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Organisations wishing to enhance their return on investment from training must understand the variables associated with transfer of training so that they can promote those which enable transfer and intervene to limit those which inhibit transfer. In the international literature on training transfer, researchers and practitioners have acknowledged t...
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Citations
... Training transfer and knowledge sharing can both influence the individual and organizational success after attending training programs (Ackermann et al., 2020;Kauffeld, 2016;Noe et al., 2014). Only a few studies have been conducted on how new knowledge is shared after attending a training and the factors that influence this process and if it's related to training transfer (e.g., Baharim, 2008;Butler et al., 2006). However, social support can play a critical role for both processes (A. C. Yaghi & Bates, 2020) and can in general, lead to a healthier and more productive work environment (Jolly et al., 2021). ...
... Although both processes include motivation and volition, there is little research on how training transfer and knowledge sharing after a training fit together (Baharim, 2008;Kauffeld, 2016;Van Gramberg & Baharim, 2005). Nonetheless, there is evidence that there is a general interplay between training transfer and knowledge sharing (Baharim, 2008;Noe, 2017). ...
... Although both processes include motivation and volition, there is little research on how training transfer and knowledge sharing after a training fit together (Baharim, 2008;Kauffeld, 2016;Van Gramberg & Baharim, 2005). Nonetheless, there is evidence that there is a general interplay between training transfer and knowledge sharing (Baharim, 2008;Noe, 2017). Baharim (2008) assumed that the intention to share knowledge affects motivation to transfer. ...
... Training transfer and knowledge sharing can both influence the individual and organizational success after attending training programs (Ackermann et al., 2020;Kauffeld, 2016;Noe et al., 2014). Only a few studies have been conducted on how new knowledge is shared after attending a training and the factors that influence this process and if it's related to training transfer (e.g., Baharim, 2008;Butler et al., 2006). However, social support can play a critical role for both processes (A. C. Yaghi & Bates, 2020) and can in general, lead to a healthier and more productive work environment (Jolly et al., 2021). ...
... Although both processes include motivation and volition, there is little research on how training transfer and knowledge sharing after a training fit together (Baharim, 2008;Kauffeld, 2016;Van Gramberg & Baharim, 2005). Nonetheless, there is evidence that there is a general interplay between training transfer and knowledge sharing (Baharim, 2008;Noe, 2017). ...
... Although both processes include motivation and volition, there is little research on how training transfer and knowledge sharing after a training fit together (Baharim, 2008;Kauffeld, 2016;Van Gramberg & Baharim, 2005). Nonetheless, there is evidence that there is a general interplay between training transfer and knowledge sharing (Baharim, 2008;Noe, 2017). Baharim (2008) assumed that the intention to share knowledge affects motivation to transfer. ...
... In addition, previous research on motivation to transfer has mostly been conducted in Western countries (Curado et al., 2015;Grohmann et al., 2014). Consequently, the main corpus of work on motivation to transfer has to date referred only to Western cultural contexts and therefore our understanding of this issue in other contexts, particularly Southeast Asian countries such as Malaysia, is still limited (Baharim, 2008;Arefin & Islam, 2019). ...
... Motivation to learn was measured using five items, while motivation to transfer was measured using four items. Both measures are developed by Baharim (2008). An example of the items is 'I knew that I would obtain something beneficial from this training' (motivation to learn), 'I will put into practice what I have learned from the training to the workplace' (motivation to transfer). ...
... An example of the items is 'I knew that I would obtain something beneficial from this training' (motivation to learn), 'I will put into practice what I have learned from the training to the workplace' (motivation to transfer). The measure was validated in a study by Baharim (2008). Cronbach's alpha for these scales in this study was 0.94 for motivation to transfer, and 0.85 for motivation to learn. ...
Motivation to transfer is a requirement for transfer of training to occur in an organization. Motivation to transfer is defined as the employees’ desire to utilize the knowledge, skills and attitudes learned in training to their current task in organization. This paper argues that the motivation to transfer can be enhanced through human resource management (HRM) practices. In addition, this study proposes that motivation to learn mediates the relationship between HRM practices and motivation to transfer. The results of this study using a sample of 306 public sector employees in Malaysia provide support for the hypothesized relationships. Specifically, the results show that the motivation to learn partially mediates the effects of HRM practices on employee motivation to transfer. There are two important contributions of this study. First, this study provides empirical evidence about the role of human resource management (HRM) practices as a predictor to motivation to transfer in the context of public sector organization in Malaysia. Second, this study provides empirical evidence that motivation to learn mediates the relationship between HRM practices and motivation to transfer.
