Motivation To Transfer Research Articles

Development Aid and Climate Finance

This paper discusses the implications of climate change for official transfers from rich countries (the North) to poor countries (the South) when the motivation for transfers is ethical rather than strategic. Traditional development transfers to increase income and reduce poverty are complemented by new financial flows to reduce greenhouse gas emissions (mitigation transfers) and become climate-resilient (adaptation transfers). We find that in the absence of barriers to adaptation, mitigation or development, climate change will make isolated transfers less efficient: A large part of their intended effect (to increase income, reduce emissions, or boost climate-resilience) dissipates as the South reallocates its own resources to achieve the mitigation, adaptation and consumption balance it prefers. Only in the case of least-developed countries, which are unable to adapt fully due to income constraints, will adaptation support lead to more climate resilience. In all other cases, if the North wishes to change the balance between mitigation, adaptation and consumption it should structure its transfers as “matching grants”, which are tied to the South’s own level of funding. Alternatively, the North could provide an integrated “climate-compatible development” package that recognizes the combined climate and development requirements of the South. If the aim is to increase both mitigation and adaptation in the South, development assistance that increases the income level, can be an effective measure, but only if there is an international agreement and the recipient country is not income constrained. If the recipient country is very poor, development aid may reduce adaptation effort.

A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer

The purpose of this mixed methods sequential explanatory study was to explore how specific dimensions of supervisor support (mentoring, coaching, social support, and task support) influence the transfer of learned knowledge and skills to the job. Quantitative data were collected from employees ( N = 48) who develop curriculum at an educational organization and analyzed using multiple regression analysis; this was followed by in-depth interviews ( n = 10) that focused on participants’ lived experiences of supervisor support, transfer motivation, and training transfer. Findings suggest that mentoring, coaching, social support, and task support directly and/or indirectly facilitate training transfer and provide greater insight into the underlying mechanisms that account for how and why supervisor support influences training transfer.

Determinants of Employee Motivation and its impact on Knowledge Transfer and Job Satisfaction

This study specifically examines the impact of different variables like extrinsic reward (Pay), intrinsic reward (Appreciation), training and expectancy on employee motivation and impact of employee motivation on job satisfaction and knowledge transfer. The general purpose of this study is to motivate employees. If employees are motivated, they will be satisfied by their jobs and if they are satisfied by their job then they will work hard to attain organizational goals and if goals are achieved then organization will get profit. The current research is descriptive in its nature. We select the sample from different sectors in Pakistan. We select the sample of 200 respondents from population for the collection of data and to check the response of different employees. For this purpose, we structured a self- administrated questionnaire and filled it from the right respondent for true results. We use Regression analysis in this study. This analysis is very important to check the confidence of the study from different respondents. Due to this analysis, we found that Pay and Appreciation are not directly effecting the employee motivation. Job satisfaction also has no direct link with employee motivation but training of employee, expectancy and knowledge transfer have direct relationship with employee motivation. These three variables help a lot to motivate an employee.

Training Transfer and Transfer Motivation: The Influence of Individual, Environmental, Situational, Training Design, and Affective Reaction Factors

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self-efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self-efficacy. In other words, if trainers want to improve the performance self-efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.

Pathways to Training Transfer: Proactive Transfer Behaviour and Hope at Work

The transfer of training remains an area of intense investigation so as to increase what is learned during professional development is applied at work. Transferring new knowledge and skills to the job requires employees to proactively self-regulate the setting and pursuit of goals, it also necessitates the capability to derive pathways to these goals and sustain the motivation needed. Training transfer research has not examined these goal achievement processes despite the longstanding interest in proactive behaviours and hope at work and albeit studies in the organizational field relate both constructs to favourable individual and organizational outcomes. Hope comprises cognitions about goals and pathways which provide individuals the motivation to energetically pursue goal attainment. Given the integral nature of training as work episode, it is argued that more hopeful employees are also more motivated to transfer. This transfer motivation in turn fuels proactive transfer behaviours whereby employees self-regulate to initiate change, seek opportunities, and take action to transfer their training. Study one supports these relationships by using a heterogeneous sample of trained employees (N = 949). It furthers shows that proactive behaviours and hope at work are functions of dispositional individual influences (proactive personality, trait-like hope) as well as more malleable influences at work (job autonomy, error management culture). The longitudinal study two (N = 365) extends these findings by showing that hope at work is predictive of eventual transfer motivation which in turn predicts training transfer about forty days after training. The research offers new insights into processes of training transfer and implications for future research and practice are discussed.

