Linking positive affect and motivation to transfer within training: a multilevel study

Motivation to transfer is a critical element for successful training transfer. Whereas recent research has shown that training‐related factors such as training design are related to motivation to transfer, participants’ affective experiences have been neglected. Based on the broaden‐and‐build theory of positive emotions, we conducted a multilevel study to investigate the relationship between positive affect and motivation to transfer at the individual and at the group level of analysis. A total of 867 training participants drawn from 78 three‐day training programmes were surveyed on the first day (T1) and the last day (T2) of the training. As expected, positive affect was found to be related to motivation to transfer at both T1 and T2. Furthermore, the relationship between positive affect at T1 and motivation to transfer at T2 was mediated by motivation to transfer at the individual and the group level at T1 and by positive affect at the individual level at T2.     

Social support at the workplace,motivation to transfer and training transfer: a multilevel indirect effects model

Supervisor support, peer support and transfer motivation have been identified as important predictors of training transfer. Transfer motivation is thought to mediate the support–training transfer relationship. Especially after team training interventions that include all team members (i.e. whole‐team training), individual perception of these factors might be shared among team members. However, an integration of the team level in the training transfer process is rare, yet still needed. Analyzing 194 employees from 34 teams in the context of whole‐team training interventions, we found similar relationships and processes at both levels of analysis: social support enhances transfer motivation at the individual and team levels. Furthermore, motivation to transfer increases training transfer and serves as a connecting mechanism in the social support–training transfer link. The results underline the importance of: (1) considering multiple levels in theories and research about the training transfer process; and (2) ensuring the practice of individual‐directed support and a shared, supportive climate within teams.     

Social support and motivation to transfer as predictors of training transfer: testing full and partial mediation using meta‐analytic structural equation modelling

Social support and motivation to transfer are important components in conceptual models on transfer of training. Previous research indicates that both support and motivation influence transfer. To date, however, it is not yet clear if social support influences transfer of training directly, or if this influence is mediated by motivation to transfer. Conceptually, some models assume that motivation to transfer fully mediates the influence of social support on transfer (full mediation models), whereas other models also include direct relationships between social support and transfer of training (partial mediation models). In addition, some models specify finer sub‐dimensions of social support, such as supervisor support, peer support, supervisor sanctions and feedback/coaching. What is the relative influence of these dimensions on the transfer of training? To what extent does motivation to transfer mediate the influence of different support dimensions and transfer? Aimed at answering these questions, the present meta‐analysis (k = 32 studies, N = 5487 participants) examined the relationships between social support, motivation to transfer and transfer of training. Social support was conceptualized in four dimensions: supervisor support, peer support, supervisor sanctions and feedback/coaching. Meta‐analytic structural equation modelling was used to test a partial mediation model and a full mediation model. Full mediation resulted in a better model fit. Peer support was the strongest predictor of motivation to transfer, and feedback/coaching was the strongest predictor of transfer of training. Theoretical and practical implications of the findings for developing conceptual models, measurement instruments and training interventions are discussed.     

Voluntary or mandatory enrollment in training and the motivation to transfer training

The purpose of this study is to examine the motivation to transfer training in a multidimensional way. It investigates autonomous and controlled motivation and explores the difference in motivation to transfer according to whether the employee is enrolled in training on a voluntary or mandatory basis. This is a cross‐sectional hypotheses‐testing study. Data were collected at a large insurance company involving employees who had participated in training programs in the previous 6 months. Findings show that when considering autonomous motivation to transfer, results support the argument that being voluntarily enrolled in the training program shows a higher impact on motivation to transfer than being mandatorily enrolled. When considering controlled motivation to transfer, results do not support such an argument, probably because of the nature of controlled motivation to transfer that in practice reduces the difference in results between the two types of enrollment.     

Medical error reduction: the effect of employee satisfaction with organizational support

The problem of medical errors as a factor of service quality has become critically important for healthcare providers. The research model in this paper describes how employee satisfaction with organizational support (ESWOS) and organizational systems supported by an organizational culture impact medical error reduction. The proposed research model was tested using structural equation modelling for hypotheses, based on data collected from 186 respondents in four selected hospitals. The results of the study strongly support that medical error reduction is associated with ESWOS. Also, organizational culture which supports ESWOS and organizational systems as preventive and corrective systems is important for reducing medical errors.     

