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Leader Influences on Training Effectiveness: Motivation and Outcome Expectation Processes
International Journal of Training and Development
Abstract
Training effectiveness is a function of trainee characteristics, training design and contextual factors. Social exchanges in the work environment have received less attention compared with other training effectiveness predictors. We focus on the extent to which leaders (through their relationships and exchanges with followers) influence skill transfer, maintenance and generalization. We also examine two intervening processes (training motivation and outcome expectancy). Our findings, based on surveys from 495 employees, argue for the importance of leadermember exchange for training transfer, with training motivation and outcome expectancy as intervening mechanisms.
... The reciprocation can occur either directly with the supervisor or indirectly via the network. Within the literature, supervisors have been found to play an influential role regarding workers' motivation to learn and develop (Scaduto et al., 2008;Bezuijen et al., 2010). Workers may reciprocate the support they receive from their supervisors by increasing their engagement with the network activities that they attend. ...
... In this sense, workers with high LMX may be more motivated to engage in network activities than workers with low LMX. Additionally, workers with a high quality LMX tend to have a work environment that allows them to apply and experiment with what they learned from the network activities in the workplace (Scaduto et al., 2008). For example, supervisors with high quality LMX are more likely to provide their workers with feedback, which facilitates transfer of training and subsequently workers' HC (Bezuijen et al., 2010). ...
... Furthermore, with high levels of LMX, supervisors are more likely to engage in behaviors that facilitate transfer of training (Govaerts and Dochy, 2014). They may motivate their subordinators to integrate what they learned into their daily work, or to foster a workplace that promotes their use (Scaduto et al., 2008;Wallo et al., 2021). Respondents noted their supervisor's support in applying learned knowledge by stimulating reflection on their experience. ...
Purpose
Currently, lifelong learning and sustainable employability are increasingly fostered in the context of interorganizational networks, which provide workers with access to network activities (e.g., training, career counseling). This study aims to investigate the relationship between workers’ participation in network activities and their sustainable employability by considering workers’ experiences with the network activities. This study also examines the role of relational factors, including network trust and leader-member exchange, as conditions that may influence the link between workers’ participation in network activities and their sustainable employability (i.e. workability, perceived employability and vitality).
Design/methodology/approach
This study has a mixed methods design. A quantitative approach (cross-sectional, questionnaire) was used to establish associations between variables. This approach was supplemented with qualitative data (semistructured interviews) to explore whether Self-Determination Theory can provide an explanation for the associations and the role of (relational) factors that workers perceive as hindering or facilitating in that process.
Findings
The results suggest that participating in network activities have promising benefits for both workers and organizations by facilitating the work ability and perceived employability components of sustainable employability. For these relationships, workers’ satisfaction of their need for competency and relatedness serves as explanatory mechanisms. Moreover, the actualization of benefits of network activities is influenced by relational factors both within the network (i.e. trust) and within organizations (i.e. leader-member exchange).
Originality/value
This study investigates workers’ experiences with network activities, regarding fostering workers’ sustainable employability, and the role of relational factors. Specifically, it considers Human Resource Management practices from a network-level perspective, which is currently understudied. By doing so, this study adds a unique perspective to the Human Resource Management, sustainable employability and career literature streams.
... In this study, social support is considered as an organizational factor comprising supervisory support and peer support, which is expected to influence the trainees' motivation and propensity to transfer training skills (Baldwin & Ford, 1988;Chiaburu & Tekleab, 2005;Scaduto et al., 2008;Schindler & Burkholder, 2016;Lauzier & Mercier, 2017;Reinhold et al., 2018;Suleiman et al., 2017) leading to training effectiveness (Arasanmi & Ojo, 2019;Reinhold et al., 2018;Schindler & Burkholder, 2016). Supervisory support is the degree to which trainees' supervisors support and reinforce the application of training skills to the job (Arefin & Islam, 2018;Ghosh et al., 2015;Suleiman et al., 2017). ...
... On the contrary, some studies (e.g., Chiaburu et al., 2010;Govindarajulu, 2009;Lacerenza et al., 2017) questioned the effectiveness of training programs because of the poor performance of trainees even after receiving several trainings due to failing to transfer training skills and knowledge at work. Training effectiveness, as suggested by Baldwin and Ford (1988), Chiaburu and Tekleab (2005), and Scaduto et al. (2008), in this study, incorporates a broad range of behavioural and job outcomes through training transfer (i.e., skills and knowledge gained through training transferred to the job responsibility), training maintenance (i.e., skills and knowledge learned through a training maintained or remained influential over the period), and training generalization (i.e., trained skills and expertise generalized or used to solve other different problems and in other different contexts). We argue that incorporating training maintenance and training generalization into the training transfer concept makes training effectiveness more comprehensive and impactful. ...
... This study studied training motivation and training effectiveness based on the general framework of Vroom's valence-instrumentality-expectancy theory (Mathieu et al., 1992). Moreover, researchers choose social supports as antecedents of training motivation on the basis of their theoretical relevance to examine influence on training effectiveness (Chiaburu & Tekleab, 2005;Facteau et al., 1995;Mathieu et al., 1992;Reinhold et al., 2018;Scaduto et al., 2008). Employees require the support of supervisors and peers to have transfer motivation and realize a supportive workplace learning-transfer environment, which can be understood as the organizational support theory (Eisenberger et al., 2002;Islam & Ahmed, 2019;Zumrah & Boyle, 2015). ...
Organizations invest in training and development to enhance their productivity. But, evidence proved the low effectiveness of the
training because of the poor training transfer. Thus, training effectiveness is a permanent issue in developing human competencies
and organizational performance. This study examined the effect of social support, that is, supervisor and peer support on training
effectiveness, that is, training transfer, training maintenance, and training generalization with the moderated mediation effect of
training transfer design and training transfer motivation. This study followed positivist epistemology on cross-section survey data
collected from banking employees using multi-stage sampling. Hayes’s approach was used to test hypotheses. The findings of the
study revealed a significant positive effect of social support on training effectiveness. Results revealed that peer support is vital in
comparison to supervisory support to enhance training effectiveness. Training transfer motivation mediated the effect of peer support
and transfer motivation predicting training effectiveness. The study concluded that optimal positive support from peers and supervisors
is essential to enhance training effectiveness; the higher training transfer motivation of trainees further supports the relationship. This
study emphasizes the significance of workplace factors to increase training transfer effectiveness, providing practical and theoretical
implications.
Keywords
Training effectiveness, training transfer, peer support, social support, transfer motivation
... Trainees effectively and efficiently apply what they learned (KSAs) in training back to their workplace (Broad & Newstrom, 1992;Holton III & Baldwin, 2003). Previous studies have identified various root causes (antecedents) for transfer performance, for instance, organizational culture (Gautam & Basnet, 2020;Sabir et al., 2019;Simosi, 2012), leader-member exchange (Scaduto, Lindsay, & Chiaburu, 2008), supervisor support (Chiaburu & Tekleab, 2005), continuous learning culture (Chiaburu & Tekleab, 2005;Wangchuk & Wetprasit, 2019), self-efficacy (El-Said, Al Hajri, & Smith, 2020;Simosi, 2012;Singh, 2017), among others. Among various predictors, some of the important antecedents of transfer performance are self-efficacy (Ability), trainee motivation, training content, trainer's characteristics, supervisor support, continuous learning culture and learning performance (Lim, Lee, & Nam, 2007;Wangchuk & Wetprasit, 2019). ...
... Learning performance mediates the relationship between supervisor support and transfer performance Chiaburu and Tekleab (2005) reported that we could not establish a mediation effect of training motivation between supervisor support and training transfer, and training motivation and training transfer. However, on the other hand, Scaduto et al. (2008) claimed that training motivation fully mediated the relationship between leadership member exchange (one of the elements of social support) and training transfer. Further, Wangchuk and Wetprasit (2019) found partial mediation on the relationship between support and transfer performance by learning performance. ...
... This study shows that learning performance fully mediates the effect of supervisor support on transfer performance. This finding aligns with earlier studies (Awais Bhatti et al., 2014;Scaduto et al., 2008;Schindler & Burkholder, 2016). Supervisors' help and support increase performance learning and, finally, lead to increased transfer performance. ...
Quest Journal of Management and Social Sciences. This work is licensed under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International License. https://creativecommons.org/ licenses/by-nc-nd/4.0/ Abstract Purpose: This paper aims to identify the current status of training factors in Banking sectors and to examine the mediating effect of learning performance on the relationship between training factors and transfer performance. Design/methodology/approach: This study followed the positivist epistemology. Following a descriptive and casual research design, we collected the data at two different points in time with the same respondents. Responses were collected on a stratified basis. Findings: The findings indicate the significant mediating role of learning performance in training factors (i.e. self-efficacy, trainee motivation, training content, trainer's characteristics, supervisors support and continuous learning
... Furthermore, organization's cultural support is defined as the shared perceptions of employees concerning the norms and behaviors in an organization (Aziz et al., 2011;Brion, 2020). Some components of cultural support were empirically tested to be significant factor for training effectiveness including continuous learning culture (e.g., Chiaburu & Tekleab, 2005;Assen, 2021), innovative culture (e.g., Kontoghiorghes, 2004), initiative culture (Li, Li & Liu, 2021), and leadership practices (e.g., Scaduto, Lindsay & Chiaburu, 2008;Sinha & Sengupta, 2020). Hence, the organization's cultural support is also important to increase training effectiveness. ...
... Inconsistently, several researches indicated different findings in terms of the prioritization of organizational characteristics affecting training effectiveness. For example, Scaduto et al. (2008), Brion (2020), and Sinha and Sengupta (2020) find that organization's cultural support, such as effective leadership was the most significant organizational characteristic affecting training effectiveness. Meanwhile, some researchers find that social support was the most significant organizational characteristic affecting training effectiveness; this includes peer support (e.g., Chiaburu & Marinova, 2005;Na-Nan et al., 2017;Hughes et al., 2020;Guterresa et al., 2020) and supervisor support (e.g., Liebermann & Hoffmann, 2008;Salamon et al., 2021). ...
... Hence, from the Organizational and Industrial Psychology field of study, the upper management should practice the right attitude to stimulate the right organization's culture in supporting the department/teamwork performance to maximize training effectiveness. For example, by stimulating continuous learning culture (e.g., Chiaburu & Tekleab, 2005;Assen, 2021), innovative culture (e.g., Kontoghiorghes, 2004), initiative culture (Li, Li & Liu, 2021), and leadership practices (e.g., Scaduto et al., 2008;Sinha & Sengupta, 2020). ...
... Researchers have focused on different antecedents, such as organizational culture (Bunch, 2007;Simosi, 2012), leader-member exchange (Scaduto et al., 2008), social support (Baldwin and Ford, 1988;Facteau et al., 1995;Schindler and Burkholder, 2016;Velada et al., 2007), organizational transfer climate (Rouiller and Goldstein, 1993) and training design (Baldwin and Ford, 1988;Velada et al., 2007), to find out the reasons for poor training transfer. Among various predictors, organizational culture is one of the important predictors of training transfer. ...
