al, 2013 ;Govaerts & Dochy, 2014 ). Govaerts and Dochy ( 2014 ) further addressed this matter in their systematic literature review.…”

“…Although their multidimensional conceptualization of the role of the supervisor in transfer of training answers the call for a differentiation between the types and timing of supervisor support (see Bhatti et al, 2013 ;Ghosh et al, 2015 ), it has not been investigated as a whole, and it also tells us little about what supervisor support means in practice. More specifically, Govaerts and Dochy ( 2014 ) did not provide knowledge about how supervisors understand their role in and how they deal with facilitating transfer to the workplace, which was an important issue raised by Ellström ( 2012 ) and Lancaster and colleagues ( 2013 ).…”