Food sharing and empathic emotion regulation: an evolutionary perspective

Food sharing and empathic emotion regulation: an evolutionary perspective

A Case Study of Chinese Students’ Second Language Pragmatic Development During Study Abroad in a UK University

With internationalization of higher education, increasing number of studies are paying attention to the effect of study abroad (SA) on international students’ academic or language achievements. While most previous SA empirical studies on second language (L2) pragmatic development focused on finding out learners’ comprehension or production of certain pragmatic features, few have explored how their pragmatic competence developed during SA. This qualitative case study aims to examine how four international students from China applied the conversation routines they noticed during SA into communication practice during SA in the UK. Interview data were collected and analyzed. It was found that during SA the students: a. developed different and new knowledge of L2 (English) conversation routines; b. revealed evidence of L2 pragmatic development in terms of pragmalinguistic and sociopragmatic competence. Several factors may have played facilitative role in their pragmatic development: attention to L2 input, positive L1 pragmatic transfer, positive attitude and strong motivation towards L2 language and culture, etc.

Forces of diffusion: what drives the transfer of immigration policy and law across jurisdictions?

In this paper, I examine the forces which drive the transfer of immigration policies across jurisdictions. In Part I, I survey the legal scholarship on legal transplants, public policy scholarship on policy transfer and international relations scholarship on diffusion to identify three common motivations for transfers that can operate in any area of law or policy: efficiency, prestige and coercion. In Part II, I explore two additional forces that operate in policy fields such as immigration, where there is interdependence between the policy decisions of governments: cooperation and competition. Drawing parallels with regulatory theory, I argue that transfers of immigration policy can be driven by cooperative and competitive interdependence. I conclude by arguing that identifying the forces driving a particular instance of transfer can provide a framework for critically evaluating both the process and outcomes of the transfer.

Slovenian young researchers’ motivation for knowledge transfer

A programme for the promotion of science and doctoral studies called the Young Researchers Training Programme has been developed in Slovenia. Since it began, the programme has been substantially funded and over 6,000 young people have participated in it. However, no evaluation of the programme’s effectiveness has yet been conducted. In this study we identified young researchers’ motivation for entering the programme, their assessment of the training and links to knowledge transfer into practice as the principal idea behind the programme. Two training groups, university based young researchers and company based young researchers, are compared in order to assess whether the type of training affects knowledge transfer. The analyses show that young researchers in the economy are more involved in direct knowledge transfer and their motivation to do so is mainly intrinsic. On the other hand, university based young researchers need extrinsic incentives to cooperate in projects in economic sector, for their motivation is more oriented towards academic research. Implications for Slovenia, as well as for other countries’ higher education policies, are discussed.

Training Transfer and Transfer Motivation in the Malaysian Banking Sector

AbstractA study of 503 participants in a financial training program at 11 Malaysian banks investigated the role and importance of training design factors—transfer design and perceived validity of content—along with individual performance self‐efficacy, transfer motivation, and affective reaction in the training transfer process. As hypothesized, the study found that transfer design and perceived content validity work together to improve trainees' performance self‐efficacy. The study also tested the dual role of perceived content validity and found that it not only improves trainees' performance self‐efficacy level, but also positively influences their affective reaction. Furthermore, the researchers noted that performance self‐efficacy has a mediating influence on perceived content validity, transfer design, and transfer motivation, and that affective reaction plays a mediating role between perceived content validity and transfer motivation. The results also indicated that transfer motivation works as a mediator on performance self‐efficacy, affective reaction, and training transfer. The findings suggest that both researchers and human resources practitioners should address the factors that enhance trainees' performance self‐efficacy level and their affective reaction. © 2013 Wiley Periodicals, Inc.

