A multiple group analysis of the training transfer model: exploring the differences between high and low performers in a Korean insurance company

This study suggests an integrative transfer of training model and examines the influence of pre-training performance on the relationship between work environment variables and transfer-related variables. Structural equation modeling was conducted with data collected from 365 Korean employees of a large general insurance firm. They were all participants in a leadership development program. The results of multi-group analyses revealed that the influence of work environment variables on transfer-related variables was moderated by employees' pre-training performance. The findings of the study imply that a more elaborate training transfer model that considers performance not just as an outcome variable, but also as an antecedent variable is required. Also, it is proposed that different strategies should be applied to promote transfer of training based on the employee's level of pre-training performance.     

An investigation of training activities and transfer of training in organizations

The purpose of this study was to investigate the extent to which organizations implement training activities for facilitating the transfer of training before, during, and after training and the relationship between these activities and the transfer of training across organizations.Training professionals from 150 organizations reported that 62%, 44%, and 34% of employees apply training material on the job immediately, six months, and one year after training. In addition, their organizations were significantly more likely to use training activities to facilitate transfer during training than either before or after training. Further, training activities before, during, and after training were significantly related to the transfer of training; however, activities in the work environment before and after training were more strongly related to transfer than activities during training. The practical and research implications of these findings are discussed for improving the transfer of training in organizations. © 2006 Wiley Periodicals, Inc.     

Context-dependent accountability strategies to improve the transfer of training: A proposed theoretical model and research propositions

The transfer of training continues to be a primary concern for organizations, yet important gaps in the literature remain. Thus, we extend recent work by Tews and Burke-Smalley (in press), which integrates accountability concepts from Schlenker (1997), along with Yelon and Ford's (1999) context-dependent transfer approach, to create a theoretical model and specific research propositions to help guide the field forward. We suggest that an accountability approach to training transfer, which simultaneously considers relevant work-context dimensions (e.g., skill type and supervision type) can be used to adopt appropriate accountability strategies that enhance trainees' transfer of learning back to their jobs. More specifically, by targeting variables that promote accountability – trainees' role clarity, ownership perceptions, and perceived control over their learning transfer – our work provides a useful theoretical model to guide scholars and practitioners in order to facilitate transfer in different workplace contexts. Implications for research and practice are also discussed.     

A dynamic model of training transfer

We expand our understanding of the training transfer process by developing the Dynamic Transfer Model (DTM). We develop and examine linkages between intentions to transfer, the initial attempts to utilize training, and the integration of feedback received from the transfer attempt. We propose that this process repeats itself over time in subsequent transfer attempts to impact work behavior and performance. Implications for transfer criteria, the dynamic interaction between the trainee and context, and the personalization of transfer are discussed. Based on the DTM, we suggest future research directions that can enrich our understanding of transfer as well as derive practical implications for improving training effectiveness.     

Workplace civility training: understanding drivers of motivation to learn

Abstract

Training is recommended as an important human resource management (HRM) practice to prevent mistreatment and enhance civility, but little is known about what influences the effectiveness of civility training. The central aim of this study was to address how workgroup conditions influence employees' attitudes about civility training and motivation to learn, which previous research shows is a predictor of training outcomes. Predictors were posited to include psychological and workgroup climate for civility, and personal and ambient mistreatment experiences. These predictors were hypothesized to drive positive (training discrepancy) and negative (training skepticism) pre‐training attitudes, which in turn were expected to influence motivation to learn. Results suggest the influence of climate for civility and mistreatment experiences on motivation to learn is largely indirect via pre‐training attitudes. Training skepticism and training discrepancy have conflicting influences on motivation to learn. Findings provide an empirical basis for HRM professionals to maximize employee motivation to learn in their own civility interventions.     

Enhancing adaptive transfer of cross-cultural training: Lessons learned from the broader training literature

Drawing insights from the broader training literature, we argue that evaluation of cross-cultural training effectiveness should adopt comprehensive criteria, including cognitive, skill-based, and affective learning outcomes as well as adaptive transfer. We propose that the integration of an error management supplement in cross-cultural training can enhance trainee acquisition of self-regulation skills and self-efficacy that facilitate adaptive application of learning to novel cultural situations. In addition to the traditional error management training designs (i.e., positive error framing), the current paper describes additional design elements to promote acquisition of cognitive strategies, prevent premature automaticity, alleviate concerns about error occurrence during learning, and enhance readiness to transfer. In addition, we offer propositions regarding the effects of the supplement on learning and transfer outcomes, along with implications for future research and practice on cross-cultural training.     

The effect of subsidizing continuous training investments — Evidence from German establishment data

This paper evaluates the impact of a training voucher program on establishments' investments in further training. The voucher program that was implemented in the German federal state of North Rhine-Westphalia increased training incentives for employees in small and medium-sized establishments by reducing training costs by 50%. The estimation is based on a quasi-experimental research design exploiting variation across time, regions and establishment size. Using establishment data, I find that the share of establishments that invest in training increased by 4–6 percentage points. Training intensity and the educational structure of participants remained unaffected among those establishments investing in training.     