... In addition, previous research on motivation to transfer has mostly been conducted in Western countries (Curado et al., 2015;Grohmann et al., 2014). As a consequence, the main corpus of work on motivation to transfer has to date referred only to Western cultural contexts and therefore our understanding of this issue in other contexts, particularly Southeast Asian countries such as Malaysia, is still limited (Baharim, 2008). ...
... Employee motivation was measured using the nine-item scale from Baharim (2008). Specifically, motivation to learn was measured using four items, while motivation to transfer was measured using four items. ...
... An example of the items is 'I am definitely interested to join this training' (motivation to learn), 'I will put into practice what I have learned from the training to the workplace' (motivation to transfer). The measure was validated in a study by Baharim (2008). Cronbach's alpha for these scales in this study was 0.94 for motivation to transfer, and ...
... Employee readiness to participate is the willingness and preparedness of employees to attend and successfully complete a training program (Baharim, 2008). Noe et al (2014) argue that employee readiness is the belief that an employee has the ability, attitude and motivation to attend and successfully participate in training. ...
... This not only refers to the learners' diverse backgrounds or learning preferences. Baharim (2008) for example found that learner readiness significantly differed across age, where older trainees (>41 years.) showed more readiness to participate in training than younger ones. ...
The past decades have shown an accelerated development of technology-enhanced or digital education. Although an important and recognized precondition for study success, still little attention has been paid to examining how an affective learning climate can be fostered in online training programs. Besides gaining insight into the dynamics of affective learning itself it is of vital importance to know what predicts trainees’ intention to transfer new knowledge and skills to other contexts. The present study investigated the influence of five affective learner characteristics from the transfer literature (learner readiness, motivation to learn, expected positive outcomes, expected negative outcomes, personal capacity) on trainees’ pre-training transfer intention. Participants were 366 adult students enrolled in an online course in information literacy in a distance learning environment. As information literacy is a generic competence, applicable in various contexts, we developed a novel multicontextual transfer perspective and investigated within one single study the influence of the abovementioned variables on pre-training transfer intention for both the students’ Study and Work contexts. The hypothesized model has been tested using structural equation modeling. The results showed that motivation to learn, expected positive personal outcomes, and learner readiness were the strongest predictors. Results also indicated the benefits of gaining pre-training insight into the specific characteristics of multiple transfer contexts, especially when education in generic competences is involved. Instructional designers might enhance study success by taking affective transfer elements and multicontextuality into account when designing digital education.
... Motivation to transfer was measured using four items developed by Baharim (2008). An example of the items is "I will put into practice what I have learned from the training to the workplace". ...
Purpose
This study aims to examine the relationship between religiosity, trainees’ reaction and motivation to transfer in the context of public sector organizations in Malaysia.
Design/methodology/approach
Structured equation modeling is conducted on survey data from 306 public sector employees in Malaysia.
Findings
The result of this study highlights the importance of religiosity as a trainee characteristic factor that can influence employee reaction toward the training program, and ultimately demonstrates positive intention to transfer the training outcomes to the workplace. In other words, the findings reveal that reaction has a mediating effect on the relationship between religiosity and motivation to transfer.
Research limitations/implications
This study provides guidance to training practitioners (e.g. training consultant company), who wish to enhance a positive training reaction of public sector employees in Malaysia. A significant relationship between religiosity and reaction indicates that the importance of religious elements to be included in the training program when conducting training to public sector employees in Malaysia.
Originality/value
The findings of this study are very important because the relationship between religiosity, reaction and motivation to transfer has not been examined before. Besides, no study on the relationship between religiosity and reaction has been traced. Furthermore, the role of reaction as a mediator between religiosity and motivation to transfer has not been studied so far.
... It is a major factor in determining the success of an organization by achieving the required standards. Participation in training programs is seen as an important component in skills development [9,55]. Obviously, the result of involvement in training programs can benefit both parties [37,48,91,97]. ...
Training was created for the purpose of focusing on the improvement of specific work skills. Many organizations are now more likely to emphasize the aspects of training and development as a way to promote the development of workers to achieve a highly skilled workforce. In order to realize that aspiration, staff participation in training programs is essential to achieve the objectives and goals set. In line with these requirements, the study aims to continuously explore the factors that influence the participation of academic staff of the Malaysian public universities in programme training. This study has been using a qualitative method where (7) seven training officers from Universiti Awam Malaysia have been interviewed. The data obtained were analysed using Nvivo10 application. Based on the analysis, four major factors were found to have influenced the participation of academic staff in programme training. It consists of individual factors, training, organization and work factors. It is hoped that the findings of this study will benefit and be used by any stakeholders in enhancing knowledge in the topics studied.