... Many theories and models are failed to address human resource development (HRD) due to low training motivation (Gegenfurtner et al., 2009). However, the plethora of previous researches concluded that motivation to transfer is pivotal to enhance the training transfer (Baldwin and Ford, 1988;Chiaburu et al., 2010;Reinhold et al., 2018;Scaduto et al., 2008). Prior research found different antecedents to predict motivation to transfer, organizational culture is one of the important predictors (Chiaburu and Tekleab, 2005;Egan et al., 2004;Gegenfurtner et al., 2009). ...
... However, Zeitz et al. (1997) considered training quality as a part of organizational culture. Prior studies have identified individual characteristics, training design (Baldwin and Ford, 1988;Velada et al., 2007), leadership (Scaduto et al., 2008), and social support (Facteau et al., 1995;Reinhold et al., 2018) as an antecedent of training transfer. Very few studies have dealt with organizational culture as an antecedents of training transfer (Bates and Khasawneh, 2005;Egan et al., 2004;Simosi, 2012). ...
Purpose
The purpose of this study is to examine the mediating effect of motivation to transfer training in between five dimensions of organizational culture and training transfer.
Design/methodology/approach
This paper followed a positivist epistemology to understand the factors associated with training transfer. The descriptive and causal research design was used for data analysis. A proportionate stratified random sample of 150 faculties responded to a self-administered questionnaire. Hierarchical regression analyses were performed to examine the hypotheses.
Findings
The results show that motivation to transfer training partially mediates the relationship between the four dimensions of organizational culture (i.e. job challenge, communication, innovation and social cohesion) and training transfer. Further, the results also show the relation between trust and training transfer is fully mediated by the motivation to transfer training.
Practical implications
For better training transfer higher education sector ought to consider organizational related factors such as organizational culture, rather than only focusing on individual-related factors. The education sector would have strengthened each dimension of organizational culture to motivate the faculties for training transfer.
Originality/value
Organizational culture dimensions (job challenge, communication, trust, innovation and social cohesion) are the essential dimensions for training transfer which are less prioritized despite their importance.
... This ownership is further fostered when the leader is democratic and consultative [25,26], motivating members to equally contribute towards shared goals [27,28]. When it is only leaders who receive training, as often reported in QI programmes [29,30], their ability to transfer these skills is key in how wellversed teams become in using the intervention tools [31]. In all this, the leader's communication skills are central [28]. ...
... There are two characteristics and skills specific to a QI leader. Firstly, they must prioritise team members' learning by encouraging them to identify and correct service errors [17], and cultivate honest self-reflection on the standard of their work [31,32]. In assessing the learning behaviour of hospital-based QI teams in Ghana, it was found that team learning happens best with a leader who is not punitive [17], but creates emotional safety by valuing members' input and celebrating their achievements [9]. ...
The South African National Department of Health developed a quality improvement (QI) programme to reduce maternal and neonatal mortality and still births. The programme was implemented between 2018 and 2022 in 21 purposively selected public health facilities. We conducted a process evaluation to describe the characteristics and skills of the QI team leaders of well-performing teams. The evaluation was conducted in 15 of the 21 facilities. Facilities were purposively selected and comprised semi-structured interviews with leaders at three time points; reviewing of QI documentation; and 37 intermittently conducted semi-structured interviews with the QI advisors, being QI technical experts who supported the teams. These interviews focused on participants’ experiences and perceptions of how the teams performed, and performance barriers and enablers. Thematic data analysis was conducted using Atlas.ti. Variation in team performance was associated with leaders’ attributes and skills. However, the COVID-19 pandemic also affected team functioning. Well-performing teams had leaders who effectively navigated COVID-19 and other challenges, who embraced QI and had sound QI skills. These leaders cultivated trust by taking responsibility for failures, correcting members’ mistakes in encouraging ways, and setting high standards of care. Moreover, they promoted programme ownership among members by delegating tasks. Given the critical role leaders play in team performance and thus in the outcomes of QI programmes, efforts should focus on leader selection, training, and support.
Supplementary Information
The online version contains supplementary material available at 10.1186/s12913-023-10378-x.
... Second, in identifying the plurality of narratives that exist around leadership development, we follow others' suggestions to "cast a wider net" in terms of the criteria associated with LDP effectiveness (Hoole & Martineau, 2014;Mabey, 2013) and therefore contribute to the literature on LDPs, particularly to the work on the evaluation of these programs (Day & Dragoni, 2015;DeRue & Myers, 2014). Specifically, our study suggests that the criteria for leadership development evaluation should go beyond what has been examined in previous research-from training satisfaction, learning and behavioral components, or skill transfer (e.g., Arthur, Bennett, Edens, & Bell, 2003;Kirkpatrick, 1994;Scaduto, Lindsay, & Chiaburu, 2008)-to include, for example, the strategic functions of LDPs (Ardichvili et al., 2016;Clarke, 2012). This finding aligns with the emerging view that leadership development is a multilevel phenomenon that operates beyond individual leaders to affect the leadership of the entire organization (Batisti c, Cerne, & Vogel, 2017;Boxall, Guthrie, & Paauwe, 2016;Farndale & Paauwe, 2018;Leroy, Segers, van Dierendonck, & Den Hartog, 2018;Ployhart & Moliterno, 2011). ...
... Finally, our findings also lend support to the discussion of the Kirkpatrick framework (Alliger et al., 1997;Bates, 2004), which largely assumes that training satisfaction translates to increased learning, thus promoting a greater transfer of that learning to actual work behavior, which ultimately contributes to improved organizational performance. Our study complements prior meta-analyses (e.g., Arthur et al., 2003;Scaduto et al., 2008), which have demonstrated moderate or even negative correlations between these metrics, suggesting that they capture distinct domains of impact. The present study elucidates these findings and suggests that each narrative of LDPs contains different sets of logics and perspectives on which features should be evaluated. ...
... Improvement because the size is not following the capacity of the existing lecturers and other facilities such as air conditioning in the room which sometimes does not function properly because it does not match the room's capacity. Following the research conducted by Arianto (2013); Scaduto et al (2008), the work environment dramatically influences personal pride and their work. Good work facilities and layout will increase employee productivity. ...
... In addition, Bell & Sheridan (2020) states that job satisfaction can be a driving factor for increasing employee performance, which will improve organizational performance. According to Scaduto et al (2008), the work environment and work motivation positively and significantly affected job satisfaction. Employees who do not get job satisfaction will never reach psychological maturity, resulting in frustration, low morale, fatigue and boredom, unstable emotions, doing activities that have nothing to do with the work to be done, etc. Rodrigo & Palacios (2021) explained that high motivation and a supportive work environment would increase teacher job satisfaction. ...
This study aims is to analyze the effect of work motivation on the satisfaction of management lecturers and analyze the effect of the work environment on the satisfaction of management lecturers at a private university in the city of Makassar. This type of research is explanatory research. The sample of this research is management lecturers at private universities in Makassar city, Data use purposive random sampling total 105 respondent. The research period was carried out in February 2020-May 2020. The method of analysis in this study was multiple regression analysis. The results of this study indicate that motivation has a significant effect on job satisfaction. This study proves that both theoretically and previous empirical studies explain that increasing work motivation will increase the job satisfaction of lecturers at private universities in the city of Makassar. According to empirical studies, motivation from a financial perspective can encourage someone to do work. This factor has a more significant influence than the influence of motivation on lecturer job satisfaction. The universities and study programs must improve indicators in the work environment to create comfortable working conditions so that it will increase the job satisfaction of private university lecturers in the city of Makassar.
... Tuy nhiên, theo Delma Thaliyan, Prasanth T., Mervin Prasanth M. [9], sự hiệu quả của đào tạo còn phụ thuộc vào nhiều yếu tố khác nhau, bao gồm sự chuyển giao kiến thức, khả năng của doanh nghiệp và đội ngũ giảng viên trong việc xác định và giải quyết nhu cầu một cách hiệu quả và sự phù hợp của khóa học cùng với nhu cầu của người học. Các đặc điểm của người học, phương pháp đào tạo và môi trường dạy học cũng đóng vai trò quan trọng trong việc xác định hiệu quả đào tạo [10]. Dựa vào đó, tác giả đề xuất mô hình đánh giá hiệu quả hoạt động đào tạo nội bộ tại doanh nghiệp gồm 5 nhân tố: Hiệu quả của chương trình đào tạo nội bộ; Cấu trúc và nội dung của chương trình đào tạo nội bộ; Đội ngũ giảng viên và người hướng dẫn; Sự hỗ trợ từ doanh nghiệp; Hiệu quả và tiềm năng phát triển của chương trình. ...
The study aims to identify factors affecting the effectiveness and sustainability of internal training programs at some businesses in the Saigon High-Tech Park, thereby proposing improvement recommendations. The results show a positive evaluation of the internal training program, especially in terms of its ability to provide knowledge, skills and support from trainers and businesses. However, there are still aspects that need to be improved such as closer interaction and feedback, as well as building a long-term development strategy for the program. Based on the analysis and results obtained, the study proposes a number of measures to improve the quality and sustainability of internal training programs in businesses in the Saigon High-Tech Park. These include enhancing program quality, improving engagement and support, collecting and using feedback effectively, developing long-term development strategies, and encouraging assessment and recognition of success. employee records.
... In contrast, non-physical Work Environment is related to work relations, work relations with superiors, and relationships with colleagues. Or relationships with subordinates (Lambert et al., 2007;Yu, 2014;Scaduto et al., 2008). Terciptanya Work Environment yang nyaman, aman dan menyenangkan merupakan salah satu cara perusahaan untuk dapat meningkatkan kinerja para karyawan. ...
Leadership and work environment has a large part in motivating each member organization toward the company's goals. A leader should implement a leadership style to manage his subordinates because a leader will significantly affect the Organization's success in achieving its goals. No less important will be this is the role of the work environment itself which woke up, the work environment is one of the essential components within the employees finish his work. Here is the working environment: the immediate vicinity of the workers that can affect him in the exercise of duties charged. This research was conducted at PT. Pegadaian Regional VI of Makassar city with 30 research sample of respondents are the employees of PT. Pegadaian Regional VI. This Research is variable work environments (X1.1), the leadership style (X1.2), intrinsic motivation (X ), and the performance of the employees (Y). research using the method of multiple linear regression analysis with data collection using questioners. This research shows that the work environment does not affect employees' performance, leadership style, and intrinsic motivation the employee's account. Leadership styles and the variable is the variable that the dominant influence on the dependent variable.
... [4][5][6][7] Researchers argued that military training is fundamental in developing cognitive readiness, 4 but it is influenced by the process of transfer of training factors including individual characteristics, training design, work environment and military leaders. [8][9][10][11][12][13][14][15][16][17] It states that the transfer of military training factor needs to be considered in preparing military personnel readiness to perform in complex operating environments. 4 The development of cognitive readiness of military personnel starts when civilian joins the military to become a soldier. ...
