Interaction of Task-Contingent Conscientiousness and Supervisor Support to Promote Training Transfer

Abstract

Research on training has accumulated knowledge of factors influencing transfer of training. However, little is known about how these factors may interact to impact training activity level and training transfer. Based on recent advances in the contingency approach to personality, we examine person-situation interaction by testing how task-contingent conscientiousness influences trainees to utilize supervisor support differently during training and transfer. Based on data from a field sample of 200 employees participating in management training courses, we found that task-contingent conscientiousness moderated both the linkage between supervisor support and training activity level and the linkage between training activity level and transfer of training. Specifically, for trainees with higher task-contingent conscientiousness, supervisor support tended to have a stronger association with training activity level, and training activity level tended to translate into more transfer of training. Our findings provide unique insights into when supervisor support would be more beneficial to trainees depending on trainees’ individual differences. We discuss the theoretical and practical implications of this research.