Examining the motivators of training transfer in an enterprise systems context

Enterprise systems (ES) are large software packages that have been widely adopted, but are complex to deploy. One way to obtain more value from them is to train end-users. However, little is known about the effectiveness of ES training. This study examines post-training behaviour in the ES environment through the concept of training transfer and the theoretical framework of self-determination theory. It proposes that end-users’ computer self-efficacy (CSE) and mastery orientation (MO), as well as the perceived ease-of-use (PEOU) of a system, influence their motivation to transfer the skills they have gained during training to their work environment and to use the system. Data was collected from 170 ES end-users, who had previously attended ES training, through a survey. Partial least squares modelling was used to analyse the data, and all of the hypotheses were supported. This study is among the first few studies that investigate the more distal impact of information systems training.     

The application of learning theories to improve cross-cultural training programs in MNCs

Cultural intelligence and intercultural competence are concepts that have been identified as antecedents for success in global management, and both depend on the acquisition of cultural knowledge. However, although a lack of cultural knowledge is cited in the international management literature as a frequent source of failure in expatriate assignments, there is scant research about how cultural knowledge is created and diffused within organizations. We cite evidence that cross-cultural training programs, which are widely utilized for cross-cultural knowledge transfer, tend to be ineffective in transferring cultural knowledge, and we examine in detail how cultural knowledge is acquired in MNCs and reveal the importance of its tacit component. Then, drawing upon five relevant learning models, we propose a framework for the effective transfer of cultural knowledge. Based on this theoretical underpinning, we offer four sets of effective cross-cultural training methods, as a function of the resources available, that the firm can apply to achieve more effective cross-cultural training for global managers.     

Are self-employment training programs effective? Evidence from Project GATE

We examine the efficacy of providing self-employment training to unemployed and other individuals interested in self-employment using data from Project GATE. This experimental design program offered self-employment training services to a random sample of individuals who expressed a strong interest in self-employment. We find that Project GATE was effective in helping unemployed participants to start their own business, leading to significant impacts in self-employment and overall employment soon after program entry. The program also helped unemployed participants remain self-employed and avoid unemployment even five years after program entry. However, the program was not effective in improving the labor market outcomes of participants who were not unemployed.     

Entrepreneurship training for new ventures

Several studies in the field of international entrepreneurship have indicated the inadequacy of public policy support for new ventures and called for more tailored training programs. This paper introduces a training program created for new ventures in Central Finland and analyzes its benefits and shortcomings using a qualitative case study. The findings reveal that the training program provided useful knowledge on how to develop a business further and how to make it understandable and attractive to a funder. However, the findings also indicate that there is a need for cultural adaptation: the training program developed originally for U.S. new ventures was not fully adapted for the needs of Finnish entrepreneurs. The program mainly focused on risk taking, raising funds from capital markets in the U.S., and entering into the U.S market soon after the establishment. This was in contrast to the Finnish entrepreneurs’ strategies: they preferred to grow their business in a more controlled and profitable manner. Thus, although knowledge-intensive new ventures operate in global environments, the training provided for them should take into account the cultural differences and the local way of doing business.     

Trainees' reactions to training: shaping groups and courses for happier trainees

The extensive use of training demands more extensive evaluations of its real effects. Human resource scholars attempt to develop multi-dimensional training evaluation models, often ignored by practitioners, whereas training managers tend to evaluate only reaction evaluations, the first dimension in several models. To provide more practically relevant research, this study includes five training parameters in a model that assesses trainees' overall satisfaction with training (OST), which results from perceived usefulness of training, perceived trainer performance and perceived training efficiency. Structured survey data from a sample of 13,753 trainees, grouped in 1230 courses, involving 3047 companies, and financed by an Italian inter-professional fund, confirm the role of all three antecedents of OST. Moreover, of the five course- and participant-related variables, participation of female workers (which is also a moderator variable), the length of the course and the type of target audience influence trainees' OST. These results provide useful implications for practitioners in shaping their courses and audiences to maximise the trainees' reactions.     

Ethical development and human resources training: an integrative framework

This article draws on the training and business ethics literatures to craft a framework for creating and maintaining effective ethics training programs. We identify four themes in the recent training literature — trainee characteristics, training design, transfer of trained skills, and evaluation issues — and use these as the basis for creating a model of ethics training. As an illustrative example, we explore the research on individuals' cognitive moral development and examine how a framework built on sound training principles might enhance the efficacy of ethics training. Finally, we present a series of research questions that arise from this integration of ethics and training research.     

Managerial coaching and subordinates' workplace well‐being: A moderated mediation study

Taking a self‐categorisation perspective, we predict that managerial coaching affects subordinates' workplace well‐being through perceived insider status and that Chinese traditionality moderates this indirect effect. To test these hypotheses, we designed a three‐stage research method to collect data from 276 subordinates in a large state‐owned enterprise located in Shanghai, China. Results indicated that (a) managerial coaching was positively related to subordinates' workplace well‐being; (b) perceived insider status mediated the linkage between managerial coaching and subordinates' workplace well‐being; and (c) Chinese traditionality moderated the indirect relationship between managerial coaching and subordinates' workplace well‐being via perceived insider status, such that the indirect effect was stronger for subordinates with low rather than high Chinese traditionality. This study sheds new light on the intervening process (i.e., perceived insider status) that explains how managerial coaching influences subordinates' workplace well‐being. The findings also extend the current literature by adding a substantive moderator (i.e., Chinese traditionality) to explain when and why subordinates increase their well‐being when faced with managerial coaching.     

