Impact of training design on trainees' motivation: an empirical study

Purpose

This study aims to advance understanding of the critical role of training variables (trainer performance, transfer design and an identical element) and motivation to improve work through learning (MTIWL) the least researched construct of motivation in human resource development (HRD).

Design/methodology/approach

A self-report online survey was conducted to collect responses from 280 managers working in different industries. Participants attended open skills training program organized by an in-house training institute in India.

Findings

The trainer performance and transfer design had a positive and significant impact on MTIWL. However, an identical element found no significant direct impact on MTIWL.

Practical implications

The trainer performance positively cultivates trainees’ MTIWL and training approaches according to trainees’ preferences improve MTIWL. The training content is needed to resemble with work assignment for enhancement of trainees MTIWL.

Originality/value

This study improved understanding of the impact of training variables on a comprehensive and practical aspect of trainees' motivation in HRD, MTIWL.

Motivation to transfer soft skills training: a systematic literature review

Purpose

This paper aims to synthesize existing knowledge on trainee motivation to transfer (MTT) soft skills training through a systematic literature review (SLR).

Design/methodology/approach

By applying a rigorous reproducible process, this SLR identified a total of 33 peer-reviewed articles on MTT in soft skills training.

Findings

The systematic review offers several important findings. First, research on MTT has accelerated in the recent past with studies conducted in varied geographic contexts. Second, MTT has been operationalized and measured as an antecedent and mediator of training transfer as well as an outcome itself is sampled papers. Third, MTT is recognized as critical in facilitating the transfer of soft skills. Finally, an investigation of empirical studies helped locate gaps in research methodologies, measurement of MTT and finally its predictors.

Research limitations/implications

The study is limited by the search string and its choice of peer-reviewed articles published in the English language only.

Originality/value

In the absence of systematic reviews on MTT in the context of soft skill, the study contributes immensely by providing an updated, cogent summarization of extant work and potential directions for future research/practice.

Influence of individual characteristics, training design and environmental factors on training transfer: a study using hierarchical regression

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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.

Exploring readiness of learners to transfer training: an interactionist approach

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.

Entwicklung und Erprobung eines Kurzfragebogens zur Beurteilung von Trainer/innenkompetenzen in beruflichen Weiterbildungsmaßnahmen

In diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird ein mehrdimensionaler und zeitlich effizienter Kurzfragebogen zur Beurteilung von Trainer/innenkompetenzen in beruflichen Weiterbildungsmaßnahmen vorgestellt und in drei Studien mit einer Gesamtstichprobe von N = 872 Berufstätigen psychometrisch überprüft. Konfirmatorische Faktorenanalysen bestätigen die postulierte mehrdimensionale Faktorenstruktur (Methoden‑, Fach‑, Sozial- und Selbstkompetenz). Erste Hinweise auf die Kriteriumsvalidität des Fragebogens werden durch Analysen des Zusammenhangs mit Erfolgsmaßen (Zufriedenheit mit dem/der Trainer/in und mit der Weiterbildungsmaßnahme, wahrgenommener Transfer in den Arbeitsalltag) ermittelt. Theoretische und praktische Implikationen für den Einsatz in Unternehmen werden aufgezeigt.

Confirmatory Factor Analysis of a Questionnaire for Evaluating Online Training in the Workplace

(1) Background: The objective of this research is to analyse the validated psychometric characteristics of a reduced version of the Questionnaire to Evaluate Online Training in the Workplace (CEFOAL), developed to evaluate the impact of online training processes in terms of satisfaction with lived experience. (2) Methods: This instrument has a factor design structure of five latent factors, obtained through exploratory factor analysis (EFA). The factors are pedagogical design, tutor performance, virtual environment design, timing, and transfer of learning. The questionnaire was administered to a sample of 471 participants several months after they took courses on occupational health and the environment. The courses were provided through the ISTAS (Trade Union Institute for Labour, Environment and Health; Spain) e-learning platform. Subsequently, confirmatory factor analysis (CFA) was performed using the maximum likelihood method. (3) Results: We were able to explain 71.58% of the total variance. Reliability, calculated with Cronbach’s alpha, achieved an overall value greater than 0.90 (α = 0.95). (4) Conclusions: This valid and reliable questionnaire, which incorporates a dimension that measures learning transfer to the job, can be applied in the evaluation of online training processes.

