Self-Efficacy, Perceived Utility and Supervisor Support’s Relationship with Motivation to Transfer Training

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Alexander, S. (2020). Self-Efficacy, Perceived Utility and Supervisor Support’s Relationship with Motivation to Transfer Training. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Workplaces conduct training in their organizations with the goal that employees will generalize that training and transfer the learned skills to their jobs. However, training transfer remains a challenge for many organizations. Since the initial theorization of transfer climate in 1988, many studies have been conducted to support the hypothesis that there is more to training transfer than just the content. This study evaluates the relationship between the beliefs that trainees have about their own abilities to transfer as well as their beliefs about the value of the training with their actual motivation to transfer the skills to their job. It also evaluates whether or not an employee’s perception of their supervisor can alter these relationships. Findings from this research suggest that individuals who are motivated to transfer training are more likely to transfer the knowledge they obtained through training. Those participants who believed themselves to be efficacious at transfer as well as those who perceived greater utility of transfer were also more likely to be motivated to transfer. While perceptions of supervisor support of training may still have a predictive impact on motivation to transfer as well as transfer itself, it was not found to influence the relationship between motivation to transfer and the related variables. These findings give insights to organizations about which employees will be more successful at transferring learned skills

Details
Author

Alexander, Steven

Title

Self-Efficacy, Perceived Utility and Supervisor Support’s Relationship with Motivation to Transfer Training

Physical Description

1 online resource (38 pages) : PDF

Date

2020

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Workplaces conduct training in their organizations with the goal that employees will generalize that training and transfer the learned skills to their jobs. However, training transfer remains a challenge for many organizations. Since the initial theorization of transfer climate in 1988, many studies have been conducted to support the hypothesis that there is more to training transfer than just the content. This study evaluates the relationship between the beliefs that trainees have about their own abilities to transfer as well as their beliefs about the value of the training with their actual motivation to transfer the skills to their job. It also evaluates whether or not an employee’s perception of their supervisor can alter these relationships. Findings from this research suggest that individuals who are motivated to transfer training are more likely to transfer the knowledge they obtained through training. Those participants who believed themselves to be efficacious at transfer as well as those who perceived greater utility of transfer were also more likely to be motivated to transfer. While perceptions of supervisor support of training may still have a predictive impact on motivation to transfer as well as transfer itself, it was not found to influence the relationship between motivation to transfer and the related variables. These findings give insights to organizations about which employees will be more successful at transferring learned skills

Genre

masters theses

Subjects--Topics

Psychology

Degree

M.A.

Subject Area

Psychology Industrial/Organizational

Advisor(s)

Heggestad, Eric

Committee Members

McGonagle, Alyssa
Tonidandel, Scott

Degree Note

Thesis (M.A.)--University of North Carolina at Charlotte, 2020.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Alexander_uncc_0694N_12394

Permalink

http://hdl.handle.net/20.500.13093/etd:2350