The results strongly support the predicted links, although not all the predictor rabbles 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. 2) Working environment influence to the transfer of training. The main issue of this study is to test how the work environment factors (supervisor support, peer support, opportunity to use and feedback) influence on transfer of training.
For this purpose, data was collected from 350 employees of private manufacturing firms in the Yang region, Manner. The results of SPAS version 17. 0 with multiple regression analysis indicated that three work environment factors (peer support, opportunity to use, and feedback) were significantly and positively related to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. However, the results of this study did not support the dominant literature (e. G. Bates et al. 000; Brotherhood &Montesino 1995; Ask and Bellower 2006; Kumara et al. 201 2) that indicate that supervisory support is a critical variable in transfer of training. On the other hand, Chubbier and Marinara’s (2005),Devotes et al. (2007) and Vela et al. (2007), found that supervisor support did not significantly predict transfer of training. The present study considered only the post-training supervisor support. Perhaps supervisory interventions in pre-training and during the training could have the stronger impact on transfer of training (Vela et al. 007). Regarding the result of this study, supervisor support alone did not predict transfer of training. Other significant factors such as motivation to transfer would be considered as a supporting factor to create significant relationship between supervisor support and transfer of training. The findings of this paper are helpful for manufacturing industry in order to design the supportive work environment to crate successful transfer of training and to achieve the expected outcomes from the large amount of training expenditures. ) Supervisory and peer support influence to the transfer of training In addition, in third article is talk about investigating the effect of supervisory support on the transfer f training is characterized by inconsistent findings. Also, to date, research examining peer support is still lacking, despite earlier studies show support emanating from co-workers has a significant influence on the transfer of training.
Hence, this study attempts to rectify the inadequacies in the literature by examining the effects of supervisory and peer support on the transfer of training. Based on a cross-sectional method, quantitative data was collected from 1 00 employees working in one of the Malaysian state health departments, with a response rate of 48 percent. The results of multiple regression analysis revealed that supervisory support was not significantly associated with transfer of training, whereas peer support exerted a significant and positive influence on transfer of training.
This study responded to the pressing calls for more studies to elucidate the relationship between social support and the transfer of training. The findings contributed to the body of literature by clarifying the nature of relationships between supervisory support, peer support and transfer of training, particularly from the Malaysian workplace perspective. Evaluation In this characteristic factors found a significant positive effect for motivation to learn on both training grade and supervisor evaluation.
It is reasonable to assume that trainees with a high motivation to learn (as part of the effect of other personality and situational variables) invest greater efforts in the course and therefore are more successful in acquiring new skills and work methods than trainees low on motivation. These employees may logically be expected to bring their improved work competencies back with them to the workplace, allowing them to perform better and thereby achieve higher supervisor evaluations than rainier low on motivation.
On the other hand, results of this study have potentially important implications not only for managers, policymakers, and human resource professionals of several organizations but also for future research and practice. To achieve the expected returns from training, firms might emphasize their work environment factors to create effective transfer of training. According to the results, supervisor support should be considered to have a significant impact on transfer of training with other factors such as the mediating or moderating effects of motivation to earn and motivation to transfer.
Managers should emphasize certain levels of investment in order to retain competent employees by using formal and informal training to fulfill necessary skills and competency. They also need to encourage employees to actually apply their knowledge, skills, and abilities and support required feedback after training in the real workplace. Moreover, organizations should focus on several factors including work environment factors to eliminate poor transfer of training and to yield expected return or high performance from the training investment.