... The work environment factors which include feedback, supervisor support, peer support, openness to change and personal outcomes -positive were measure using the scale developed by Baharim (2008). Feedback construct was measured using five items, a sample items is "After training, I will receive feedback to improve what I have learned from the training". ...
... Further, the research model predicted that Feedback or Performance coaching has no significant impact on Transfer of Training. This finding is consistent with Baharim (2008) who studied the government employees attending training programs, in Malaysian context, also found that feedback was negatively related to motivation to transfer, and it was indicated by a negative standardized beta, in his study. Thus it can be concluded that the perception of inadequate or negative feedback and lack of support are serious detractors of transfer of training. ...
... The second research objective of the study was to find the most influencing factor within the work environment factors that supported transfer of training to become strong. Satisfying this objective the proposed model predicted that Personal Outcomes Positive had the strongest influence on transfer of training (β =0.453, t =3.939, p= 0.01).This results are also consistent with Baharim (2008) who found that the most significant transfer climate variable was personal outcomes positive. In the transfer of training literature, several studies have shown the significant influence of personal outcomes-positive on training transfer (EA Ruona et al., 2002;Holton III et al., 2000;Tracey, Tannenbaum, & Kavanagh, 1995). ...
Learning is a complicated process, notwithstanding the fact that the individual learners, particularly adults, are complicated beings. Adult learning is a subject of ever-growing interest. With the changing demographic situation of the developed world, there has been a focus on the concept of lifelong learning. Studying adult learning theory is rapidly growing across the globe in the context of human resource development. The application of equity theory and its impacts are rarely considered in studies of adult learning and human resource development, and the link between the two theories are remains unclear. In fact, the role of equity theory and its impacts are rarely considered in studies of adult learning and human resource development. Hence, through the structured literature review, this chapter explores the role of equity theory in the context of adult learning theory and through that identifies the theoretical gaps and gives suggestions for future research.
... This study addresses the gaps identified earlier by proposing a conceptual framework that includes factors that influence the transfer of training (work engagement, organizational learning culture, psychological contract breach, and training simulation) and the effect of the transfer of training on organizational citizenship behavior. The previous studies on the transfer of training have mostly been conducted in private sector organizations (Baharim, 2008) and this study will examine in the context of public sector organizations. There are two main reasons on why this study has chosen public sector organization which include; (1) there is a lack of understanding on the issues of the transfer of training (Baharim, 2008), and (2) the work system, work motivation and organization goal or objective among the employees in public sector differs with private sector (Buelen & Broeck, 2007). ...
... The previous studies on the transfer of training have mostly been conducted in private sector organizations (Baharim, 2008) and this study will examine in the context of public sector organizations. There are two main reasons on why this study has chosen public sector organization which include; (1) there is a lack of understanding on the issues of the transfer of training (Baharim, 2008), and (2) the work system, work motivation and organization goal or objective among the employees in public sector differs with private sector (Buelen & Broeck, 2007). ...
Purpose
This paper aims to identify the relationship between organizational learning culture, psychological contract breach, work engagement, training simulation and transfer of training, to examine the effect of transfer of training on organizational citizenship behavior and to determine the mediating effect of transfer of training on the relationship between organizational learning culture, psychological contract breach, work engagement and training simulation with organizational citizenship behavior. This study investigated these relationships in the context of public sector organizations in Malaysia.
Design/methodology/approach
The data for this study were collected by using the purposive sampling from Malaysian Civil Defence Force or Angkatan Pertahanan Awam (APM) employees who attended a disaster preparedness training program between March to May 2015. The questionnaire was the main tool for the data gathering. The data were analyzed using Structural Equation Modeling technique using AMOS 22 version software.
Findings
The findings showed that work engagement and training simulation are the factors that influence the transfer of training and there is a positive effect of the transfer of training on the organizational citizenship behavior. The result also demonstrated that the transfer of training is the mediator in the relationship between work engagement, training simulation and organizational citizenship behavior.
Research limitations/implications
This study focuses on public sector areas which is Malaysia Civil Defense Force (APM). No interview session was conducted due to the time constraint in completing this study
Originality/value
This study extend our existing understanding of factors that influence transfer of training and the effect of transfer of training on employees and organization. In other words, through the positive transfer of training, organizations not only attain positive returns on their training investment but also improve the performance and the work attitude of the organization‘s employees.