The impact of workplace support and identity on training transfer: a case study of drug and alcohol safety training in Australia

Previous research has indicated that the transfer climate of work organisations is an important factor in determining the degree to which knowledge, skills and abilities gained in training transfer to the workplace. In particular, workplace social support from supervisors and coworkers is consistently cited as an important factor that can facilitate or inhibit training transfer. However, research evidence regarding the impact of workplace social support on training transfer is mixed. In order to address this issue a study was conducted to identify under what conditions workplace social support impacts on training transfer. This study evaluated a workplace drug and alcohol training programme * * The training evaluated in this study is part of the Building Trades Group Drug and Alcohol Programme. This is a national drug and alcohol programme for the Australian Building and Construction Industry. For more information on this programme, visit: http//www.btgda.org.au .
to examine the impact of workplace social support and identification with workplace groups on training transfer. Results indicated that the influence of workplace social support on training transfer was moderated by the degree to which trainees identified with workplace groups that provided this support. This study supports the proposition that in order to fully understand training transfer, and to design effective training programmes, training research and practice needs to focus on both the personal and situational factors that may interact to influence learning and transfer.     

Enhancing frontline employee support during a product-harm crisis: Evidence and strategic managerial implications for firms

Product-harm crises can negatively affect a firm's corporate image, reputation, and credibility. This research investigates antecedents and factors that can impact the extent to which frontline employees will be supportive of their organization when the firm faces such a crisis. Leveraging social exchange theory and its focus on reciprocal exchanges, we theorize and test processes using regression models, which shed light on how managers can solicit employee support during crises situations by providing the frontline employees with ethical and supportive working conditions. To offer convergent validity across multiple methodologies, we also test the influence of experimental effects of the relative severity of a crisis and whether a firm was quick or slow in its response on frontline employee support. Furthermore, our research demonstrates that the firm's strengths in corporate social responsibility, the employees' organizational citizenship behavior, and employee organizational identification serially mediate the supportive relationship, which provides a unique contribution to the marketing literature. Finally, we provide managerial implications to further enhance frontline employee support.     

The effect of error orientation,motivation to learn,and social support on training transfer intentions: A moderated mediation model

This study aims to assess whether trainees’ errors orientation can influence their motivation to learn and their intention to transfer training. Data were collected from 275 trainees participating in a corporate training program offered by a Canadian government agency. Results show that the concept of learning by error positively influences trainees’ levels of motivation and their intention to transfer learning. Results also confirm the mediating role of motivation between the concept of learning by error and the intention of transferring learning. Finally, results confirm the moderating role of social support on the relationship between motivation to learn and the intention to transfer learning. Practical and theoretical implications of these results are discussed. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.     

Predicting autonomous and controlled motivation to transfer training

In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self‐determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi‐item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training.     

Job/work environment factors influencing training transfer within a human service agency: some indicative support for Baldwin and Ford’s transfer climate construct

Despite significant progress in the field of training transfer research over the past two decades very little empirical research in the area has been conducted within human service organisations. As a result, our knowledge of the extent to which those factors posited within the training literature to influence the transfer of training are necessarily those found in these particular work settings very much remains in its infancy. This article presents findings from qualitative research that was undertaken as part of a wider training evaluation strategy to investigate (1) those factors which influenced the transfer of training within a UK social services department; and (2) how these factors compared or differed from those suggested within the literature as influencing training transfer. The findings suggest a range of specific factors as they pertain to both the nature of the jobs and the workplace within such work settings as mediating training transfer. However, a number of these were closely associated with the dimensions of social support and opportunity to use as posited within Baldwin and Ford’s (1988) transfer of training model, suggesting that the model is potentially generalisable to human service agencies.     

Measuring transfer of training: Review and implications for future research

Research on transfer of training (training transfer) has flourished in recent years. Given the absence so far of any comprehensive review of the various transfer measurement instruments used, a systematic review of research to date was performed. Three main findings emerged from the 51 studies reviewed: (1) there is a divergence between the definitions of transfer described in the studies and the concept of transfer reflected in the measurement instruments; (2) there are many different kinds of measurement instruments; and (3) scant information has been published on the parameters of the training whose transfer is being measured. In light of these findings, a research agenda is proposed for evaluating training transfer.     

Returning to flight: simulation‐based training for the US National Aeronautics and Space Administration's Space Shuttle Mission Management Team*

Following the tragic loss of Columbia in early 2003, executives at the National Aeronautics and Space Administration implemented a simulation‐based training program to facilitate the development of the Space Shuttle Mission Management Team (MMT). This article discusses the findings from an evaluation of two multi‐day simulation training events. The results of both evaluations suggested that MMT members: (1) possessed shared beliefs in their joint capabilities to execute their corecompetencies; (2) were motivated and ready for their Return to Flight mission; (3) achieved targeted levels of team performance during the simulations; and (4) were both satisfied with the training program and found it useful for facilitating performance improvements. This note concludes with a discussion of lessons learned.     