Augmenting training–learning experience by design: a conceptual framework

Purpose

The purpose of this paper is to explore the possibility of designing training sessions on the basis of a dramatic structure and inclusion of contextual narrative for facilitating transfer of learning. The role of stimulating curiosity in this process has also been scanned under the lens of neurobiological insights.

Design/methodology/approach

The paper theoretically develops a framework through an integrative literature review to examine the prospect of enhanced learner engagement through structure, narrative and some interdisciplinary theories, namely, the gap theory of curiosity and the peak end theory.

Findings

A contextual story-based training method designed on the basis of a dramatic plot structure can leverage on the learners’ emotions for engaging learning sessions and retention of content. Such design offers potential to improvise and strengthen the overall training module design and delivery mechanism. The outcome is seen through enhanced peak moments of curiosity and satisfaction, thus enriching the overall training–learning process.

Research limitations/implications

The study is theory based and non-empirical which does not give it a ground to make generalised statements and conclusions. This factor, however, paves the way for future research in the allied areas such as empirical testing of the framework by identifying and testing the variables and other contextual and causal factors.

Practical implications

The suggested framework has practical implications for Learning and Development managers as well as academies. The conceptual framework provided in this work can lend some unique insights towards strengthening the training–learning process.

Originality/value

Although the concept of using stories for training is not new, this study contributes by proposing a new theoretical framework that examines together the elements of sound dramatic structure and a story-based training method. Such a design, conceived by taking into account an understanding of the working mind, can influence the overall experience of achieving positive training–learning results.

Beyond supervisors’ support: influencing (international) technical training transfer

Purpose

This paper aims to provide an understanding of influencing motivation and volition in the transfer of learning within the context of technical training in different countries by controlling predictors.

Design/methodology/approach

In six countries, employees from one automotive company’s service centres were asked to complete two online questionnaires after a blended learning training program with technical content (t1: 7 to 12 days after the training, t2: 5 to 7 weeks after). In total, 441 technical staff members participated.

Findings

Results suggest that motivation and volition mediate the effects of peer support, content validity and supervisor support on training transfer after a technical training. The outcomes show that peer support has an important influence on motivation and that national culture is less important than company culture.

Research limitations/implications

The results should be tested further in different trainings, companies and countries.

Originality/value

This is one of the first international studies to confirm peer support and content validity as predictors for motivation to transfer after technical training. It is also the first instance of exploring possible mediation by motivation and volition on peer support and content validity after technical training in an intercultural context.

The Role of Work Environment in Training Sustainment: A Meta-Analysis

OBJECTIVE

The purpose of this meta-analytic review is to examine the role of three work environment support variables (i.e., peer, supervisor, and organizational support) in training transfer and sustainment or long-term use of learned knowledge, skills, and attitudes (KSAs).

BACKGROUND

Estimates demonstrate that little training is transferred to the job, wasting billions in organizational spending each year and resulting in significant loss to safety and individual and team performance. Prior research shows the importance of a supportive work environment to facilitating transfer; however, we know little of the relative importance of specific support variables. This study seeks to examine the unique roles of distinct support variables in training transfer.

METHOD

A meta-analysis was conducted with multiple regressions to answer three primary research questions.

RESULTS

All work environment support variables demonstrate moderate and positive correlations with transfer of training. Furthermore, multiple regressions demonstrate that each factor of the work environment explains unique variance as a predictor, with the model accounting for 32% of transfer and peer support accounting for most of R². Motivation to transfer mediates the relationship between all three work environment support variables and transfer. Furthermore, three support variables are positively related to sustainment, with peer and supervisor support showing the strongest relationships.

CONCLUSION

Findings illuminate the relative contribution of peer, supervisor, and organizational support to transfer and sustainment of training. As transfer continues to be an important yet understudied measure of the effectiveness of workplace training, these findings hold implications for both research and practice.

