Exploring Factors That Influence Employee Motivation to Transfer Training from a Leadership Development Program

The purpose of this study is to examine how power relations among stakeholders, especially between the human resource development (HRD) practitioners and others, affect evaluation outcomes. Using a qualitative case study design, a managerial leadership development programme in a Korean company is analysed. This study shows that the HRD practitioners’ interests in securing their status within the organization governed shaping the evaluation outcomes. The evaluation report was produced and reported portraying mostly the positive aspects of the programme. However, while going through the evaluation, the HRD practitioners felt constrained, and considered themselves as the powerless in terms of the organizational strategic needs and expectations, both of which pertain to the characteristics of the organizational culture. Instead of attempting to alter the organizational culture, which was unfavourable to HRD functions, they are acquiesced to the culture.

PurposeThe purpose of this study was to examine the relationships among supervisor support, awareness of employees’ developmental needs, motivation to learn, training readiness, motivation to transfer and job performance.Design/methodology/approachA total of 216 responses from educational organizations in the USA were analyzed using the structural equation modeling method.FindingsThe findings indicate that supervisor support for training directly affected motivation to learn; both developmental needs awareness and motivation to learn had direct and significant effects on training readiness, motivation to transfer and job performance; developmental needs awareness directly affected motivation to learn; training readiness directly affected motivation to transfer.Research limitations/implicationsThis study investigated how supervisor support contributes to motivation, training and job performance. In addition, this study attempted to bridge the gap in the literature by investigating the relationships among supervisor support, developmental needs awareness, learning motivation, training readiness, transfer motivation and job performance.Practical implicationsBy conducting an initial needs assessment of participants, human resource development (HRD) practitioners can reflect on what participants want and need when designing and implementing professional development programs. HRD practitioners can also collaborate with participants’ supervisors to prepare for interventions to improve the quality and practicality of existing professional development programs.Originality/valueAlthough the extant literature suggests that organizational support, motivation and training transfer are distinct but highly interrelated constructs; little is known about the predictive properties of a supervisor’s role in the training literature. Supervisors play a crucial role in that they can influence their subordinates on whether to participate in training programs. The ability of supervisors to provide adequate support and engage in comfortable communication about training programs may lead to enhanced motivation to learn and to greater training transfer. These potentially desirable effects motivate the researchers to further explore the nature of this component and its relationship with other training outcome variables.

PurposeThe purpose of this paper is to argue that human resource development (HRD) needs to embrace and include futures and foresight learning (FFL) as a new addition to its field of theorising and practice. The question to consider is: How can FFL become a new feature of HRD? A key part of the authors’ argument is that the inclusion of FFL will enable HRD to add to the success of any organisation and make a vital contribution to the management of people at work.Design/methodology/approachThis paper firstly considers some of the debates surrounding the meaning of HRD. The authors suggest that instability of the time serves to disturb any comforts that have been created in HRD and that there is a need to consider how there might be different futures for what we still call HRD in research, practice and praxis. This paper then considers how FFL might become one possibility for expanding the existing boundaries of HRD. The authors characterise futures and foresight as a learning process, which provides new but complementary features to what is already considered as HRD. This paper will show how FFL can lead to organisation's success and the way this can be achieved.FindingsThere is a wide variety of meanings of the term HRD; however, HRD is still cast as a “weakened profession” which has to play a subservient role to others in the workplace. Over the last 15 years, the expansion of the meaning of HRD has been seen as evidence of its evolving and emerging nature and development based on a co-creation with other disciplines. This creates a space for FFL, defined as an ongoing learning process to find predictable, probable, possible and/or a variety of long-term futures. FFL embraces three key processes of scanning, futuring and reconfiguring, all of which contain a high potential for participants and others to learn as they proceed, providing outcomes at each stage. FFL has been shown to enhance organisation performance and success and HRD interventions can play a key part in implementation. This represents a significant opportunity for the HRD profession to move from weakness towards strength.Research limitations/implicationsFor HRD researchers, while FFL is not yet on its radar, the authors would argue that the uncertainties of the future require that more attention be given to what might lie ahead. Indeed, HRD researchers need to ask the question: What is the future of HRD research? In addition, if the authors’ call for FFL to be included in the practice of HRD, such practice will itself provide new pathways for HRD research. Further research questions might include: To what extent is FFL practiced in organisations and what role do HRD practitioners play in delivery? How does FFL impact on organisation behaviour and outcomes? What new products and services emerge from FFL? What new skills are required to deliver FFL? Can FFL enhance the status of HRD practitioners in the work place and its role in decision-making? and How can the HRD profession develop as a hybrid profession with respect to machine learning (ML)/artificial intelligence (AI)?Practical implicationsFFL produces outcomes that have importance for strategy, HRD practitioner can learn to facilitate FFL by action learning and in leadership development programmes. FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. FFL offers those involved in HRD a significant opportunity to transfer ideas into practice that have an impact on organisation sustainability. HRD can play a significant role in the design and delivery of ML and AI projects.Originality/valueThis paper concludes with a call for embracing FFL as a challenging but important addition to how we talk about learning at work. The authors argue that FFL offers a significant opportunity to enhance the importance of HRD in organisations and beyond. At its centre, FFL involves learning by people, groups, organisations and machines and this has to be of concern to HRD.