Structural relationships among effective factors on e-learners’ motivation for skill transfer

This study investigates the structural relationships among the following factors: e-learners’ internal value, learning usefulness, learning environment, satisfaction, learner achievement, and motivation for skill transfer. To answer the research questions, the researchers administered online surveys to 584 students enrolled in two courses, Conflict Management and Negotiation and Communication Skills, at S Cyber University. According to the results of structural equation modeling, the structural relationships among e-learners’ internal value, learning usefulness, learning environment, learner satisfaction, learner achievement, and motivation for skill transfer were significant and showed positive influence. However, the relationships among learning usefulness, learning environment, learner satisfaction, and learner achievement and those of learning environment, learner satisfaction, and motivation for skill transfer were not significant. Overall, the findings suggest specific strategies to improve e-learners’ learning outcomes.

Study on Mixture Ratio Control of Bipropellant Propulsion System on Satellite Based on Bypass Control System

Bipropellant propulsion system (MON-1MMH) provides motivation for orbit transfer, attitude control and station keeping, is mainly applied for GEO satellite. Most bipropellant propulsion systems of satellite do not have the ability to control mixture ratio of oxidizer and fuel. The primary function of bypass control system, as an important part of bipropellant propulsion system, is to control helium pressure in the propellant tanks in order to control mixture ratio. This paper researches adjustment of mixture ratio for bipropellant propulsion system. Mathematical model for key components in bypass control system of bipropellant propulsion system and a reasonable model for system simulation combining the practical work of system is established. Through the dynamic simulation of Bang-Bang control with on-off solenoid valve for the adjustment of mixture ratio, structure parameters, working parameters and precision of feedback are all be considered for influence of system performance. The main factors affecting system performance are found out. The researches provide theoretical foundation for engineering implementation.

Motives for Care that Adult Children Provide to Parents: Evidence from “Point Blank” Survey Questions

Adult children who care for aging parents incur costs along psychic, monetary, emotional, and even physical dimensions. What motivates them? Is it altruism, guilt, obligation, or gratitude? Perhaps the anticipation of a bequest? Familial norms, or desire for recognition? Understanding motivation for care is high on the agenda of both economics and sociology. A primary focus of economics is the prospect that public transfers may supplant or stimulate private transfers, depending on the motivation of the private donor. Motives are usually inferred indirectly, on the basis of observed behavior. In contrast, sociologists focus on how familial bonds and networks might be forged and maintained. We depart from each of these approaches to focus on direct questions from a special module in the Health and Retirement Study, which contains questions on motivations for, and concerns about, the provision of familial assistance. Our (deliberately) simple descriptive work reveals abundant new information about motivation for familial transfers and care. These not always provided free of pressure from relatives, for example, and obligations and traditions appear to matter. Findings suggest that the standard economic considerations like utility interdependence or exchange provide an incomplete account of transfer behavior, and that insights from sociological models are essential. We also find that women are far more likely to provide care and take seriously family obligations. Past experience in the provision of financial help and care matters as well, sometimes in intriguingly anomalous ways. Though self-reported motivations must be interpreted carefully, we nonetheless conclude that "point-blank" questions provide a worthwhile complement to conventional methods for unraveling motivations for private, intergenerational transfers.

THE MOTIVES OF INTERGENERATIONAL TRANSFER TO THE ELDERLY PARENTS IN CHINA: CONSEQUENCES OF HIGH MEDICAL EXPENDITURE

The support for the elderly is facing big challenges with the problem of population aging. Transfers from adult children could partly insure elderly parents against low income and high medical expenditure. There are two main motives for transfers in the literature, namely altruism and exchange. By using data from a new household survey of people aged 45 years and above in China, we estimate the transfer derivatives with the adjustment of medical expenditure in elderly parents' income. We find a large negative impact of adjusted income on transfers at the lower end of income distribution, which is consistent with the altruistic motive. Evidence on the exchange motive is found only for sons, but not for daughters. In addition, there is evidence on the 'exchange-for-service' motive, which interprets transfer as a payment to parents' family services, such as taking care of grandchildren.

Transfer of training: does it truly happen?

Purpose – The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process. Design/methodology/approach – This study proposes and tests a framework via structural equation modelling by including supervisor and peer support, instrumentality and learner readiness on 503 Malaysian bank employees. It proposes a modified and improved scale for learner readiness previously developed by Holton et al.. Findings – As hypothesized, supervisor and peer support increase the motivation level of the trainee to transfer the learned skills. The findings of this study will help researchers to resolve the conflict among past researchers about the role of peer and supervisor support in training transfer process. In addition, an improved scale of learner readiness is used and the result indicates a significant relationship between learner readiness and transfer motivation. Furthermore, this study explains the importance of intrinsic rewards and finds that intrinsic rewards make trainees retain more skills and learned skills are transferred to the work place. Practical implications – The findings of this research would be helpful for human resource development professionals to develop effective strategies in order to maximize the training transfer and effectively manage the training program. The findings of this research explained the role of stakeholders – trainers, trainees, supervisors, peers and top management – which will maximize the training transfer at the work place. Originality/value – This paper examines new relationships among different factors which resist transfer motivation and training transfer at the workplace.

