Abstract
Transfer of training is the ultimate aim of training investment and the key to maintain competitive advantage in today’s rapidly changing operating environment where organizational success often depends on the motivation with which employee can learn and apply new ideas and information. While previous researches have focused on factors at the training stage influencing motivation to transfer training at the post-training stage, this study investigates the influence of pre-training factors. Particularly, pre-training performance self-efficacy, learning readiness, perceived content validity, and organization openness to change. The result should assist managers and trainers to ascertain the trainee state of preparedness before the training program to anticipate successful transfer of learning from the workshop to the workplace. A survey of high and vocational school teachers in Thailand participating in 5 days training on cloud computing integration in teaching was made using the Learning Transfer Inventory System (LTIS). Results show that learning readiness, perceived content validity, and organization openness to change influence the motivation to transfer at the post-training stage. Thus, framing the training program in the way trainees can answer to the questions “can I do this task?”, “do I want to do this task and why?” at the pre-training stage influence motivation to transfer. An implication to managers is that employees’ selection for training should take into consideration trainees’ perceptions in order to anticipate motivation to transfer at the post-training stage.
Highlights
Little empirical research has been carried out to understand the influence effect of pre-training factors on training outcomes (Bell, Tannenbaum, Ford, Noe, & Kraiger, 2017)
We found evidence of convergent validity because the variance extracted measures all exceed 60 percent level and the realiabilty estimated of the contructs are larger than 0.7
We hypnotized that pre-training self-efficacy, learning readiness, perceived content validity of the training program along with the organization openness to change account for significant variance in trainee motivation to transfer at the post-training stage
Summary
Little empirical research has been carried out to understand the influence effect of pre-training factors on training outcomes (Bell, Tannenbaum, Ford, Noe, & Kraiger, 2017). Before the training program, trainees general faced the questions “can I do this task?”, “do I want to do this task and why?”, and “what do I have to do to succeed in the task?” Few studies have explored how answers to these questions influence motivation to transfer skill at the post-training stage. Gegenfurtner, Veermans, Festner, and Gruber (2009) hypothesized that at the pre-training stage, long before the training program, trainees may be motivated or not to transfer what they are going to learn on the job, depending on pre-training individual attitudes and attributes. As individual characteristics such as self-efficacy are more or less stable and cannot be significantly changed during the training program, researches have concluded that self-efficacy at the pre-training stage is a predictor of self-efficacy at the post training stage supporting the fact that, some of the trainee characteristics at the pre-training stage do not change at the posttraining stage (Chung, 2013)
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