Influence of individual characteristics, training design and environmental factors on training transfer: a study using hierarchical regression
23 Mar 2021-Vol. 9, Iss: 4, pp 354-373
TL;DR: In this article, the authors explored and provided empirical evidence for the combined effects of individual characteristics, training design factors as well as environmental factors (as pre-training factors) on training transfer.
Abstract: The purpose of this paper is to explore and provide empirical evidence for the combined effects of individual characteristics, training design factors as well as environmental factors (as pre-training factors) on training transfer.,Primary data were collected from 235 managerial-level full-time employees in two phases with a temporal gap of two months. Both procedural and statistical measures were used to minimize the common method variance problem. Hierarchical regression analysis was conducted to analyze the data.,The results of this study clearly point out that all four predictor variables (voluntary participation, prior training information, training needs identification and training evaluation) positively and significantly influence training transfer.,The study contributes to the training transfer literature in three ways. One, the authors have shown the positive influence of pre-training factors (together as well as independently) on training transfer. The study is grounded in a strong theoretical framework, thus fulfilling the previous gap. This study brings more clarity to those variables (such as voluntary training) which are having contradicting views in the extant literature.,The study has significant findings for the organizations operating in the current business scenario in their endeavor to enhance learning transfer, which is very low and a major cause of concern for every organization. If management is aware of the success factors of training transfer, they can ensure a better training transfer.,The training transfer literature showcases two significant gaps; first of all, it lacks in using appropriate motivational theories, and second, there is variability in the results. This paper bridges both the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on the role of individual, motivational and situational factors of training transfer to understand better which predictor variables can improve training transfer.
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TL;DR: In this article , a quantitative method study involving survey questionnaire responses from 300 respondents representing eight industry sectors was conducted to evaluate the effectiveness and efficiency of training transfer tools and techniques to facilitate workplace implementation of skills and knowledge disseminated during training interventions.
Abstract:
Purpose
The purpose of this paper is to guide decision-makers in the learning and development space with effective and efficient training transfer tools and techniques to facilitate workplace implementation of skills and knowledge disseminated during training interventions.
Design/methodology/approach
Insights were drawn using a quantitative method study involving survey questionnaire responses from 300 respondents representing eight industry sectors.
Findings
Investigations revealed that the effectiveness and efficiency of training transfer tools are strongly correlated and enable workplace application of skills and knowledge.
Practical implications
Use of appropriate training transfer tools and techniques delivers superior returns on training investments and accomplishment of business results through desired behavior change in employees.
Originality/value
The study promises to be the first of its kind and provides a fresh perspective towards enabling practical workplace application of trained knowledge and skills using effective and efficient transfer strategies.
6 citations
TL;DR: In this paper , the authors examined the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of train-ee motivation, work environment and training design to transfer learning.
Abstract:
Purpose
The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.
Design/methodology/approach
This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.
Findings
A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.
Research limitations/implications
Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.
Practical implications
The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.
Originality/value
Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.
1 citations
TL;DR: In this article , the authors highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training and propose a conceptual framework to better present the prevalent factors.
Abstract: Purpose This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training. Design/methodology/approach A conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated. Findings The facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses. Research limitations/implications This study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable. Practical implications This study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular. Originality/value The training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.
1 citations
TL;DR: In this article , the authors present an overview and analysis of the Lean Six Sigma Black Belt (LSSBB) certifications offered by institutions operating in Brazil using content analysis technique and hierarchical cluster analysis.
Abstract: PurposeThis study aims to present an overview and analyze the Lean Six Sigma Black Belt (LSSBB) certifications offered by institutions operating in Brazil.Design/methodology/approachThis research analyzed LSSBB certification courses offered by 48 institutions in Brazil by comparing the syllabi of the classes to the reference model proposed by the American Society for Quality (ASQ) in the Six Sigma Black Belt Body of Knowledge. This study employed the content analysis technique and hierarchical cluster analysis to analyze the data.FindingsThe results revealed a lack of standardization in the content of Lean Six Sigma (LSS) training in Brazil. 100% of the LSSBB courses analyzed covered four of the 108 techniques recommended by the ASQ Body of Knowledge (i.e. data types, measurement scales, sampling, and data collection plans and methods). In contrast, more than 75% of the courses covered all techniques related to the macro areas of organization-wide planning and deployment, organizational process management and measures, measure, and improve. The major shortcoming of LSS training is related to the macro area Design for Six Sigma framework and methodologies. LSS training is offered in a highly concentrated area in Brazil, the wealthiest region, where universities play a crucial role in disseminating LSS.Originality/valueThe literature lacks studies that critically examine LSS certification courses. There is little research on LSS in Brazil and there are no studies on LSS training in this country.
TL;DR: In this article , a case study of a public post office company and a multinational evolving in the ICT high-tech sector is presented to provide a more contextual understanding of training transfer with a particular focus on the duality between objectivity and subjectivity.
Abstract:
Purpose
By positioning this study within the theoretical lenses of Bourdieu’s practice theory, this paper aims to provide a more contextual understanding of training transfer (TT) with a particular focus on the duality between objectivity and subjectivity that characterize social structures within two different fields (a public post office company and a multinational evolving in the ICT high-tech sector).
Design/methodology/approach
Multiple case study.
Findings
The findings demonstrate that TT cannot be dissociated from social interaction dynamics in the workplace, where objective and subjective structures play a strategic role. In fact, capital dispatching, power disparities and cultural imperatives influence TT practice in both cases. However, this influence differs from one field to another.
Practical implications
Top management team should pay more attention to power and particularly to symbolic power as it can influence TT intentions and effectiveness. They must be aware that not only the economic capital is sought after but also the cultural and the symbolic capital.
Originality/value
This study aims at lessening the gap between theory and practice on the TT problem, in an effort to increase comprehension of the social roots of the transferring process. This research deepens the analysis of the complexity of socialization structuring TT practice in two different fields.
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