Dynamic Training Transfer in Leadership Development – How Subjective Evaluations, Motivation to Transfer and Social Support Drive Changes in Leader's Early Transfer Behaviours
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Abstract
This study follows a dynamic conceptualization of training transfer focusing on leadership development. Based on the Dynamic Transfer Model, we investigate temporal changes in transfer behaviour while considering the influence of leaders' appraisal of previous transfer experiences. We include motivation to transfer and perceived support as mediators and investigate their impact on training transfer within a dynamic framework. A total of N = 65 leaders (280 occasions overall), who attended various leadership trainings, were surveyed on transfer behaviour, satisfaction with transfer attempts, transfer motivation, and support received from colleagues and supervisors once a week over a period of five consecutive weeks. Multilevel analysis revealed that satisfaction with transfer experiences gained in 1 week significantly predicted transfer behaviour in the following week, after controlling for transfer behaviour in the former week. While transfer motivation was found to partially mediate this relationship, perceived support did not yield a significant indirect effect. Overall, these findings highlight the importance of motivational factors in predicting future transfer behaviour and contribute to the existing literature by incorporating affective dimensions.
期刊介绍：
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.
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