The training transfer process : an examination of the role of individual, motivational, and work environmental factors

The purpose of the present study was to examine the role of individual, motivational, and work environmental factors in the transfer of training process. A measure of motivation to transfer was created based on the expectancy theory of motivation and was hypothesized to predict subsequent transfer of training. Self-efficacy and career planning were individual factors hypothesized to positively affect motivation to transfer. The work environmental factors of expected advisor support, expected peer support, and expected accountability were hypothesized to be positively associated with motivation to transfer. Motivation to transfer, experienced advisor support, experienced peer support, and experienced accountability were all predicted to be positively related to four measures of training transfer; (1) self-report transfer; (2) peer-report transfer; (3) behavioral specificity of subjects' comments on the rating form; and (4) amount of halo and range restriction in subjects' performance ratings. A total of 136 Master of Business Administration students participated in the current study. Data for the study was drawn from the administration and evaluation of a rater training program the students attended. The rater training program was a component of a peer performance appraisal system the students participated in as part of their academic program. Measures of the constructs of interest were gathered through administration of surveys at four time intervals: immediately preceding training; immediately following training; four to five weeks after training; and five to six weeks after training. The results demonstrated that subjects' self-efficacy, expected peer support, and expected accountability significantly affected their motivation to transfer. Experienced accountability was significantly related to self-reported transfer and rating effects in subjects' performance ratings. Motivation to transfer was marginally related to the behavioral specificity of subjects' open-ended performance comments. Contrary to what was predicted, experienced peer support was negatively related to rating effects in subjects' ratings. Limitations to the study, theoretical and practical implications, and future research suggestions are presented.