Cognitive Readiness refers to military personnel who are cognitively ready to perform effective and efficient roles in military operations with the necessary knowledge, skills, and abilities (KSAs). These KSAs are essential for critical thinking, problem-solving and decision-making. Military personnel at each level in the Malaysian Armed Forces (MAF) must be cognitively ready for military deployment. To enhance the cognitive readiness of military personnel at the operational level, a training design—scenario-based training (SBT) has been developed by the Malaysian Armed Forces Staff College (MAFSC) to develop cognitive readiness for course participants (CPs) who attended staff courses. Joint Theater Level Simulation (JTLS) has been used to analyze the Line of Operation (LOO) that has been produced by the course participant. The results show that SBT affected the development of cognitive readiness to prepare military personnel at the operational level through Joint Warfare environment exercises and tested by Modeling and Simulation (M&S).
... Rapidly changing technologies and the COE of military operations make military leaders emphasize relevant methods that will make military personnel more adaptive and innovative in developing cognition of military personnel (Scaduto et al., 2008). Theories and learning principles are analogous to military training. ...
The purpose of this article is to develop a conceptual framework for military cognitive readiness (CR) in the Malaysian Army (MA). CR refers to military personnel who are cognitively ready to perform in military operations with military knowledge, skill, and abilities (KSAs). The military KSAs provide military personnel at each level (strategic, operational, and tactical) with capabilities to think critically, problem-solving, and decisions making effectively during military operations. The underpinning theory related to the development of cognitive readiness of military personnel has been identified which involves human resources development (HRD) theory and cognitive readiness theory. The review found that the development of military personnel's cognitive readiness is related to the relationship between factors that influence the transfer of training that occurs through military training. Conceptual frameworks and hypotheses have been formulated to be analyzed and measured by testing the relationship.
... The members of the young generations take work opportunities to be an important part in their work expectations. In particular, the previous studies show that there is a significant relationship between work motivation and job expectation (Sariwulan et al., 2019;Scaduto et al., 2008;Valero & Hirschi, 2016). Thus, we propose: H3: Students' job motivation positively influences their job expectation. ...
Although there is a growing understanding that college students need to develop a wide range of knowledge, skills, abilities, and personal resources for career success, it is necessary to address students’ major expectations in their future careers. The primary purpose of this study is to explore students’ career expectations by examining the relationship among critical factors: i.e., motivation, attitude, and work expectation. A sample of 529 responses was collected from students at a university in the Southwestern region of the USA. The results show that there are significant relationships between all factors. The findings of this study can help the hospitality industry and human resource managers to better understand their future employees.
... Each item utilized a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). This scale has been used to assess training transfer with samples in the United States (Chiaburu et al., 2010;Scaduto et al., 2008) and in western countries such as Pakistan (Islam & Ahmed, 2018) and China (Shen & Tang, 2018), with Cronbach's α > .7 in all samples. The items used in Xiao's (1996) paper referred generally to knowledge, skills, and attitudes and for this study, items were adapted to refer specifically to the PREPaRE training (e.g., "The quality of my work has improved after using the PREPaRE training"; α = .94). ...
The National Association of School Psychologists developed the PREPaRE School Crisis Prevention and Intervention Training Curriculum to help schools plan for and prevent school crises and to help mitigate the effects after a crisis occurs. In this study, 279 participants who attended the PREP aRE training between 1 and 24 months before the survey date completed measures assessing work environment, trainee characteristic, and training design variables as well as the transfer of PREP aRE‐specific knowledge and skills. Utilizing structural equation modeling, unique effects of Work Environment and Trainee Characteristic variables on knowledge and skill transfer and the extent to which Trainee Characteristics moderate effects of the Work Environment were assessed. Results indicated a significant moderating effect such that trainees who were less motivated compared to those who were more motivated demonstrated greater transfer when they worked in more supportive, open, and rewarding environments. Overall, results from this study provide evidence to support addressing many individual and contextual variables to improve the transfer of PREP aRE‐specific knowledge and skills. Implications for practice are discussed.
... Online training can be described as the technology-based and systematic acquisition of skills, rules, concepts, and/or attitudes that increase the productivity of both the employee and the organization [21]. It can also be described as method that enables the trainer and the trainee to be in different locations yet still connect through the use of technology capabilities (tools, technology, and equipment) [22]. Online training approaches are especially important in organizations where employees work different shifts and where there are high turnover rates, both of which are organizational aspects that are especially evident in developing countries [23,24]. ...
Organizations have moved away from traditional classroom-based training to online training whereby employees can attend courses at their convenience either at home or in the workplace. This transition has been fuelled by lockdowns that governments worldwide have implemented to counter the spread of the COVID-19 pandemic, where employees are expected to work or attend training from home. However, several issues including lack of employee engagement hinder the effective delivery of online corporate training. In recent years, gamification has been identified as a solution to lack of engagement in education. Gamification involves the incorporation of game elements into non-game applications to encourage user engagement, where different combinations are used for different learning contexts. However, little research has been done to identify suitable game elements for the gamification of corporate online training. This study proposes a set of game elements to improve employee engagement with online training platforms. A step-by-step analysis of the literature led to the identification of nine potentially suitable game elements. These elements were evaluated by a group of experts selected from five well-known training providers in Saudi Arabia, who completed a semi-structured interview questionnaire about the usability, completeness, and usefulness of the elements. The result of the evaluation indicated that the identified game elements will be able to effectively and efficiently improve employee engagement. The set of nine game elements was then incorporated into a proposed framework for the gamification of online training platforms to enhance employee engagement.
... Not surprisingly, service organisations view training as a critical factor for improving the performance of their employees (Scaduto, Lindsay, & Chiaburu, 2008;Salas & Cannon-Bowers, 2001). Furthermore, Babakus, Yavas, Karatepe, and Avci (2003) suggested that training front-line staff is essential, and that the presence of customer service training programmes demonstrate to front-line employees management's commitment to service quality. ...
This study investigates the effect of cultural intelligence of front-line service employees on
foreign guests’ perceptions of service quality. This relationship has not hitherto been
investigated. The literature suggests that culture and interactions between customers and
employees affect service quality. The literature also shows that, in cross-cultural
encounters, attitudes and behaviours are important aspects of cultural intelligence,
employee performance and service quality. It also points to interrelationships between
these constructs. A theoretical model was developed which suggests that in these
encounters, cultural intelligence is likely to affect service quality through employee
performance. A novel methodological approach consisting of a pilot study and two stages
of empirical research were undertaken in international hotels in Karbala, Iraq. The first,
qualitative stage was in the form of interviews to gain an insight into the service
interactions. Thematic analysis of the data supported the theoretical model and pointed to
additional causal relationships. The model was tested in the second quantitative stage. A
self-report cultural intelligence questionnaire was administered to a sample of local
employees (N=201). A new job performance questionnaire was designed and administered
to hotel managers (N=53) to assess these employees’ performance. A SERVPERF
questionnaire was also given to foreign guests (N=469) who were served by these
employees. The dimensions of these measures were determined by principal components
analysis (SPSS 22), and their adequacy was estimated using confirmatory factor analysis
(Lisrel 8.8). The model was tested using hierarchical multi-regression analysis. The findings
showed that employee performance mediated the relationships between cultural
intelligence and service quality. Another main contribution is the development of an
employee performance scale for use in service encounters. The study adds to the cross�cultural service literature and to research methodology design. Its implications for
management and employee training were discussed, as well as its limitations. Further
research was also suggested.
... Samples of the transfer statements include 'I have incorporated some of the skills, knowledge and abilities that I have learned in the leadership program' and 'I feel that my organizational behavior has changed partly due to the leadership training I completed'. The reliability of this measurement in the current study was α = 0.810, which is in line with previous literature and therefore suggests that the study model is comparable to other country and organizational contexts (Chauhan et al., 2016;Chiaburu et al., 2010;Scaduto et al., 2008). ...
This study tests the validity of the Arabic version of the Learning Transfer System Inventory (LTSI-version 4) and identifies the factors that impact transferring leadership training. The LTSI was administered to 242 academic managers, who had completed a series of leadership training a year before the study. Exploratory Factor Analysis revealed that all 11 factors in the specific domain were validated, unlike the general domain, where only four factors were validated, and one factor was not validated. Leadership training transfer was primarily influenced by supervisor support, motivation to transfer, peer support, readiness to transfer, and self-efficacy.
... Evidence suggests that a considerable part of an organization's investment in training fails to result in optimal training transfer. To improve job performance, the skills and behaviors learned and practiced during training have to be maintained over time and generalized across contexts (Holton & Baldwin 2003;Scaduto et al. 2008). Organizational and professional cultures are important for this long-term effect. ...
Public organizations often operate in rigid environments with standardized procedures that are not conducive to learning, yet it is crucial that they continuously improve at solving their societal tasks in a satisfactory way. There is a lack of knowledge about what factors are important for learning to occur in public organizations. Based on a questionnaire, this study looks at how different factors condition the way in which employees perceive standardized training programs in public organizations. The study demonstrates how a training program was perceived by two different professional groups, one being more accustomed to and accepting of standardized procedures than the other. The results show that the child welfare services had a more positive attitude toward the program than did the family counseling services. Employees working in an environment that is positive to employee feedback also perceived the program as more relevant, important and useful. Employees working in an environment that prioritized competence development perceived the program to be better organized and implemented and to be relevant to their work tasks. The article argues that these factors contribute positively to organizational learning and stresses the importance for leaders to develop an environment that is positive to employee feedback.
... In programs with a high degree of congruence in faculty norms, faculty members are more likely to be motivated to provide this training to students (e.g., through coursework and practicums) and have experienced enough to do so effectively. Finally, research suggests that the desire to gain the approval of one's leaders is a particularly potent influence on behavior (Scaduto et al., 2008). Thus, the perception that faculty members collectively value social justice is likely to motivate students to seek their approval by participating in social justice behaviors themselves. ...
A growing body of research suggests that graduate psychology training programs with a stronger collective social justice identity are likely to provide more support for students’ advocacy engagements than those with discrepant views among members. We conducted response surface analyses (N = 178 Ph.D. students; across 16 counseling psychology programs) to examine whether the degree of congruence and discrepancy on social justice attitudes and perception of training program norms (perceived social justice norms among students and faculty) between an individual student and other students in their program would be associated with students’ social justice advocacy intention and behavior. Higher congruences on attitudes and perceived norms (among students and faculty) were significantly associated with advocacy intentions. For advocacy behaviors, only congruently higher perception of faculty was significantly associated. Discrepant attitudes and perceived norms were not significantly related to students' advocacy intentions and behaviors. Recommendations for training and research are discussed.
... This has practical implications, especially the degree to which teachers engage students in their outcome expectancies. Various studies across domains (e.g., health care, education, psychology) have suggested that helping individuals to explicitly identify the goals and objectives of certain activities before the activities happen evidently increases their outcome expectancies (e.g., Reesor et al. 2017;Scaduto et al. 2008;Settlege 2000). Teachers can help students identify the objectives by explicitly telling their students all the goals of the tasks or activities they are about to do. ...
