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Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be distinguished. However, it is unclear whether such motivational profiles exist. In this study, we investigated motivational profiles, how these profiles differ in antecedents influencing transfer motivation and how these profiles differ in transfer intention and transfer of training. This study does so by using the unified model of task-specific motivation (UMTM). Data were collected among 1317 participants who filled in a questionnaire representing the UMTM components directly after the training and indicated transfer after six weeks. Outcomes showed that four transfer motivation profiles could be distinguished, labeled: 'very optimistic', 'moderately optimistic', 'personal value' and 'conscious'. Moreover, profiles scoring higher on motivational components scored higher on antecedents of transfer motivation, transfer intention and transfer of training. These outcomes suggest that trainings and work circumstances need to be tailored differently toward different trainees to raise their transfer motivation and transfer of training. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between) changes in UMTM components over time. In doing so, this study takes the multidimensionality of transfer motivation into account. Design/methodology/approach: The authors collected data among 514 employees of the judiciary who filled in the UMTM questionnaire directly after the training and after three weeks. The data were analyzed by means of structural equation modelling. Findings: The outcomes show that transfer motivation predicts transfer intention and transfer of training over time. Moreover, the study shows that (change in) transfer motivation is predicted by (change in) personal and contextual factors identified by the UMTM as antecedents of motivation. Originality/value: This study describes the first longitudinal evaluation of the UMTM in the literature and shows its applicability for predicting transfer of training. It is also one of the few studies that investigate transfer motivation multidimensionally and the role it plays for transfer of training. As such, this study informs other transfer of training models about the nature of transfer motivation and how transfer of training could be predicted. [ABSTRACT FROM AUTHOR]

This study aims to explore the factors influencing transfer intention to other universities among undergraduate students by utilizing the push–pull–mooring (PPM) model. Previous studies have applied the PPM model to various services; however, limited research has examined its use in studying the transfer behavior of undergraduate students in higher education institutions. This study surveyed 208 undergraduate students in Taiwan and conducted structural equation modeling (SEM) to test the hypotheses. The results showed that push and pull effects positively affect transfer intention, with the impact of the push effect being greater than that of the pull effect. Moreover, switching costs have a moderating effect, with students who perceived high switching costs having less of an impact on the relationship between push-and-pull effects and transfer intention. This study advanced the extant knowledge on the PPM model in the context of higher education. [ABSTRACT FROM AUTHOR]

Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be distinguished. However, it is unclear whether such motivational profiles exist. In this study, we investigated motivational profiles, how these profiles differ in antecedents influencing transfer motivation and how these profiles differ in transfer intention and transfer of training. This study does so by using the unified model of task-specific motivation (UMTM). Data were collected among 1317 participants who filled in a questionnaire representing the UMTM components directly after the training and indicated transfer after six weeks. Outcomes showed that four transfer motivation profiles could be distinguished, labeled: ‘very optimistic’, ‘moderately optimistic’, ‘personal value’ and ‘conscious’. Moreover, profiles scoring higher on motivational components scored higher on antecedents of transfer motivation, transfer intention and transfer of training. These outcomes suggest that trainings and work circumstances need to be tailored differently toward different trainees to raise their transfer motivation and transfer of training.

Introduction: Certain corporate adventure training (CAT) programs have demonstrated the ability to improve managerial business practices in critical areas of organizational development, such as leadership, problem-solving, judgment, self-confidence, team building, and communication skills. However, it is difficult for companies to use CAT programs to assess training outcomes. By conducting research studies, however, researchers can potentially understand the complete training structures and transfer patterns of such programs. The primary purpose of this study was to build up a training transfer model by using CAT to evaluate the resulting training effects. In summary, the developed training transfer was found to be suitable for enterprises that use CAT. Methods: The participating employees of enterprise organizations took part in CAT courses with the themes of team consensus, team motivation, and core leadership competencies. The adventure experience activities undertaken in the courses included initiatives, challenge courses such as warm-up games, group activities, team bonding and building activities, low and high rope courses, etc., with the course objectives subsequently being reinforced with metaphorical debriefings and reflection. After taking part in the CAT courses, the participating employees from several companies returned a total of 1312 valid questionnaires regarding their experiences in the courses. Structural equation modeling (SEM) was then applied to the questionnaire data to establish appropriate models. Results: The SEM analysis revealed a mediating role of the transfer intention factor in the process, including the perception content validity and the training effectiveness, as well as mediating effects of after-training self-esteem and training effectiveness. It should be noted, furthermore, that after-training self-esteem had a mediating effect on before-training self-esteem and transfer intention. In addition, the transfer of motivation had a negative mediating effect on the perception content validity and the transfer intention. Conclusion: As a result of the analysis results, this study integrated two major models, the first of which confirmed that CAT courses can have positive effects on organizational development. Furthermore, CAT can improve the training transfer and training effectiveness of employees in actual workplaces. [ABSTRACT FROM AUTHOR]

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Copyright of Canadian Journal of Administrative Sciences (John Wiley & Sons, Inc.) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)