The Problem. There is an urgent need for leadership development in today’s turbulent, organizational context. Methods that support leadership development in collaborative and peer settings as well as spaces and environments where leaders can develop, learn and grow through their collaborative interactions are critical. The Solution. This article explores how an online action learning set established as part of a large-scale management and leadership development intervention provides a space where leadership learning can flourish. The article draws on a theory of practice known as Cultural Historical Activity Theory to identify the micro level details of what occurs when leaders work with others in an online action learning set. The Stakeholders. Human resource development (HRD) researchers, scholars, organizational leaders, practitioners and others interested in contributing to HRD theory.

The Problem The learning transfer literature is mainly concerned with understanding what transfer of learning is, factors affecting the transfer, and measurements of transfer factors. Researchers have identified variables likely to foster transfer such as supervisor and peer support, role ambiguity, negative change, job stress, intrinsic and extrinsic incentives, relevance of training content, goal-setting posttraining interventions, and self-efficacy, among others. Traditional learning transfer models such as Baldwin and Ford model or the Learning Transfer System Inventory (LTSI) are frequently used to measure factors affecting transfer of training and to help human resource development (HRD) practitioners move beyond the question of whether training works to why training works. Transfer models over the past 20 years have been used to assess transfer systems, including factors at the individual, group, and organization levels, that influence transfer of training to job performance. However, little space has been dedicated to the process of transfer and factors associated to transfer in a military context, and little attention has been given to understanding other factors, not included in traditional transfer models in assisting veterans’ transition from the military to civilian workforce. The Solution This work used self-reported data from military-turned-civilian employees who were interviewed to understand the process of training transfer and to learn about the extent they were able to transfer the skills and knowledge learned in military training to their workplace. The study explored factors likely to influence training transfer from military learning cultures to civilian organizations. Results provided a better understanding on how HRD scholars and practitioners can work with, and prepare, individuals to successfully transition from a military life to the civilian workforce. A variety of individual and organizational themes emerged from the data analysis including factors such as adult learning principles, motivation to transfer, individual and organizational engagement, and roles of veterans, peers, and supervisors. The Stakeholders Human resource and organization developers working with military contexts will find this information particularly useful as well as scholars interested in investigating the transfer of training framework.

This study represents an initial effort to identify and measure a set of values that reflect the goals that human resource development (HRD) scholars and practitioners believe HRD should strive to achieve. Six values reflecting two value facets (locus of HRD influence and HRD outcomes) and a seventh value that relates to a perceived normative component inherent of HRD activity were identified and measured. Results indicated the value scales measured individual value priorities of HRD scholars and practitioners, and that the structure of these value priorities varied as a function of individual differences. Suggestions for future research are offered.

The problem and the solution. Historically, human resource development (HRD) has been a “fourth-order” consideration in strategic discussion within most organizations and is likely to continue to be so unless HRD professionals adopt new approaches to practice that have first-or second-order impact in helping to create high-performance organizations and sustainable success.The purpose of this article is to provoke thought and reflection on the recent emergence of “evidencebased” approaches to HRD practice by discussing their relevance to organizational leaders, managers, HRD practitioners, and other HR professionals concerned with bringing about effective and beneficial organizational change and development. How such approaches might become commonplace throughout the HRD business is also discussed and illustrated.