This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of achievement motivation and flow theory. A total of 394 secondary school students were recruited and learned genetics concepts through interacting with a game-based learning environment. We measured their science self-efficacy, science outcome-expectancy beliefs, flow experience, feelings of frustration, and conceptual understanding before and after playing the game, as well as their game satisfaction. Mixed-model ANOVA, correlation tests, and path analysis were run to answer our research questions. Based on the results, we found that the game had a significant impact on students’ conceptual understanding of genetics. We also found an acceptable statistical model of the integration between the two theories. Flow experience and in-game performance significantly impacted students’ posttest scores. Moreover, science outcome-expectancy belief was found to be a significant predictor of students’ flow experiences. In contrast, science self-efficacy and pretest scores were found to be the most significant factors influencing the feeling of frustration during the game. The results have practical implications with regard to the positive role that an adaptive game-based genetics learning environment might play in the science classroom. Findings also underscore the role the teacher should play in establishing productive outcome expectations for students prior to and during gameplay.
... (Asfaw et al., 2015;Ikram et al., 2019). The effectiveness of training carried out by an organization can be of benefit to the individual which can facilitate the application of training results on the job (Inn et al., 2010) then increased motivation and competence can encourage employee creativity (Scaduto et al., 2008;Scott et al., 2004;Surbaini, 2018). ...
This study aims to invest in empirical relationships in a model that becomes the process of Team-Performance due to participation in practical training through causality between Training Effectiveness variables, soft-skill competence, Employee-Creativity, and team performance. This study uses a quantitative approach. The analytical tool used is structural equation modeling (SEM) using AMOS version 23 software. Accidental sampling technique is used to collect the sample. As many as 202 respondents filled up a survey questionnaire with complete and valid answers. This study's results significantly contribute to fill the gap of inadequate empirical evidence that can answer critical questions about the missing link between training and employee-performance, more specifically between training-effectiveness and team-performance. The results showed that practical training would encourage employees' soft-skill competence, improve Employee-Creativity, and improve Team-Performance. Furthermore, training-effectiveness also plays a significant role in enhancing employee-creativity and helping in optimal team-performance. This study also found that the relationship between employee-creativity and team-performance did not show positive and significant results; therefore, empirically, it did not support the hypothesis built in this study. Practical training targeted towards increasing soft-skills and creativity is a fundamental reason which not only aims to contribute toward organizational performance but also provides personal feedback for self-development.
... Organizational evidence suggests that a substantial amount of organizational investment in training efforts does not yield in the transfer of training on the job, forcing managers to make the difficult decision whether to offer the training or not (Scaduto, Lindsay & Chiaburu, 2008;Panturo & Sahoo, 2016). Therefore, if the decision to provide training is taken, the training managers must ensure to thoroughly monitor the three-step training process of needs assessment, conducting of training and evaluation to assess the effectiveness of the training programs (Gomez-Mejia et al., 2001). ...
... Istnieje wiele dowodów na to, że istotna część inwestycji organizacji w szkolenia nie przynosi spodziewanych rezultatów. Menedżerowie i organizacje zawsze są zainteresowani oceną kosztów szkolenia w relacji do spodziewanych korzyści osiągniętych dzięki nim [34]. Aby maksymalizować korzyści szkoleń menedżerowie muszą monitorować cały proces szkolenia, który obejmuje następujące fazy: ocenę potrzeb szkoleniowych, rozwój i prowadzenie szkoleń oraz ich ocenę. ...
Streszczenie: Artykuł jest pierwszą częścią opracowania na temat wykorzystania instrumentu szkoleń pracowniczych w przedsiębiorstwach południowej Polski i przedstawia teoretyczne podstawy Barometru Rynku Szkoleń. W artykule zaprezentowano wybrane definicje pojęć związanych ze szkoleniami personelu, wybrane obszarów aktywności szkoleniowej, jakie znalazły się w Barometrze Rynku Szkoleń (potrzeby szkoleniowe, organizowanie szkoleń, prowadzenie szkoleń, charakterystyka szkolenia, ocena efektywności szkoleń). Celem naukowym opracowania jest stworzenie podstaw teoretycznych zakresu tematycznego Barometru Rynku Szkoleń. Słowa kluczowe: potrzeby szkoleniowe, organizowanie szkoleń, prowadzenie szkoleń, charakterystyka szkolenia, ocena efektywności szkoleń 1. Wprowadzenie Rozwój personelu stał się ważnym elementem rozwoju organizacji jako całości. Przesłanką, która nakazuje zwracać większą uwagę na procesy rozwoju zasobów ludzkich w przedsiębiorstwie są uwarunkowania, w jakich ono funkcjonuje, a które można określić gospodarką opartą na wiedzy czy społeczeństwem informacyjnym. W obliczu rozwijającej się od pewnego czasu koncepcji zarządzania kapitałem ludzkim, działania z obszaru funkcji rozwojowej ZZL stają się kluczowe dla uzyskiwania wartości z dobrze wykorzystanych i rozwijanych kompetencji ludzi w organizacji. Artykuł jest pierwszą częścią opracowania na temat wykorzystania instrumentu szkoleń pracowniczych w przedsiębiorstwach południowej Polski i zawiera teoretyczne podstawy Barometru Rynku Szkoleń. W ramach tego projektu badawczego, który w założeniu ma charakter longitudinalny, przeprowadzono pierwszą edycję badań w roku 2014. Barometr Rynku Szkoleń to projekt badawczy, zawierający kwestionariusz ankiety w formie elektronicznej (http://szkolenia.barometry-gospodarki.pl) oraz mechanizm oceny firmy respondenta online [1]. Celem głównym niniejszego artykułu jest zaprezentowanie teoretycznych podstaw konstrukcji Barometru Rynku Szkoleń oraz wprowadzenie do części drugiej, zawierającej wybrane wyniki badań empirycznych. Cele szczegółowe, które składają się na cel główny, są następujące: zaprezentowanie wybranych definicji pojęć związanych ze szkoleniami personelu, wskazanie obszarów aktywności szkoleniowej, jakie podlegają badaniu w Barometrze Rynku Szkoleń, zaprezentowanie metodyki Barometru Rynku Szkoleń. W artykule wykorzystano jako metodę naukową studia literaturowe, a w ich wyniku dokonano syntezy poglądów różnych autorów na temat rozwoju personelu i wykorzystania w celu instrumentu szkoleń pracowniczych.
... firms undertake training to improve the performance of their employees (Scaduto et al., 2008). Human resource academics and professionals together have identified training as a critical factor to improve employees' skills, firm performance, organizational survival, and considered essential for a firm to remain competitive (MacDuffie 1995;Salas & Cannon-Bowers, 2001). ...
... Samples of the transfer statements include 'I have incorporated some of the skills, knowledge and abilities that I have learned in the leadership program' and 'I feel that my organizational behavior has changed partly due to the leadership training I completed'. The reliability of this measurement in the current study was α = 0.810, which is in line with previous literature and therefore suggests that the study model is comparable to other country and organizational contexts (Chauhan et al., 2016;Chiaburu et al., 2010;Scaduto et al., 2008). ...
Purpose
This study focuses on leadership transfer by academic managers in public universities. Motivation to transfer is expected to mediate the relationship between peer and supervisor support (independent variables) and the transfer of training (dependent variable).
Methodology
The study sample comprises 263 academic managers who completed leadership training programs in public universities. Structural equation modeling is used to test the study model for four hypotheses.
Findings
In line with previous findings from different contexts, the study shows that (a) the motivation of academic managers to transfer training mediates between the actual transfer and the two types of organizational support, from peers and supervisors; (b) peer support has a stronger impact than supervisor support on motivation to transfer; (c) training transfer in public universities has a pattern similar to that in other organizations; and (d) the country context does not seem to affect the dynamics of training transfer.
Implications
To remain competitive with successful policies, universities need to foster learning environments by effectively engaging those responsible for managing university policies. Applying new leadership knowledge, skills and abilities is a sophisticated process in which academic managers are not the only stakeholders. Given the nature of the organizational phenomenon, work environments are similar across countries and sectors; therefore, emphasizing the role of national cultural norms and values over the objective needs of the workplace seems problematic.
Limitations
Structural equation modeling may not capture all psychological and personal aspects of transfer; therefore, triangulation methods can be useful. The competition in higher education is increasing,and it is recommended that leadership training transfer in public and private universities should be compared.
... firms undertake training to improve the performance of their employees (Scaduto et al., 2008). Human resource academics and professionals together have identified training as a critical factor to improve employees' skills, firm performance, organizational survival, and considered essential for a firm to remain competitive (MacDuffie 1995;Salas & Cannon-Bowers, 2001). ...
Service recovery is a critical moment of truth and provides an opportunity for firms to please and retain customers. Service failure and recovery remain critical issues for both academicians and marketing practitioners. The study aimed to explore the potential effect of perceived working environment (training, empowerment, motivation, supportive management, and service technology) on frontline employees’ service recovery performance. A total of 400 frontline employees were chosen with simple random sampling method from 20 hotels in Amman, the capital of Jordan. Respondents were asked to complete the questionnaire in a self administered manner. 330 usable questionnaires were retrieved for a response rate of 82.5%. Structural Equations Model was used to verify the reliability and validity of the scale and to test the proposed model. The results showed that dimensions of working environment such as training, empowerment, motivation, supportive management, and service technology significantly predict frontline employees’ service recovery performance. Specifically, among the dimension of working environment, the most significant predictor of frontline employees’ service recovery performance was service technology and empowerment. This study implies that managers of four and five star hotels in Jordan should come forward and try their best to present a better work environment for frontline employees to enhance service recovery performance to maintain customers’ satisfaction.
... Specifically, when the trust level was lower than expected, all NASA-TLX subscales but frustration was significantly higher than cases that were rated at or higher than the expected trust level. While goal expectation has been studied in education and training and acknowledged as contributing to workload demand and workload variability, the impact of trust on task demand has not been quantified [39]. ...
Automation aims to improve the task performance and the safety of human operators. The success of automation can be facilitated with well-designed human–automation interaction (HAI), which includes the consideration of a trade-off between the benefits of reliable automation and the cost of Failed automation. This study evaluated four different types of HAIs in order to validate the automation trade-off, and HAI types were configured by the levels and the statuses of office automation. The levels of automation were determined by information amount (i.e., Low and High), and the statues were decided by automation function (i.e., Routine and Failed). Task performance including task completion time and accuracy and subjective workload of participants were measured in the evaluation of the HAIs. Relatively better task performance (short task completion time and high accuracy) were presented in the High level in Routine automation, while no significant effects of automation level were reported in Failed automation. The subjective workload by the National Aeronautics and Space Administration (NASA) Task Load Index (TLX) showed higher workload in High and Failed automation than Low and Failed automation. The type of sub-functions and the task classification can be estimated as major causes of automation trade-off, and dissimilar results between empirical and subjective measures need to be considered in the design of effective HAI.
... In contrast, non-physical Work Environment is related to work relations, work relations with superiors, and relationships with colleagues. Or relationships with subordinates (Lambert et al., 2007;Yu, 2014;Scaduto et al., 2008). Terciptanya Work Environment yang nyaman, aman dan menyenangkan merupakan salah satu cara perusahaan untuk dapat meningkatkan kinerja para karyawan. ...
