The Influence of Specific Supervisor Support Types on Transfer of Training: Examining the Mediating Effect of Training Retention

Autor/inn/en	Govaerts, Natalie; Kyndt, Eva; Dochy, Filip
Titel	The Influence of Specific Supervisor Support Types on Transfer of Training: Examining the Mediating Effect of Training Retention
Quelle	In: Vocations and Learning, 11 (2018) 2, S.265-288 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Govaerts, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-017-9190-y
Schlagwörter	Foreign Countries; Supervisors; Supervision; Job Training; Transfer of Training; Retention (Psychology); Trainees; Learning Motivation; Self Efficacy; Outcomes of Education; Least Squares Statistics; Path Analysis; Online Surveys; Government Employees; Accountability; Predictor Variables; Role Models; Coaching (Performance); Feedback (Response); Belgium + Suchen Sie Ihr Suchwort? Ausland; Berufsqualifizierender Bildungsgang; Training; Transfer; Ausbildung; Merkfähigkeit; Auszubildender; Weibliche Auszubildende; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Pfadanalyse; Verantwortung; Prädiktor; Identifikationsfigur; Belgien
Abstract	The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees' motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling & facilitation, request sharing, favourable attitude, coaching & feedback, openness, involvement & accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors' accountability and involvement positively predicted employees' transfer of training three months after training. In addition, it was found that supervisors' involvement and accountability had an indirect effect on transfer of training through training retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01