Proposal view
| Proposal Type: | Individual Paper |
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| Domain: | Lifelong Learning and Professional Development |
| SIG: | Learning and Professional Development |
| Scheduling category: | Training and Development |
| Type | Submitted Paper |
| Equipment |
Computer and data projector / beamer |
| Paper Details |
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| Paper type | Empirical |
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| Title | Do intentions mediate the transfer process? Testing the theory of planned behaviour |
| Abstract | While there have been ongoing efforts in research on training and professional development to determine if motivation to transfer mediates the transfer process, findings on the intention-behavior relation in applying training to the workplace are mixed. In addition, many of these studies are empirically-driven and lack a clear reference to motivation theories. To address these needs, the present study applied Ajzen’s theory of planned behavior as theoretical framework to test if trainees’ intention to transfer mediates the influence of attitudes toward training content, subjective norms, and perceived behavioral control on transfer of training. A total of 128 participants of five-day occupational health and safety training courses completed multi-item questionnaires immediately after and three months after training. Using a partial least squares approach to analyze a hypothesized path model, results indicate some evidence of mediation: Intention to transfer was found to mediate the effects of attitudes toward training content and perceived behavioral control on training transfer; however, this mediation effect could not be found with subjective norms. The findings help explain motivational processes involved in the transfer of training, and they can inform human resource practitioners how to take action in order to facilitate training effectiveness. |
| Summary | Introduction Transfer of training is defined as the application of trained knowledge and skills to the workplace (Burke & Hutchins, 2007). To achieve transfer, motivation is essential. Motivation to transfer describes the trainees’ desire to use what was learned in the training program on the job (Noe, 1986; Pugh & Bergin, 2006). However, while it seems intuitive to assume that a sufficient level of motivation is necessary to exert efforts toward training application, research evidence is very mixed, with correlation coefficients ranging from .04 (Tziner, Haccoun & Kadish, 1991) to .63 (Machin & Fogarty, 1997). In addition, most of the studies examining the intention-behavior relation in professional training appear to be rather empirically-driven, without a clear reference to motivation theories. Given these shortcomings in past research, the present study uses the theory of planned behavior to help us understand if trainees’ intention to apply training acts as mediator in the transfer process.Aims – Hypotheses Intentions to transfer represent a trainee’s motivation associated with a conscious plan or decision to exert effort to enact transfer actions. Contrary to motivational traits in general, intentions represent a more activated, situation-specific motivational state (Kanfer, 1990) and are thus assumed to more accurately reflect trainees’ willingness to perform transfer actions. To explore intention-behavior relationships, the theory of planned behavior (Ajzen, 1991) offers a well-established and validated theoretical framework. Surprisingly, however, it has not yet been applied to predict training transfer. The aim of this study is to investigate if trainees’ intentions to transfer mediate the effect of attitudes toward training content (Hypothesis 1), subjective norms (Hypothesis 2), and perceived behavioral control (Hypothesis 3) on successful training transfer. The next section describes the methods used to answer the research question: “Does the intention to transfer mediate the transfer process?” Methods Self-report data of 128 respondents who participated in five-day training courses on occupational health and safety were gathered by multi-item questionnaires immediately after and three months after training. At time 1, attitudes toward training content (Cronbach’s a = .81), perceived behavioral control (Cronbach’s a = .77), subjective norms (Cronbach’s a = .91) and intention to transfer (Cronbach’s a = .75) were measured. At time 2, transfer of training (Cronbach’s a = .88) was measured. The hypothesized paths of the research model were tested using a partial least squares approach which, contrary to other estimation techniques like multiple regression or structural equation modeling, can be applied to a non-normally distributed data set collected with a small sample (Chin & Newstead, 1999). Mediation was analyzed following the recommendations by MacKinnon, Fairchild, and Fritz (2007).Results Screening of the data revealed multivariate non-normality and three multivariate outlying cases, but no evidence for multicollinearity. Concerning the hypothesized paths, intention to transfer was found to be affected by attitudes toward training content (b=.36; p<.001) and perceived behavioral control (b=.42; p<.001), but not by subjective norms (b=.01; p>.05). Transfer of training was found to be significantly affected by intention to transfer (b=.35; p<.001), but not by perceived behavioral control (b=-.06; p>.05). According to the recommended test by MacKinnon et al. (2007), there is evidence of mediation if both the paths from the independent variables to the mediator variable and the path from the mediator variable to the dependent variable are significant. Thus, a mediation effect could be found in this study: Intention to transfer mediates the effects of attitudes toward training content and perceived behavioral control on training transfer.Discussion Our findings show that intentions to transfer partly mediate the transfer process. Attitudes toward training content and perceived behavioral control were found to have significant positive influences on transfer intention which, in turn, has a significant positive effect on training transfer. Contrary to our expectations, however, subjective norms had almost no effect in the transfer process. One reason for this finding might the measurement time of subjective norms: directly after a five-day training, normative expectations at a workplace might not be perceived as influential on intentions as if measured three months after training when having lively experienced the normative culture associated with the training application. Thus, future studies might consider using a different measurement time for this construct.The findings can be used to inform HRD practitioners and training instructors how to take action in order to facilitate training effectiveness. To promote intentions, training instructors may want to consider promoting favorable attitudes toward the trained content. In addition, trainee supervisors may want to consider promoting perceived behavioral control by providing opportunities, resources and support needed for training application. To conclude, this study helped develop our understanding of factors influencing the transfer process, and it showed that trainee intentions are one of the keys for effective professional training programs. References Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.Burke, L. A. & Hutchins, H. M. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6, 263-296. Chin, W., & Newstead, P. (1999). Structural equation modeling analysis with small samples using partial least squares. In R. Hoyle (Ed.), Statistical strategies for small sample research (pp. 307-341). Thousand Oaks, CA: Sage. Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. Hough (Eds.), Handbook of industrial and organizational psychology (Vol. 1, pp. 75-170). Palo Alto, CA: Consulting Psychologists Press. Machin, M. A. & Fogarty, G. J. (1997). The effects of self-efficacy, motivation to transfer, and situational constraints on transfer intentions and transfer of training. Performance Improvement Quarterly, 10, 98-115. MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593 -614. Noe, R. A. (1986). Trainees’ attributes and attitudes: Neglected influences on training effectiveness. Academy of Management Review, 11, 736-749. Pugh, K. J. & Bergin, D. A. (2006). Motivational influences on transfer. Educational Psychologist, 41, 147-160. Tziner, A., Haccoun, R. R., & Kadish, A. (1991). Personal and situational characteristics of transfer of training improvement strategies. Journal of Occupational Psychology, 64, 167-177. |
| Keywords | Motivation Professional Development Training and Development |
| Appendices | |
| Authors | ||||||
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| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| Andreas | Gegenfurtner | University of Turku | Finland | andreas.gegenfurtner@utu.fi | * | |
| Hans | Gruber | University of Regensburg | Germany | hans.gruber@paedagogik.uni-regensburg.de | ||