Tujuan dari penelitian ini adalah untuk menguji dan membahas dampak pelatihan dan motivasi kinerja karyawan pada PT Industri Kapal Indonesia Makassar. Penelitian ini merekomendasikan agar karyawan mengembangkan keterampilan dan kemampuan baru di tempat kerja sehingga apa yang mereka ketahui dan ketahui sekarang dan di masa depan dapat membantu karyawan memahami apa yang harus mereka lakukan dan mengapa mereka harus melakukannya. Sampel yang digunakan dalam penelitian ini adalah karyawan pria dan wanita, dengan total 64 karyawan. Data yang digunakan dalam penelitian ini adalah data primer dan sekunder yang diperoleh melalui kuesioner dan dokumen perusahaan. Data dianalisis menggunakan analisis regresi linier berganda. Hasil penelitian ini menemukan bahwa pelatihan dan insentif bersamaan dan beberapa pelatihan variabel dan insentif memiliki dampak positif dan signifikan terhadap kinerja karyawan PT. Industri Perkapalan Indonesia (Persero).
... Training effectiveness may be assessed by considering the results or evaluation, performance of the trainees and their ability to transfer techniques to their jobs. Training effectiveness can also be a function of trainee characteristics, training design and contextual factors (Scaduto et al., 2008). ...
With the aim of evaluating the effect of Government Youth Development Training on the KSA of the incumbents, this research used structured interview schedule and accomplished face-to-face interview of 142 randomly selected trainees from four purposefully selected Youth Training Centers. A strong positive significant change of KSA occurred due to the training and major change happened in knowledge followed by skill and attitude. The regression analysis shows that the traits of the trainers, location of the training center, and regularity in class attendance had significant relationship with knowledge change of the incumbents, while the traits of the trainers, experience of other trainings, and location of the training centers were significant determinants of skill change. Continuous improvement of trainer's traits as well as inclusion of more practical field works in training sessions, and frequent evaluation of each training program based on KSA(Knowledge Skill & Attitude) is crucial to improve the effect of government youth development training in the study area.
... Training effectiveness may be assessed by considering the results or evaluation, performance of the trainees and their ability to transfer techniques to their jobs. Training effectiveness can also be a function of trainee characteristics, training design and contextual factors (Scaduto et al., 2008). ...
With the aim of evaluating the effect of Government Youth Development Training on the KSA of the incumbents, this research used structured interview schedule and accomplished face-to-face interview of 142 randomly selected trainees from four purposefully selected Youth Training Centers. A strong positive significant change of KSA occurred due to the training and major change happened in knowledge followed by skill and attitude. The regression analysis shows that the traits of the trainers, location of the training center, and regularity in class attendance had significant relationship with knowledge change of the incumbents, while the traits of the trainers, experience of other trainings, and location of the training centers were significant determinants of skill change. Continuous improvement of trainer's traits as well as inclusion of more practical field works in training sessions, and frequent evaluation of each training program based on KSA(Knowledge Skill & Attitude) is crucial to improve the effect of government youth development training in the study area.
The purpose of this study was to comprehend the effectiveness of an training intervention. Trainees’ direct reactions to training provide organizations with enough feedback concerning their current training and development efforts. The research hypotheses focused on the efficacy gap between the expectations of trainees before training and their experiences after it was conducted. A purposive sample of 45 participants attending a selling skills training course completed a survey adapted from Chimote (2010). The repeated measures test indicated that experiences did not fulfill expectations. The Chi-square test revealed that age and education did not significantly affect the responses of participants. The results are discussed in addition to future research directions and practical implications.
The aim of any organization is to survive and sustain its presence by improving efficiency. According to Arslan & Staub (2013) with the aim of meeting the needs of the highly competitive markets, organizations should increase their efficiency.
Dalam suatu organisasi atau perusahaan, kepemimpinan merupakan faktor penting dalam memberikan pengarahan kepada karyawan salah satunya kepemimpinan transformasional. Gaya kepemimpinan dapat memengaruhi kinerja karyawan sehingga setiap karyawan memiliki motivasi yang baik yang akan berdampak pada tujuan perusahaan. Penelitian ini bertujuan apakah motivasi kerja dan kinerja karyawan dapat dipengaruhi oleh gaya kepemimpinan transformasional dan seberapa besar pengaruh gaya kepemimpinan transformasional terhadap motivasi kerja dan kinerja karyawan. Metodologi penelitian yang digunakan dalam penelitian ini adalah penelitian prediktif. Teknik pengumpulan data menggunakan sinpel random sampling. Uji kualitas instrumen yang digunakan adalah uji reliabilitas dan validitas, sedangkan uji analisis data yang digunakan adalah uji analisis regresi dan korelasi. Hasil penelitian ini menunjukkan bahwa gaya kepemimpinan transformasional berpengaruh signifikan dan positif terhadap motivasi kerja dan kinerja karyawan. Keterbatasan dalam penelitian ini adalah variabel bebas dalam penelitian ini tidak dapat menjawab semua yang mempengaruhi motivasi kerja dan kinerja karyawan. Hasil penelitian ini dapat dijadikan sebagai bahan pertimbangan bagi badan usaha dan instansi pemerintah untuk menetapkan sistem penilaian kinerja bagi anggota organisasinya
The aim of this article is to parse the significance of the implementation of transformational leadership in Islamic educational institutions. Research libraries are the methods used in this research. The results of the parsing of the concept and theory of characteristics and components of transformational leadership are found that transformational leadership has positive implications for the various critical variables that contribute to the advancement of Islamic Educational institutions. For example, able to build awareness of vision together, build trust, constructing organizational citizenship behaviour, developing motivation, more empowerment, build self-efficacy, and learning organization. It can be on the theoretical basis that to improve the quality of Islamic education institutions hence the importation of transformational leadership is absolutely done.
The purpose of this study is to elucidate the links between declarative knowledge, procedural knowledge, and performance in the context of ISO 9001:2015 certification. It develops a model which tests the impact of training and rewarding on employees’ declarative knowledge, procedural knowledge, and motivation. It tests the effects of declarative knowledge, procedural knowledge, and motivation on employees’ contextual and task performance. The study is conducted in Turkey using data collected from 423 employees working in various firms operating in the textiles, food production, and mining sectors. Our results show that although training and rewarding are important antecedents of knowledge and motivation, ISO 9001:2015 certified firms had difficulties in converting these benefits into better employee performance.
This study proposed a training transfer mechanism with creative self-efficacy, training need, and supervisor support as antecedents for the motivation to transfer, motivation to transfer as a mediator of training and regret as a moderator between motivation to transfer and training transfer. A two-phase experiment was conducted. In Phase One: an intervention group (n = 221) and a comparison group (n = 238) received 24-hour creativity and management training, respectively. Phase Two was conducted six months after the training. After the participants (n = 212) filled in the questionnaire, structural equation models were employed to analyse factors affecting the training transfer model. The results showed that in the long-term perspective of training transfer, supervisor support is more important than individuals’ creative self-efficacy at the onset of creativity training. Additionally, regret is a positive moderator; individuals’ motivation to transfer increases when they reflect on and correct their behaviour.
The purpose of this study is to quantitatively gauge the effect of supervisors’ support in promoting training transfer into the workplace through a meta-analysis study. Two questions guiding this study include (a) what is the size of the relationship between supervisor supports and training transfer? and (b) what type of support is indicated most effective to influence the training transfer? We analyzed previous publications’ findings by using R and RStudio software. Based on the 10 previous studies included in this study, the result indicated a moderate relationship between supervisors’ support and training transfer. Both limitations and recommendations are further discussed in the study.
Today’s workplace presents rapid changes highlighting the importance for workers to engage in continuous learning. Given the central role of motivation in learning process, it is important to start with developing a good understanding of the way it is defined and measured in the literature. In the present study, we focus specifically on ‘learning motivation’ and ‘training motivation’, as constructs describing motivation for workplace learning in empirical studies. We analyze the way these both constructs are conceptualised, measured and relate to other variables studied in the selected articles. Inclusion criteria capture empirical studies on training and learning motivation in the context of work. Based on a total of 47 articles, our results suggest that there is no clear distinction between the examined constructs. Moreover, there is a lack of reference to motivational and learning theories in the way ‘learning motivation’ and ‘training motivation’ are, both, defined and measured. The article discusses results and brings suggestions that might clarify and overcome the issues related to the use of various terminology with no clear conceptual difference.KeywordsWorkplaceMotivationLearning motivationTraining motivationReview
Early Childhood Education (ECE) is an emerging field worldwide. This study was aimed to evaluate the effectiveness of in-service Early Childhood Education (ECE) teachers' training programs for public schools of Punjab organized by Quaid-e-Azam Academy for Educational Development (QAED), School Education Department, Government of Punjab. The theoretical framework was based on Kirkpatrick's (2006) four-level evaluation model: reaction, learning, behaviour and results. The quantitative approach was applied through the application of a random sampling technique. The adapted questionnaire was used to collect data from ECE trained teachers (n=100) by QAED from Lahore. Quantitative data were analyzed through descriptive and inferential data analysis techniques. The reliability ( =.877) of the instrument was found satisfactory. The results revealed a substantial and significant positive correlation among all the four levels of the Kirkpatrick model. Motivation to transfer training and social support was also found significant and positively correlated with four levels of the Kirkpatrick model. The training outcomes depend on the second level and third level of the Kilpatrick's model for the evaluation of training program along with motivation to transfer training and colleague support. Future studies can be conducted to find out the moderating factors for ECE teacher's training effectiveness.
Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) integrative theory based on meta-analysis and model testing has served as the foundation for our understanding of training motivation. However, the applicability of the theory today may be limited for several reasons. There has been significant growth in training motivation research since Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) proposed and tested their theory. Also, advances in meta-analysis and model testing allow for a more complete and rigorous test of the theory than was previously possible. As a result, we propose and test a contemporary and comprehensive theory of training motivation based on Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) and other studies conducted over the last 20 years. To do so, we conducted an updated meta-analytic review of 167 independent studies and tested a mediation model of training motivation theory using both conventional meta-analytic structural equation modeling (MASEM) and full-information MASEM (FIMASEM). The results support a partially mediated model of training motivation that includes additional antecedents (e.g., openness to experience, extroversion, agreeableness, and goal orientation) and learning outcomes (e.g., turnover intentions and job satisfaction) not included in Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678). In addition, we conducted exploratory analyses to understand the relative importance of the antecedents of both motivation to learn and learning outcomes and the moderating role of training and studying characteristics on the relationships between motivation to learn and its antecedents and consequences. Finally, the authors discuss the implications of the results for theory, practice, and future research directions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Purpose
Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support.
Design/methodology/approach
The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used.
Findings
Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer.
Practical implications
Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer.
Originality/value
An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.
İnsan kaynakları yönetim uygulamalarının (İKYU) bireysel ve örgütsel çıktılar üzerindeki etkilerinin araştırıldığı tez çalışmasının temel amacı; hizmet sektöründe faaliyet gösteren otellerin uyguladığı İKYU içerisinde en etkili uygulamaları belirlemek ve bu uygulamaların bireysel ve örgütsel çıktılara olan etkisini incelemektir. Bireysel ve örgütsel çıktılar olarak; zorunlu vatandaşlık davranışı, iş stresi, yenilik ve girişimci davranışlar esas alınmıştır. Bu değişkenler hizmet sektöründe başarı veya başarısızlığa sebep olabilecek temel değişkenlerdir.
