Abstract
This study investigates variables in training transfer in the general education (school) sector of the United Arab Emirates (UAE) by hybridizing the established training transfer model and the theory of planned behavior (TPB). The hybridized model employs four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer. This model is used to test nine hypotheses. The study sample comprised 225 employees from the UAE general education sector. Study participants (respondents to a questionnaire) were recruited by simple random sampling. The study questionnaire data was analyzed using Partial least squares structural equation modeling PLS-SEM. The study model had a good fit confirming a good fit of the hypothesized model to the empirical data. Eight out of nine hypotheses were accepted. The study is generally parallel with TPB. It demonstrates that intention to transfer has a dominant and central (mediating) influence on transfer process and transfer behavior. Remarkably, supervisor support is important only in the pre-training phase. For the UAE education sector to succeed in effective training transfer, supervisors must be properly trained to design training programs, particularly to enhance the trainee’s intention to apply training on the job. This study proved empirically that designing training is a critical influence of a trainee’s intention to apply training. Training design and intention to transfer are mediators and play a central role in promoting the training transfer process. Future studies should focus on including TPB and intention in the training transfer researches.
Highlights
Training transfer, or application of on-the-job training, is a global concern in human resource management (Baldwin & Ford, 1988, Baldwin, Ford, & Blume, 2017)
This study adds to existing contributions in the field by proposing a new training transfer conceptual model that consists of four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer
The study analysis found that supervisor support has a significant relationship with intention to transfer, and this agrees with Ubed (2017) and Al-Eisa et al (2009) with a correlation coefficient of 0.433 and 0.37, respectively
Summary
Application of on-the-job training, is a global concern in human resource management (Baldwin & Ford, 1988, Baldwin, Ford, & Blume, 2017). As such, it has attracted the attention of many researchers and training professionals (Bhatti et al, 2013). Many scholars have attempted to understand the complexities of the training transfer process to address the problem of low training application and wasted training expenditure (Baldwin & Ford, 1988; Holton, 1996, 2005; Kavanagh, 1998; Tracey et al, 1995). This study adds to existing contributions in the field by proposing a new training transfer conceptual model that consists of four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer
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