Coaching SME managers: business development or personal therapy? A mixed methods study

While a growing number of small- and medium-sized enterprises (SMEs) are making use of coaching, little is known about the impact such coaching has within this sector. This study sought to identify the factors that influence managers' decision to engage with coaching, their perceptions of the coaching ‘journey’ and the kinds of benefits accruing from coaching: organisational, personal or both. As part of a mixed methods approach, a survey tool was developed based upon a range of relevant management competencies from the UK's Management Occupational Standards and responses analysed using importance-performance analysis, an approach first used in the marketing sector to evaluate customer satisfaction. Results indicate that coaching had a significant impact on personal attributes such as ‘Managing Self-Cognition’ and ‘Managing Self-Emotional’, whereas the impact on business-oriented attributes was weaker. Managers' choice of coaches with psychotherapeutic rather than non-psychotherapeutic backgrounds was also statistically significant. We conclude that even in the competitive business environment of SMEs, coaching was used as a largely personal, therapeutic intervention rather than to build business-oriented competencies.     

Test of the MBA knowledge and skills transfer

In view of the growing popularity of the MBA degree as a management development tool, there is a need to examine knowledge and skills transfer among MBA graduates. This study then developed and tested a parsimonious model of perceived transfer of knowledge and skills of MBA graduates to the job. Respondents were those who had completed part-time MBA programmes in Hong Kong for at least one year but not more than five years. LISREL results revealed a modest fit of the model to the data. The path coefficients further revealed that seven of the fifteen predicted relationships were statistically significant and in the predicted direction. Specifically, self-efficacy, Type A personality, transfer climate, and transfer rewards were positively related to motivation to learn, while organizational commitment was negatively related to motivation to learn. The results also indicated that motivation to learn, continuous-learning culture, and utility of MBA programme were positively related to perceived knowledge and skills transfer.     

Trainees' reactions to training: an analysis of the factors affecting overall satisfaction with training

The study examines a relatively neglected, but important, aspect of the analysis and evaluation of training, namely trainees' immediate reaction to training. In particular, we focused on an analysis of the factors that affect participants' overall satisfaction with training. We first identified three key situational antecedents of training satisfaction, including trainees' perceptions of the efficiency and usefulness of the training, and their perceptions of trainer performance. Specific hypotheses relating each of these factors to training satisfaction were then developed and tested using data from a sample of about 3000 trainees from a range of Italian companies participating in a large-scale regionally-funded training programme involving over 300 different training courses. The results revealed that, although all three hypothesised antecedents were significantly positively related to training satisfaction, the perceived usefulness of training had the strongest effect. Importantly, the results also suggest the lack of any clear compensatory effects of the three antecedents on training satisfaction. Theoretical and policy implications of the findings are discussed.     

The benefits and costs of training: A comparison of formal company training,vendor training,outside seminars,and school-based training

This paper presents estimates of the amount of training received by a large sample of United States adults aged 23–35 and uses a more sophisticated model than many previous studies to analyze training's impact on earnings. While workers reap substantial benefits from training, only a small minority actually receive it. Workers generally do not work fewer hours or accept lower wages during training, so they apparently bear few training costs. The low incidence of training may be due to Federal regulations that prevent employers from sharing training costs with their employees. Implications for managers, employees, and society are discussed. & copy; 1996 by John Wiley & Sons, Inc.     

The characteristics of dyadic trust in executive coaching

This qualitative study explores the development of trust in executive coaching relationships. Interviews were conducted with 27 high‐level executives who were voluntarily engaged in executive coaching for the purpose of leadership development. The theory that emerged from these findings, as expressed in an integrated model of sequential, interdependent trust development, was that interplay of relational, situational, and behavioral factors influenced the development of trust in executive coaching. Trust was highest when (a) the client was willing to disclose honest feelings and thoughts to the coach and was met with a supportive, nonjudgmental reaction from the coach; (b) the organization was supportive of the positive leadership development that could occur in executive coaching; (c) the coach and client were clear about expectations of confidentiality and outcomes; and (d) the coach supportively confirmed the client's developmental needs, and challenged the client's leadership behaviors. These multiple, interdependent factors manifested throughout the coaching relationship to result in bonds of trust.     

Perceptions and outcomes of a managerial coaching certificate program: Educational leaders vs. business leaders

Educational leaders face unprecedented changes in developing new strategies and processes that improve teacher effectiveness, student performance, and administrators' professional development. Coaching is a way to improve and increase performance. Educators are in a position to take advantage of coaching as used by business leaders all over the world. This study examined the effectiveness of a coaching model designed for managers in a college of business. The study included both educational (n = 5) and business leaders (n = 30). It examined their perceptions and outcomes of their participation. The results strongly support the efficacy of this coaching model.