Araştırma, İKYU’nun çıktılar üzerindeki etkilerini daha iyi anlamak ve böylelikle hizmet kalitesini geliştirmek için İKYU ve lider üye etkileşimini içeren kavramsal bir model önermektedir. Araştırma kapsamına uygun evren olarak KKTC’de faaliyet gösteren ve İKYU’nun etkin olarak uygulanıldığı değerlendirilen beş yıldızlı oteller tercih edilmiştir. Araştırmanın örneklemi 302 beş yıldızlı otel çalışanı oluşturmaktadır. Elde edilen veriler regresyon analizi ve yapısal eşitlik modellemesi kullanılarak analiz edilmiştir. Analiz sonuçları İKYU’nun çoklu yapısının otel çalışanlarında; zorunlu vatandaşlık davranışını azalttığı, girişimci davranışları artırdığını ve lider üye etkileşiminin bu ilişkilerde aracı rolü olduğunu göstermektedir. Bu bulgulara ilave olarak İKYU’nun çoklu yapısının otel çalışanlarında yeniliği ve iş stresini arttırdığı fakat bu ilişkide lider üye etkileşiminin aracı rolünün olmadığı tespit edilmiştir. Araştırma, İKYU’yu tüm alt boyutları ile inceleyerek literatüre katkı sağlamayı amaçlamaktadır. Araştırma literatüre katkı sağlamanın yanı sıra, emek yoğun özelliğiyle insan kaynağının etkin kullanılması gereken hizmet sektörünün yöneticilerine yönelik pratik bilgiler sunmaktadır.
Purpose
Health and safety in small construction firms is often neglected by owners leading to poor health and safety performance and unacceptably high fatality and injury rates. A body of knowledge has established significant links between the motivational behaviours of operatives towards health and safety. Motivation is also considered as a key tool for improving operative productivity as when operatives experience safe worksites, they can carry out their work in a more productive manner. The purpose of this research is to develop a framework to examine the motivational factors that affect operative health and safety in small construction firms.
Design/methodology/approach
A critical review and synthesis of the body of knowledge incorporating motivational theory, health and safety literature and the factors which characterise small firms, is used to develop the framework.
Findings
Key components of the framework include the presence of intrinsic and extrinsic components, appropriate health and safety policies and procedures, the type of work environment, the operatives (i.e. attitude, experience and training) as well as the presence of appropriate management and supervision. The study revealed that operatives in small firms are less likely to be extrinsically motivated due to the absence of training, management commitment, policies and the wider working environment
Research limitations/implications
Failure of motivational support can result in increased danger and risk in exposing operatives to injury in the small firm environment. In this context, the damage caused to operative's health and safety in small construction firms is dependent mainly on the extrinsic factors.
Practical implications
The framework provides a basis for improving our understanding of how to motivate operatives to act safely and will help to improve the health and safety performance of small firms. It is therefore vital to emphasise enhancement efforts on these extrinsic strategies in the small firms' environment especially in the initial stages of the project (or activity), so that the health and safety of operatives in small firms can be improved.
Originality/value
This study proposes a contribution in developing an understanding of the motivational factors and their influence on the health and safety of operatives in small construction firms. The study revealed that operatives in small firms are less likely to be extrinsically motivated and have only intrinsically motivated elements in their workplace. The study proposes an indirect link between the extrinsic and intrinsic factors that affect motivation.
Early Childhood Education (ECE) is an emerging field worldwide. This study was aimed to evaluate the effectiveness of in-service Early Childhood Education (ECE) teachers' training programs for public schools of Punjab organized by Quaid-e-Azam Academy for Educational Development (QAED), School Education Department, Government of Punjab. The theoretical framework was based on Kirkpatrick's (2006) four-level evaluation model: reaction, learning, behaviour and results. The quantitative approach was applied through the application of a random sampling technique. The adapted questionnaire was used to collect data from ECE trained teachers (n=100) by QAED from Lahore. Quantitative data were analyzed through descriptive and inferential data analysis techniques. The reliability ( =.877) of the instrument was found satisfactory. The results revealed a substantial and significant positive correlation among all the four levels of the Kirkpatrick model. Motivation to transfer training and social support was also found significant and positively correlated with four levels of the Kirkpatrick model. The training outcomes depend on the second level and third level of the Kilpatrick's model for the evaluation of training program along with motivation to transfer training and colleague support. Future studies can be conducted to find out the moderating factors for ECE teacher's training effectiveness.
Purpose
The purpose of this study is to predict the transfer of training (ToT) from management training. This study empirically examined the predictive power of ToT factors, namely, individual characteristics (self-efficacy), training intervention design (training approaches) and work climate (organizational support) among the study respondents.
Design/methodology/approach
All the proposed research hypotheses were tested through survey data. Data was collected using a questionnaire from managers working in different departments of an Indian public manufacturing organization. A sum of 273 usable data was analyzed, and the structural equation modeling technique was used to test the proposed theoretical model.
Findings
The study results showed a direct and positive association among self-efficacy, work climate and training intervention design with training transfer. The study findings suggest that self-efficacy, training approaches and organizational support predict ToT.
Practical implications
The study findings have a beneficial impact on designing and delivering successful management training intervention among managers. To enhance training transfer, organizations could consider all these three factors. A replication of the study in national and international settings would help improve generalizability.
Originality/value
To the best of the authors’ knowledge, this is the first study that explored the new relationships of selected factors with ToT in management training. An improved understanding of the interactive impact of self-efficacy, training approaches and organizational support on the ToT is provided.
The article aims to define a behavioral matrix regarding the style of leadership applied to management in a public company. The dimensions include communication and persuasion, ethics, empathy, knowledge and information management, the desire to learn, the objective’s achievement, adaptability, innovation, and decision making. The behavioral competencies correlate with the four dimensions of emotional intelligence related to personal abilities such as self-knowledge and self-management, but also social competences, such as awareness and the management of relationships with others. The article analyses the extent to which the emotional intelligence among the personnel that makes up the middle management influences organizational climate at the company level.
This study examines two sources of workplace learning (via supervisors and via colleagues) as potential mediators accounting for the effects of social support and training on employee wellbeing. Analysis of survey data from 279 Chinese workers reveals that they react to the two sources of learning differently, possibly as a consequence of a high-power-distance culture. Learning from supervisors is the only significant mediator in the relationships between social support and training, on the one hand, and employee wellbeing (physical health, work engagement and job satisfaction), on the other. This demonstrates that different forms of workplace learning can have different antecedents and consequences, and suggests that the supervisor-employee dyad is particularly important for work-related learning in China. The study shows that a learning-based mediation process contributes to job-resources-to-wellbeing relationships, and should be factored into future theorization in the job demands-resources (JD-R) framework.
This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The leader-member exchange (LMX) literature is reviewed using meta-analysis. Relationships between LMX and its correlates are examined, as are issues related to the LMX construct, including measurement and leader-member agreement. Results suggest significant relationships between LMX and job performance, satisfaction with supervision, overall satisfaction, commitment, role conflict, role clarity, member competence, and turnover intentions. The relationship between LMX and actual turnover was not significant. Leader and member LMX perceptions were only moderately related. Partial support was found for measurement instrument and perspective (i.e., leader vs. member) as moderators of the relationships between LMX and its correlates. Meta-analysis showed that the LMX7 (7-item LMX) measure has the soundest psychometric properties of all instruments and that LMX is congruent with numerous empirical relationships associated with transformational leadership.
Studies of the influence of trainees' characteristics on training effectiveness have focused on the level of ability necessary to learn program content. Motivational and environmental influences of training effectiveness have received little attention. This analysis integrates important motivational and situational factors from organizational behavior theory and research into a model which describes how trainees' attributes and attitudes may influence the effectiveness of training.
There is growing evidence that an organization’s training climate can influence the effectiveness of formal and informal training activities. Unfortunately, there is limited data regarding the psychometric properties of climate measures that have been used in training research. The purpose of this article is to examine the construct validity of a training climate measure. Results from content adequacy, reliability, aggregation, and convergent, discriminant, and criterion-related validity assessments provide support for the measure’s use in diagnostic and theory testing efforts.
Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer—learner characteristics, intervention design and delivery, and work environment influences—to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction.
This study describes the development of general scales to measure self-efficacy and outcome expectancy at both the individual and group level. Factor analysis of an initial application of these scales in work settings was used for scale revision. Results from a second work sample provide evidence of the revised scales' factorial validity, reliability, and criterion validity in reference to work satisfaction, organizational commitment, and work performance based on peer evaluations. These scales are proposed as tools to enhance the use of these constructs in job-related research.
The process of the transfer of training has a great impact on job productivity, effectiveness and satisfaction. Studies focusing specifically on the role of managers in the process have, however, been limited in number. The general aim of this study is to determine the impact of managers’ reinforcement on participants’ job attitude, productivity, effectiveness and satisfaction in the process of the transfer of knowledge, skill and attitude to be acquired through a training programme into the workplace. The study involves a group of sales representatives participating in the Basic Sales Training Program for Sales Representatives and their supervisors in the Coca-Cola Bottlers of Turkey. Using experimental and control groups, the study is based on Kirkpatrick’s four–stage evaluation model. The findings obtained are discussed and evaluated with respect to the roles of managers in the transfer of training.
This study (a) compared the effect of perceived supervisor support (PSS) and perceived coworker support (PCS) on work attitudes; (b) examined the moderating role of gender, tenure, and job type in the support—attitude relationship; and (c) tested a theoretical model hypothesizing relationships among PCS, PSS, perceived organizational support, and work attitudes. In a meta-analysis, PSS was found to be more strongly related to job satisfaction (.52 vs. .37), affective commitment (.48 vs. .28), and turnover intention (—.36 vs. —.19) than was PCS. Further, job type (customer-contact vs. non-customer-contact jobs) was found to be a significant moderator. Finally, the proposed model received empirical support. Different forms of support were closely related to work attitudes and to each other. Implications for research on social support are discussed.
Training participants' cognitions (training self-efficacy and training instrumentality) can be powerful motivational forces (and impact their motivation to learn and motivation to transfer) and influence important distal outcomes (such as training transfer). Our paper provides a set of ideas linking training cognitions with training outcomes. In addition, we support our propositions with a preliminary empirical test, based on a sample of 254 employees, who provide information on their training perceptions of training and development efforts at their organization. The results indicate that although the ‘can do’ (training self-efficacy) is a primary predictor or motivation to learn, the ‘will do’ aspect (training instrumentality) is the primary predictor for motivation to transfer. In addition, training transfer is predicted primarily by motivation to transfer, and has a strong relationship with training instrumentality. Given the paucity of research on the instrumentality aspect, we discuss theoretical and practical implications, and directions for future research.