与绩效管理保持一致,建立有效的员工培训

沃尔码创始人山姆所说:企业的技术、专利等可以购买或复制,但惟独员工能力难以购买和复制.现代商业竞争实际上是员工能力与素质的竞争,谁拥有高素质的员工谁将获得竞争优势.     

The impact of support at the workplace on transfer of training: a study of an Indian manufacturing unit

This study aims to assess the individual impacts of two components of support at the workplace, namely, support from peers and supervisor, on transfer of training in a post‐training environment. Mediation by motivation to transfer in the relationship of supervisor and peer support with transfer of training has also been examined. Data on 149 respondent employees working in a manufacturing unit owned by a leading player in the power transmission business in India has been subject to hierarchical regression analysis. Results confirm the key role of supervisor support in transfer of learned skills. However, the impact of peers on transfer is found to be greater than that of supervisors. The findings prompt us to recommend that peers should be involved in publicizing post‐training experiences and benefits. Organizations and supervisors should encourage peers to motivate employees in applying training skills to the job by means of rewards and recognition. Overall the results contribute to a better understanding of support at workplace as a predictor of transfer.     

Policy borrowing: lessons from European attempts to transfer training practices

Globalisation has provided an impetus to the borrowing of policies and ‘best practices’ between countries. This article looks specifically at such borrowing in the field of Continuing Vocational Training (CVT). Using case study data drawn from a wider evaluation of a European programme, the FORCE programme, it illustrates some of the barriers encountered when attempting to transfer training principles, practices and delivery systems from one country to another, focusing on structural and institutional factors rather than cultural ones. While acknowledging the importance of ‘learning’ at a broader level, the article argues that ET systems are embedded within a wider societal, institutional and cultural context that limits the success of transfer.     

Ethical human resource management mitigates the positive association between illegitimate tasks and employee unethical behaviour

Drawing on social cognitive theory and social information processing theory, we developed a moderated mediation model in which moral disengagement was theorised as a unique mechanism to explain why employees engage in unethical behaviours after performing illegitimate tasks. Ethical human resource management (HRM) was proposed as a boundary condition that influences this mechanism. We tested the model using time-lagged supervisor–subordinate matched data. The results showed that moral disengagement mediated the relationship between illegitimate tasks and unethical behaviours, and that this relationship was weaker when ethical HRM was perceived to be high level rather than low level. Thus, our hypotheses were supported. The theoretical and practical implications of these findings are discussed.     

An investigation into the relationship between training evaluation and the transfer of training

The purpose of this study was to investigate the relationship between training evaluation and the transfer of training in organizations. We hypothesized that training evaluation frequency will be related to higher rates of transfer because evaluation information can identify weaknesses that lead to improvements in training programs and create greater accountability among stakeholders for training outcomes. The data were obtained from 150 training professionals who were members of a training and development association in Canada. The results indicated that training evaluation frequency is positively related to training transfer. However, among Kirkpatrick's four levels of evaluation criteria, only behavior and results criteria were related to higher rates of transfer of training, indicating that the level of evaluation criteria is important for training transfer. These results indicate the importance of organizational‐level initiatives such as training evaluation in addition to individual‐level practices for facilitating the transfer of training.     

Multiple psychological climates and employee self-regulatory focus: Implications for frontline employee work behavior and service performance

Frontline employees (FLEs) play a critical role in shaping customer experiences and purchase intentions in retail settings. Yet not all FLEs display the same work behaviors or motivational tendencies. Adopting person-environment fit theory, this research investigates whether multiple work climates can coexist within a workplace to support FLEs with different work behaviors. Using multisource data from 285 FLEs and 31 supervisors in the retail banking sector, this study examines whether a quality-focused climate and an initiative-focused climate positively influence FLE service performance via different FLE behaviors. It also examines the moderating effect of FLE self-regulatory focus on the relationship between work climate and FLE behaviors. The results demonstrate that when FLEs are willing to innovate and take risks, a work climate that supports initiative-taking will encourage them to go beyond prescribed job roles to satisfy customer needs. In contrast, when FLEs seek to minimize or avoid risks, a work climate that reinforces rule adherence will support them in using standardized procedures to satisfy customer needs. Managers should not assume that one climate fits all or that one climate is better than the other as this study shows that a quality-focused and an initiative-focused climate can operate in tandem to enhance FLE service performance.