Driving automation state-of-mind: Using training to instigate rapid mental model development

The automotive industry is chugging along towards full autonomy, with a yet unknown time of arrival. The next call, however, is partial driving automation. At this interim station lurks many dangers, there-among them issues surrounding the partial performance of the driving task. Despite their potential for increased safety, these systems come with many inherent limitations and caveats, and their safe use depend on drivers correctly understanding their new role. Training is proposed as a potentially effective method of introducing drivers to the central aspects in this human-automation interaction. A proof-of-concept training program designed to introduce drivers to a partial automation system was developed. The effects of training were then evaluated through a between-group mixed-methods simulator experiment. Results indicate that trained drivers both self-report and exhibit an improved understanding of the automation system. They also report a significantly higher inclination to retake control in critical situation, than do their untrained counterparts.

Effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training

Purpose

Trainees’ motivation to transfer the training imparted is an important constituent in determining required training outcomes in organizations. The purpose of this study is to examine the effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training.

Design/methodology/approach

Research hypotheses were tested using a survey. A questionnaire was used to collect data from employees of an Indian governmental power transmission organization, attending any one soft skills training programme in the past year. Out of the 500 questionnaires distributed, 389 were deemed useable for the study, producing an effective response rate of 77.8 per cent.

Findings

The findings establish a direct and positive association between trainee characteristics, training attitudes and need analysis with transfer motivation.

Originality/value

This study contributes to extant literature by examining associations in hitherto underexplored areas such as that of training attitudes and training need analysis with transfer motivation. In addition, the findings provide insights into challenges pertaining to transfer motivation in soft skills training initiatives.

Examining the role of work context, transfer design and transfer motivation on training transfer

Purpose

Research on training transfer in India in general and insurance sector in specific adopting case study method is largely absent. This study aims to address this gap by adopting a case study method to explore the relationship between work context, transfer design and training transfer in an Indian Insurance company. It also examined the role of transfer motivation as a mediating variable between work context, transfer design and training transfer.

Design/methodology/approach

Data have been collected from a public sector insurance company using a first ever vernacularly translated learning transfer system inventory (LTSI), following the translation and back translation process. Learning and development practitioners and academicians have been consulted and suggestions related to changing the language to be compatible with the insurance industry have been incorporated. Structural equation modeling (Amos 16) has been used to test the suggested model.

Findings

The significant positive relationship of peer support, supervisory support and opportunity to use and transfer design with training transfer can be attributed to the business context of the sample organization. Interestingly, the role of performance coaching and the mediating role of transfer motivation have been rejected. This study has proved the mediating role of transfer design.

Originality/value

This study is the first ever study on training transfer in Indian insurance sector adopting case study method. This study has used LTSI translated in an Indian vernacular language following the translation and back translation process.

The role of supervisor support on employees’ training and job performance: an empirical study

Purpose

The purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness, motivation to transfer and job performance.

Design/methodology/approach

A total of 216 responses from educational organizations in the USA were analyzed using the structural equation modeling method.

Findings

The findings indicate that supervisor support for training directly affected motivation to learn; both developmental needs awareness and motivation to learn had direct and significant effects on training readiness, motivation to transfer and job performance; developmental needs awareness directly affected motivation to learn; training readiness directly affected motivation to transfer.

Research limitations/implications

This study investigated how supervisor support contributes to motivation, training and job performance. In addition, this study attempted to bridge the gap in the literature by investigating the relationships among supervisor support, developmental needs awareness, learning motivation, training readiness, transfer motivation and job performance.

Practical implications

By conducting an initial needs assessment of participants, human resource development (HRD) practitioners can reflect on what participants want and need when designing and implementing professional development programs. HRD practitioners can also collaborate with participants’ supervisors to prepare for interventions to improve the quality and practicality of existing professional development programs.

Originality/value

Although the extant literature suggests that organizational support, motivation and training transfer are distinct but highly interrelated constructs; little is known about the predictive properties of a supervisor’s role in the training literature. Supervisors play a crucial role in that they can influence their subordinates on whether to participate in training programs. The ability of supervisors to provide adequate support and engage in comfortable communication about training programs may lead to enhanced motivation to learn and to greater training transfer. These potentially desirable effects motivate the researchers to further explore the nature of this component and its relationship with other training outcome variables.