The leader–member exchange (LMX) literature is reviewed using meta-analysis. Relationships between LMX and its correlates are examined, as are issues related to the LMX construct, including measurement and leader–member agreement. Results suggest significant relationships between LMX and job performance, satisfaction with supervision, overall satisfaction, commitment, role conflict, role clarity, member competence, and turnover intentions. The relationship between LMX and actual turnover was not significant. Leader and member LMX perceptions were only moderately related. Partial support was found for measurement instrument and perspective (i.e., leader vs. member) as moderators of the relationships between LMX and its correlates. Meta-analysis showed that the LMX7 (7-item LMX) measure has the soundest psychometric properties of all instruments and that LMX is congruent with numerous empirical relationships associated with transformational leadership. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A model of learning transfer that focused on the active role of the learner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, and training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in a 2-day radar operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive activity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes were related to performance on the transfer task. Implications of these findings for research and practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested a model in which pretraining self-efficacy and motivation were hypothesized to mediate the relationship between job involvement, organizational commitment, perceptions of the work environment, and training reactions and knowledge acquisition. The model also proposed hierarchical relationships between levels of training effectiveness criteria. Survey data was obtained from 115 managerial trainees and 305 supervisors and managerial coworkers. A series of statistical analyses demonstrate support for the model. It is suggested that research should incorporate a multilevel framework and consider the multidimensional nature of training outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined whether variables at individual, unit, and suborganization levels influence the extent to which the knowledge and skills learned in employee involvement (EI) training are generalized beyond specific EI activities. Training generalization occurs when the knowledge and skills learned in training for a specific purpose in one context (e.g., EI training for use in quality circles) are applied by trainees in another context (e.g., regular job duties). A multiple-cross-level design using data gathered from 252 employees and supervisors drawn from 88 units across 11 suborganizations provided support for both individual and situational effects. Hierarchical regression results demonstrated that characteristics at individual, unit, and suborganization levels significantly predicted the extent EI knowledge, skills, and attitudes were generalized to the core job activities. As predicted, trainees were more likely to use EI training in performing core job activities the more EI activities they participated in, the greater their commitment to the organization, and the less cynical they were about the likelihood of positive organizational change. Contrary to expectations, more generalization of EI training was found to occur in units and suborganizations with less participative climates.
The process of the transfer of training has a great impact on job productivity, effectiveness and satisfaction. Studies focusing specifically on the role of managers in the process have, however, been limited in number. The general aim of this study is to determine the impact of managers' reinforcement on participants' job attitude, productivity, effectiveness and satisfaction in the process of the transfer of knowledge, skill and attitude to be acquired through a training programme into the workplace. The study involves a group of sales representatives participating in the Basic Sales Training Program for Sales Representatives and their supervisors in the Coca-Cola Bottlers of Turkey. Using experimental and control groups, the study is based on Kirkpatrick's four-stage evaluation model. The findings obtained are discussed and evaluated with respect to the roles of managers in the transfer of training.
This study aims to gain insight into some of the factors that determine the transfer of training to the work context. The present research examined the relationship between three types of predictors on transfer of training, including training design, individual characteristics and work environment. Data was collected at two points in time from 182 employees in a large grocery organization. The results indicated that transfer design, performance self-efficacy, training retention and performance feedback were significantly related to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. These results suggest that in order to enhance transfer of training, organizations should design training that gives trainees the ability to transfer learning, reinforces the trainee's beliefs in their ability to transfer, ensures the training content is retained over time and provides appropriate feedback regarding employee job performance following training activities.
The use of an alternative to the research strategies employed for the past 20 yrs and more to investigate leadership produced results which question the traditional models and open new avenues for empirical exploration. Approaching leadership as an exchange relationship which develops within the vertical dyad over time during role making activities, this longitudinal study found that the degree of latitude that a superior granted to a member to negotiate his role was predictive of subsequent behavior on the part of both superior and member. Contrary to traditional views of leadership, superiors typically employed both leadership and supervision techniques within their units. With a select subset of their members, superiors developed leadership exchanges (influence without authority), and with others, superiors developed only supervision relationships (influence based primarily upon authority). Some of the many implications of these findings are discussed.
Research into Leader-Member Exchange (LMX) theory has been gaining momentum in recent years, with a multitude of studies investigating many aspects of LMX in organizations. Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work. This article uses a levels perspective to trace the development of LMX through four evolutionary stages of theorizing and investigation up to the present. The article also uses a domains perspective to develop a new taxonomy of approaches to leadership, and LMX is discussed within this taxonomy as a relationship-based approach to leadership. Common questions and issues concerning LMX are addressed, and directions for future research are provided.
We developed a model in which leader-member exchange mediated between perceived transformational leadership behaviors and followers' task performance and organizational citizenship behaviors. Our sample comprised 162 leader-follower dyads within organizations situated throughout the People's Republic of China. We showed that leader-member exchange fully mediated between transformational leadership and task performance as well as organizational citizenship behaviors. Implications for the theory and practice of leadership are discussed, and future research directions offered.
The focus of the study was to assess learning transfer made by HRD professionals from a Korean organization for a training program on performance improvement technologies. Results revealed multiple reasons for high or low transfer and provide insights into the design of highly transferable training programs.
Results support the hypothesis that individuals transfer their training to the job when their ‘real’ environment matches or fits the preferred ‘ideal’ environment. Five aspects of environment were assessed: supervisory encouragement, sufficient resources, worker’s perceived freedom, workload pressures, and perceived worker creativity. In addition to the traditional criteria of hiring people whose skills match the job, organizations might consider creating environments to match employees’ needs.
In a field experiment involving 106 form-processing employees of a large, public service organization four treatment conditions are compared—leader—member exchange (LMX), job design, a combination of LMX and job design, and a placebo control—on satisfaction and productivity. The job design manipulation fails to take, and only the LMX condition results in significant before—after gains. Employee growth need strength moderates the LMX effect. Both dyadic exchange and work itself outcomes show significant gains in the LMX condition. The implications of these results are discussed.
The present study was conducted to determine whether trainees' general beliefs about training affect pretraining motivation and transfer of training in a large-scale training curriculum. In addition, the influence of social support for training from four organizational constituents (top management, supervisors, peers, and subordinates) and task constraints in the work environment on pretraining motivation and training transfer were evaluated. Nine hundred sixtyseven managers and supervisors completed a questionnaire that assessed 14 constructs. Structural equations analysis with LISREL VII indicated that the overall reputation of training, intrinsic and compliance incentives, organizational commitment, and three social support variables (subordinate, supervisor, and top management support) were predictive of pretraining motivation. In addition, pretraining motivation and subordinate, peer, and supervisor support were predictive of managers' perceived training transfer. These findings suggests that previous theory and research (e.g., Noe, 1986; Noe & Schmitt, 1986) serve as a useful heuristic for predicting the effects of general beliefs about training on training effectiveness. Implications of the findings for future research and practice are discussed.
An explanation of the effects of leader behavior on subordinate satisfaction, motivation, and performance is presented. The explanation is derived from a path-goal theory of motivation. Dimensions of leader behavior such as leader initiating structure, consideration, authoritarianism, hierarchical influence, and closeness of supervision are analyzed in terms of path-goal variables such as valence and instrumentality. The theory specifies some of the situational moderators on which the effects of specific leader behaviors are contingent. A set of general propositions are advanced which integrate and explain earlier fragmentary research findings. Several specific predictions are made to illustrate how the general propositions can be operationalized. The usefulness of the theory is demonstrated by showing how several seemingly unrelated prior research findings could have been deduced from its general propositions and by applying it to reconcile what appear to be contradictory findings from prior studies. Results of two empirical studies are reported that provide support for seven of eight hypotheses derived directly from the general propositions of the theory. A third study designed to test three of the original eight hypotheses is also reported. Two of these three hypotheses are successfully replicated. In the light of these results and the integrative power of the theory, it is argued that the theory shows promise and should be further tested with experimental as well as correlational methods.
This article reviews some major studies that were conducted in the past decade (1989-1998) on the transfer of what employees learned from training programmes back to their jobs. A conceptual framework is developed for this article to better present the “popular” constructs that have been tested empirically. The achievement is twofold. First, this review paper highlights that some individual, motivational and environmental factors are related to transfer of training. Second, some directions for further studies have been suggested. For example, longitudinal study was highly recommended for measuring transfer outcomes. Some new individual (e.g. achievement striving), motivational (e.g. trainee-control-over-training) and environmental (e.g. transfer climate) constructs are recommended to be incorporated in newly created models. These models can then be examined using structural equation modelling. After extensive testing and refinement of these models, a set of critical constructs can be distilled. By that time, convergence of research efforts focusing on major themes can be achieved.
It has become widely accepted that correlations between variables measured with the same method, usually self-report surveys, are inflated due to the action of common method variance (CMV), despite a number of sources that suggest the problem is overstated. The author argues that the popular position suggesting CMV automatically affects variables measured with the same method is a distortion and oversimplification of the true state of affairs, reaching the status of urban legend. Empirical evidence is discussed casting doubt that the method itself produces systematic variance in observations that inflates correlations to any significant degree. It is suggested that the term common method variance be abandoned in favor of a focus on measurement bias that is the product of the interplay of constructs and methods by which they are assessed. A complex approach to dealing with potential biases involves their identification and control to rule them out as explanations for observed relationships using a variety of design strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
I talk about how I came to write this paper here: https://managementink.wordpress.com/2011/04/05/truth-or-urban-legend/
Purpose
The purpose of this paper is to examine the relationship between leader‐member exchange (LMX) and human resource development (HRD) to gain a better understanding of the LMX‐performance relationship through connecting LMX and HRD theory.
Design/methodology/approach
Dubin's framework is used for the purpose of linking LMX with HRD. Except that the last three steps (empirical indicators of key terms, hypotheses, testing) involved conducting empirical research, the authors employ steps 1 through 5 to build an HRD‐based LMX model, i.e. the first step specifies that the units of the theory be identified; the second step involves establishing the laws of interaction applicable to the units of the theory. The third and fourth steps define boundaries for an HRD‐based LMX model and suggest propositions for future empirical research. In addition, to lessen the likelihood of some redundancy the system states are included with the laws of interaction.
Findings
LMX and HRD (as represented by identified outcomes) theories are linked by at least three key factors: trust, empowerment, and performance. A theoretical model linking LMX and HRD also describes the contributions of trust, empowerment, and performance to LMX theory of leadership with the help of two specific HRD interventions – trust building and empowerment facilitation.
Research limitations/implications
The confirmation of the theoretical model through empirical research is still required.
Practical implications
In the aspect of relational performance, this paper proposes a basis for designing and implementing strategic HRD activities and recommends the conceptual model as an intervention technique for organizational change.
Originality/value
This paper illuminates the base of LMX leadership theory and seeks to develop new practical insights of the theory. In so doing, it aims to contribute to reducing the tension between leadership theorists and leadership development practitioners, described as validity versus usefulness.
Purpose
To investigate individual and contextual antecedents of learning, transfer of learning, training generalization and training maintenance in a work context.
Design/methodology/approach
The hypotheses were tested using hierarchical regression analysis on data obtained from 119 employees who attended training programs.
Findings
The data supported the relationship between continuous‐learning culture and supervisor support and training motivation. Although training motivation was directly related only to training maintenance, it interacted with performance goal orientation in affecting training transfer and generalization.
Practical implications
Practitioners interested in designing interventions directed at increasing similar training outcomes can use various approaches aimed at assessing and monitoring factors such as continuous‐learning culture, supervisor support and training motivation. More importantly, based on the current results, practitioners can manage selectively the performance goal orientation of their trainees, given its differential relationship with training outcomes.
