What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports

By Dan S. Chiaburu, Sophia V. Marinova. 2005

410 citations recorded by the source corpus.

Results from a study examining the predictors of skill transfer from an instructional to a work environment are presented. Prior research indicates that skill transfer is a function of both individual and contextual factors. A total of 186 employees from a work organization were surveyed on individual dimensions (goal orientation, training self-efficacy) and contextual factors (supervisor and peer support). Pre-training motivation was proposed as proximal training outcome and further connected to the distal outcome, skill transfer. Analyses with structural equation modeling using EQS indicate that individual dimensions, such as mastery-approach goal orientation and training self-efficacy, are related to pre-training motivation. Also, contextual factors, such as peer support, predicted both pre-training motivation and skill transfer, while supervisor support was unrelated to either pre-training motivation or skill transfer. Pre-training motivation, in turn, was related to skill transfer. Implications for theory and practice are discussed.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8db73df8ad4f13d459e4489545ac8ca08f12e05c

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Citations in the corpus

Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers (2021, background): “Trainees with a high level of education tend to be more motivated learners and accomplish more [131]; therefore, they are more ready to accept new studies and modern theories and transfer them to the workplace.”
Training Transfer: An Integrative Literature Review (2007, positive): “…a few researchers have found mixed findings for the role of supervisory support in positively influencing transfer (Awoniyi, Griego, & Morgan, 2002; Chiaburu & Marinova, 2005; Facteau et al., 1995; van der Klink, Gielen, & Nauta, 2001), the role of supervisors in influencing and supporting trainee…”
The Transfer of Training: What Really Matters (2011, background): “Baldwin et al., 2009; Blume et al., 2010; Burke & Hutchins, 2007; Chiaburu & Lindsay, 2008; Chiaburu & Marinova, 2005; Facteau et al., 1995; Lim & Johnson, 2002; Naquin & Holton, 2002; Tziner et al., 2007 Perceived utility of training Trainees who perceive training as useful and valuable are far…”
Benefits of training and development for individuals and teams, organizations, and society. (2009, methodology): “Chen et al. (2005) trained 156 ANRV364-PS60-17 ARI 27 October 2008 16:19 individuals in 78 teams on a flight simulator task and examined adaptive performance on subsequent performance trials.”
The Science of Training and Development in Organizations (2012, background): “…research clearly shows that formal and informal reinforcement is critical for ensuring that trainees will choose to transfer what they have learned outside the formal training environment (e.g., Chiaburu & Marinova, 2005; SmithJentsch, Salas, & Brannick, 2001; Tracey, Tannenbaum, & Kavanagh, 1995).”
Supervisor Behaviours that Facilitate Training Transfer. (2013, background): “Managers with high achievement needs are likely to apply new knowledge gained in training (Baldwin et al., 2009; Chiaburu and Marinova, 2005; Gaudine and Saks, 2004; Hutchins and Burke, 2006), as are those with an internal locus of control and greater self-awareness (Brown and McCracken, 2009; Marti”
Leader influences on training effectiveness: motivation and outcome expectation processes (2008, positive): “This is a finding that is consistent with several other studies examining support coming from a vertical source (e.g. Chiaburu & Marinova, 2005; van der Klink et al., 2001).”
Transfer of training: does it truly happen?: An examination of support, instrumentality, retention and learner readiness on the transfer motivation and transfer of training (2013, background): “, 2002; Al Gumuseli and Ergin, 2002) and the effect of supervisor support on training motivation (Clark et al., 1993; Facteau et al., 1995; Gregoire et al., 1998; Chiaburu and Marinova, 2005; Chiaburu and Tekleab, 2005; Velada et al., 2007).”
Can do or will do? The importance of self-efficacy and instrumentality for training transfer (2008, background): “To date, research has been supportive of this notion, and several studies (Carlson et al. 2000; Chiaburu and Marinova 2005) found that self-efficacy that is not limited to one specific domain is related to important training outcomes, including training transfer.”
Modelling graduate skill transfer from university to the workplace (2016, positive): “There is, however, no evidence that learners are unable to accurately report on skill transfer (Chiaburu and Marinova 2005) and no need for graduates to impress supervisors/managers in this particular study.”
Transfer of Training: A Meta-Analytic Review (2010, methodology): “…2008, were based on N = 2,105), unlikely high effect sizes (e.g., Ameel, 1992, with r = .77 between posttraining self-efficacy and transfer, Mohammed, 1994, with r = .75 between social support and transfer), and one-time, selfreport data (e.g., Chiaburu & Marinova, 2005; Velada & Caetano, 2007).”