The Mediating Effects of Participation Motivation on the Relationship between Organizational Learning Transfer Climate and Learning Transfer in Professional Engineers' Continuing Professional Development Activities

The main purpose of this study was to examine the mediating effect of participation motivation of continuing professional development between the level of organizational learning transfer climate and learning transfer. In the analysis of the relationship among the level of the organizational learning transfer climate, learning transfer and participation motivation of CPD, organizational learning transfer climate had indirect influence on learning transfer through participation motivation of CPD. Based upon the findings of this study, several suggestions were made to improve professional engineers' participation and learning transfer in CPD and implement future research on professional engineer's CPD.

Training Motivation and Training Transfer Outcomes: The Role of Psychological Capital

Research supports that trainee attributes play a pivotal role in the success of the training or development intervention. Training motivation and motivation to transfer training back to the job are critical in the determination of the effectiveness of training and development outcomes. We propose that psychological capital (PsyCap) may be a key positive psychological state implicit in training transfer process. Using a sample of employees (N=168) obtained from 3 large retailers in the Northeastern part of the United States, results of this study indicate psychological capital mediates the relationship between training motivation and the outcomes of training transfer motivation and perceived social support. In addition, perceived training benefits moderated the relationship between training motivation and psychological capital.. This study suggests PsyCap may play a decisive role in training and development processes.

Philosophy, training and spirituality: a longitudinal, empirical study

PurposeThe purpose of this paper is to analyze whether Chinese philosophy can have positive results in long‐term training.Design/methodology/approachThe paper examined its effect based on Kirkpatrick's model. The qualitative data were the interviews, observations, and documents from 2004 to 2012. The quantitative data included three questionnaires for the employees and the customers distributed in 2005, 2006, and from 2009 to 2011, with 3,601 valid ones in total.FindingsThe results show that using Chinese philosophy as training content can increase trainees' training motivation. In addition, better training motivation can bring positive reaction, learning, and motivation for transfer. Second, at the individual level, Chinese philosophy can increase the employees' motivation for transfer and workplace spirituality. Third, at the organizational level, it shows an enhancement of service quality (SQ).Practical implicationsFirst, human resource (HR) practices can take the country's cultural features into account and do not necessarily have to adopt Western management theories and practices. Second, the “best practice” can be a useful reference for HR managers in the Chinese organizational context. Finally, the training contents are not necessarily about knowledge or skills. For the service industries with intensive interaction with customers, enhancing work attitude can further increase SQ.Originality/valueFirst, Chinese philosophy involves the concepts of business management. Second, this longitudinal research pointed out that Chinese philosophy can enhance employees' workplace spirituality; and further, it enhanced the SQ. Third, the training evaluation result is more comprehensive for it includes individual level and organizational level.

A Structural Relations among Informal Learning, the Results, and Motivation of Learning Transfer in Korean Companies

A Structural Relations among Informal Learning, the Results, and Motivation of Learning Transfer in Korean Companies

Perceived openness of climate during training and transfer motivation: testing two short and simple interventions

Transfer of soft skills (e.g. communication skills) to work situations is one of the most important outcomes of training. However, research suggests that there is less than optimal transfer of training to actual work behavior. A potential reason for this is a pessimistic perception of openness of climate (OOC). Perceived OOC refers to the extent to which members of one’s organization (e.g. colleagues, managers) are perceived by trainees to be able and willing to change their habits and consequently allow the trained soft skills to be performed. In the present research, two different short and simple interventions aimed at strengthening optimistic perceptions of OOC were employed and their effect on motivation to transfer were examined. Results showed that trainees who were asked to write down positive (vs negative) aspects of their organization (‘organization intervention’) or of workshops (‘workshop intervention’) reported a more positive perception of OOC and, in turn, an increased motivation to transfer. This shows that such interventions have the potential to increase motivation to transfer.