Originality/value
The findings are valuable for researchers and practitioners. From a theoretical perspective, the study offers a better‐specified model of training effectiveness by including both contextual and individual factors important for improving training effectiveness. Practitioners can use these ideas to design corresponding training and training transfer interventions.
From the Publisher:Create a Learning Transfer Environment in Your OrganizationImproving Learning Transfer in Organizations translates organizational science into down-to-earth terms. This important book includes guidelines, principles, and lessons learned that can shape and guide the practice of learning transfer in any organization. Improving Learning Transfer in Organizations is written by the leading experts in the field of transfer systems. Contributors to Improving Learning Transfer in Organizations Timothy T. Baldwin Reid A. Bates Mary L. Broad Lisa A. Burke Janis A. Cannon-Bowers Camden C. Danielson Erik R. Eddy J. Kevin Ford Jerry W. Gilley Erik Hoekstra Elwood F. Holton III Robert D. Marx Patricia McLagan Laura Martin Milham Sharon S. Naquin Eduardo Salas Richard A. Swanson Scott I. Tannenbaum William Wiggenhorn Lyle Yorks To succeed in todays fast-paced business environment, organizations must put in place systems that help employees learn and transfer new ideas and information. While most managers recognize the inherent value in learning transfer, the successful transfer of learning is a formidable challenge for any organization. Improving Learning Transfer in Organizations features contributions from leading experts in the field of learning transfer, and offers the most current information, ideas, and theories on the topic and aptly illustrates how to put transfer systems into action. In this book, the authors move beyond explanation to intervention by contributing their most recent thinking on how best to intervene in organizational contexts to influence the transfer of learning. Written for chief learning officers, training and development practitioners, management development professionals, and human resource management practitioners, this important volume shows how to create systems that ensure employees are getting and retaining the information, skills, and knowledge necessary to accomplish tasks on the job.Improving Learning Transfer in Organizations addresses learning transfer on both the individual and organizational levels. This volume shows how to diagnose learning transfer systems, create a transfer-ready profile, and assess and place employees to maximize transfer. The book includes information on how to determine what process should be followed to design an organization-specific learning transfer system intervention. Chapters span the entire process from front-end analysis through post-training interventions. In addition, the authors outline the issues associated with such popular work-based learning initiatives as action learning and communities of practice, and they also present applications on learning transfer within e-learning and team training contexts.Improving Learning Transfer in Organiza-tions also includes a relapse prevention tool to help employees maintain learned skills over the long haul while demonstrating how managers can create a dynamic work group climate that encourages the initial transfer and sustains learning over time. Improving Learning Transfer in Organizations features contributions from leading experts in the field learning transfer ,and offers the most current information, ideas, and theories on the topic and aptly illustrates how to put transfer systems into action. In this book, the authors move beyond explanation to intervention by contributing their most recent thinking on how best to intervene in organizational contexts to influence the transfer of learning. Written for chief learning officers, training and development practitioners, management development professionals, and human resource management practitioners, this important volume shows how to create systems that ensure employees are getting and retaining the information, skills, and knowledge necessary to accomplish tasks on the job. Improving Learning Transfer in Organizations addresses learning transfer on both the individual and organizational level. This volume shows how to diagnose learning transfer systems, create a transfer-ready profile, and assess and place employees to maximize transfer. The book includes information on how to determine what process should be followed to design an organization-specific learning transfer system intervention. The authors focus on the actual learning process and show how to use front-end analysis to avoid transfer problems. In addition, they outline the issues associated with such popular work-based learning initiatives as action learning and communities of practice, and they also present applications on learning transfer within e-learning and team training contexts. Author Biography: The Editors Elwood F. Holton III is Jones S. Davis Distinguished Professor of Human Resource, Leadership, and Organization Development in the School of Human Resource Education at Louisiana State University. Timothy T. Baldwin is Professor of Management and Subhedar Faculty Fellow at the Indiana University Kelley School of Business.
Considerable evidence suggests that a substantial part of organizations' investment in training is often wasted due to poor learning transfer and trainee relapse. This study investigated the effects of two different relapse prevention (RP) modules designed to supplement a training program on employee coaching skills. The coaching program was delivered to 78 research scientists from five departments of a large Midwestern firm. The transfer “climate” of those five represented departments was also assessed. Results indicated that the RP modules did modestly influence trainees' use of transfer strategies, but the impact was contingent on the nature of the transfer climate.1© 1999 John Wiley & Sons, Inc.
This study investigated the contribution of both subordinate and leader characteristics in the development of leader-member exchange (LMX) quality. Data from 56 subordinate-superior dyads working at a large West-coast media company revealed that subordinates high in work self-efficacy were liked more by their supervisors, perceived to be more similar to their supervisors, experienced more positive LMX quality, and were rated as better performers than subordinates low in self-efficacy. Previous job experience, was related only to one outcome; supervisor's liking of the subordinate. Subordinates initially low in self-efficacy benefited from high LMX, as evidenced by increased end-of-program self-efficacy. Perceptions of similarity between supervisor and subordinate were found to be more important to LMX quality than actual demographic similarity. Leader self-efficacy and optimism predicted subordinates' ratings of LMX quality only for female supervisors. Unexpectedly, leader self-efficacy and optimism were related to the leaders' own ratings of LMX and subordinate performance.
This study was conducted in four electronics companies in Shenzhen, China. It employs a transfer model that argues that training develops only potential capacity in trainees. The transfer of training in the workplace depends on organizational factors that facilitate the utilization of knowledge, skills, and attitudes (KSA) gained in the training setting.
Analyses indicate that training, recently adopted nationwide in industry in China, is related to transfer behavior. In addition, organizational variables that encourage application of KSA in the workplace promote the transfer of training. Among the organizational variables, supervision appears to be the most influential.
The study's findings also suggest that management concepts and practices for organizing a modern workplace are important in improving productivity in a newly developed industria! zone in China.
This study describes the development and investigation of the concept of organizational transfer climate and discusses whether it influences the degree to which trainees transfer behaviors learned in a training program to their job situations. The study was conducted in a large franchise that owns and operates over one hundred fast-food restaurants in a large metropolitan area. Analyses indicated that when manager trainees were assigned to units that had a more positive organizational transfer climate, they were rated as better performers of the behaviors previously learned in training. As was predicted, it was also found that manager trainees who learned more in training performed better on the job. It was concluded that, in addition to how much trainees learn in training, the organizational transfer climate of the work situation affects the degree to which learned behavior will be transferred onto the actual job. This research suggests that organizational transfer climate is a tool that should be investigated as a potential facilitator for enhancing positive transfer of training into the work environment.
Studies of the influence of trainee characteristics on training effectiveness have focused on the ability level necessary to learn program content. Motivational and environmental influences on training effectiveness have received little attention. The purpose of this study was to test an exploratory model describing the influence on trainee career and job attitudes on training outcomes (learning, behavior change, performance improvement). Results of the study suggest that job involvement and career planning are antecedents of learning and behavior change. Future research directions and practical implications of the results are discussed.
Supervisory support is perceived as a major condition for enhancing the transfer of training. This article presents two studies that investigated the impact of supervisory behaviour on trainees’ transfer. Both studies were carried out in banking organisations. One study consisted of the investigation of a training programme that provided bank tellers with the knowledge and skills for handling customers’ complaints. The other study focused on the transfer of the training programme ‘legal aspects of bank tellers’ jobs’. In neither study was there any convincing evidence for the impact of supervisory behaviour on the transfer of training. The implications for future research and current practice are discussed here.
This study examined the effects of self-efficacy and a two-stage training process on the acquisition and maintenance (i.e., retention) of complex interpersonal skills. In stage one, all participants received basic training in negotiation skills; behavioral measures of negotiation performance were taken following this training. During stage two, alternative post-training interventions (goal setting and self-management) were offered to facilitate skill maintenance. Six weeks later, behavioral measures of performance were repeated. Results indicated that pre-test self-efficacy contributed positively to both initial and delayed performance. While training condition contributed to skill maintenance, self-efficacy also interacted with post-training method to influence delayed performance. Specifically, self-management training attenuated the self-efficacy performance relationship, while goal-setting training accentuated performance differences between high and low self-efficacy trainees. Implications of these findings are discussed for researchers and practitioners concerned with interpersonal skills training.
Six employee characteristics (conscientiousness, self-efficacy, motivation to learn, learning goal orientation, performance goal orientation, instrumentality) and one work environment characteristic (transfer of training climate) were captured for 130 trainees in a large industrial company in an attempt to predict training effectiveness (training grade, supervisor evaluation of the application of training). The results strongly support the predicted links, although not all the predictor variables contributed a statistically significant share of the explained variance of the training outcomes. Motivation to learn and learning goal orientation were found to contribute most to predicting training outcomes. The implications of the results are discussed and the limitations of the study are noted, along with suggested avenues for future research.
Results from a study examining the predictors of skill transfer from an instructional to a work environment are presented. Prior research indicates that skill transfer is a function of both individual and contextual factors. A total of 186 employees from a work organization were surveyed on individual dimensions (goal orientation, training self-efficacy) and contextual factors (supervisor and peer support). Pre-training motivation was proposed as proximal training outcome and further connected to the distal outcome, skill transfer. Analyses with structural equation modeling using EQS indicate that individual dimensions, such as mastery-approach goal orientation and training self-efficacy, are related to pre-training motivation. Also, contextual factors, such as peer support, predicted both pre-training motivation and skill transfer, while supervisor support was unrelated to either pre-training motivation or skill transfer. Pre-training motivation, in turn, was related to skill transfer. Implications for theory and practice are discussed.
Training professionals were surveyed concerning their knowledge of transfer of training research. Survey items were developed from an integrative literature review based on empirical findings of factors that directly or indirectly (through learning) influence training transfer. Survey results suggest that training professionals are in agreement with empirical transfer findings in the areas of training design and the work environment, but differ in their agreement of how individual differences impact transfer success and of relevant transfer evaluation findings. Training professionals were more familiar with academic transfer research when they occupied higher job positions within their organization, held a training certification and had a college degree. The results of our study and the implications for addressing the research-to-practice gap among training professionals are also discussed.
This study examines the relationship of motivation to transfer skills and knowledge learned in a computer-based training programme with five groups of variables: individual or general attitudes, situational specific attitudes, reactions, learning, and work environment factors. Hierarchical regression analysis produced a model which explained 60.5% of the variance in motivation to transfer. Individual attitudes and environmental variables explained most of the variance in motivation. A number of mediated relationships were suggested.
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† 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.
An augmented framework for training criteria based on Kirkpatrick's (1959a, 1959b, 1960a, 1960b) model divides training reactions into affective and utility reactions, and learning into post-training measures of learning, retention, and behavior/skill demonstration. A total of 34 studies yielding 115 correlations were analyzed meta-analytically. Results included substantial reliabilities across training criteria and reasonable convergence among subdivisions of criteria within a larger level. Utility-type reaction measures were more strongly related to learning or on-the-job performance (transfer) than affective-type reaction measures. Moreover, utility-type reaction measures were stronger correlates of transfer than were measures of immediate or retained learning. These latter findings support recent concurrent thinking regarding use of reactions in training (e.g., Warr & Bunce, 1995). Implications for choosing and developing training criteria are discussed.