Organizational work commitment can be the main driver of organizational performance. Through this commitment, organizational members will be more motivated to achieve common goals and contribute optimally. This research aims to analyze the role of work commitment as a mediator in influencing organizational culture and organizational leadership on the performance of student organizations. The survey method was used to collect data based on purposive sampling from 55 members of DEMA FTIK at IAIN Ponorogo who were involved in the organizational leadership program. Data collection was carried out using a questionnaire consisting of a 5-point Likert scale. PLS-SEM analysis was used to analyze data and test the conceptual model. Data analysis techniques include statistical tests to test relationships and mediation. The research results show that organizational performance is significantly influenced by organizational culture (β=0.426; ρ=0.002) and organizational leadership (β=0.264; ρ=0.037). However, work commitment does not mediate a significant influence on organizational culture and organizational leadership on organizational performance. The implication of these findings is the need for special attention to the development of organizational culture and leadership that supports work commitment to improve organizational performance. Recommendations are given to implement cultural development strategies and leadership training to strengthen the work commitment of student organization members in higher education.

PurposeThis paper aims to examine how the linkages between organizational commitment (OC) and five leadership styles, namely, authentic leadership, benevolent leadership, ethical leadership, moral leadership and spiritual leadership, have been investigated in the literature.Design/methodology/approachThis systematic literature review applies a matrix method to examine the significant literature in leadership and OC, specifically considering themes of self-development, self-awareness, self-regulation, self-discipline and self-motivation necessary for individuals and organizations. The papers from Australian Business Deans Council, Scopus and Web of Science listed journals were reviewed. Forty-three peer-reviewed English publications from 20 journals were selected and analysed.FindingsThe synthesis of these empirical studies revealed that the relationship between OC and these leadership styles had primarily been mostly quantitatively investigated in many countries and sectors. Additionally, ethical leadership remains the most commonly researched style. Furthermore, there are mediating mechanisms and boundary conditions in the relationship between these styles and OC.Research limitations/implicationsThe literature search in this study was mainly focused on English articles only; therefore, some papers in other languages may not have been included. Additional qualitative studies based on these linkage themes need to be conducted in human resource development (HRD) contexts.Practical implicationsThis review offers an overall picture of the existing knowledge of OC and leadership that will be fruitful for HRD practitioners to understand and replicate these concepts.Originality/valueThere are few systematic literature reviews on the relationship between OC and leadership styles. This paper is among the first systematic reviews to analyse how leadership has been associated with OC and provides potential research directions. HRD practitioners and academia should find the results of this study helpful.

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

ABSTRACTThis study examines women’s perspectives on requirements for enabling their access to senior leadership roles in the under-researched context of the Arab Middle East. It draws on an approach that utilizes qualitative, in-depth, semi-structured interviews with academic women working in Saudi Arabia higher education. The findings of this study reveal several culturally responsive strategies for supporting the advancement of women into leading positions within higher education. Also, the study demonstrates how women in Saudi higher education learn to resist patriarchal power structures and gender discrimination, and to develop their own strategies for negotiating those issues. In addition, the results provide evidence of the academy’s importance as an institution that works collaboratively with the government to develop women’s careers. The originality of this paper is its contribution to the limited knowledge that currently exists on women’s career development in the Arab Middle Eastern context. This study also will benefit human resource departments and human resource development practitioners with knowledge regarding the intertwining of social forces with university practices, and gender-related issues, which in turn affect women’s positions in the academy. Additionally, the study suggests that human resource development practitioners should establish policies and practices with respect to gender-related equity issues that could have a positive impact on wider national human resource development systems, and potentially open more opportunities for positive career development for women.

This article presents and explores a framework of self-directed leadership development (SDLD) to advance conceptual understanding and practical applications for self-development approaches to development of leaders in organizations. Drawing on a diversified literature associated with experiential learning, emotion research, and social cognitive theories of change, the nature of self-development is explored. It is argued that underpinning effective self-development is the integrated operation of three metaskills—skills that are required for the development of other skills—relating to one’s ability to manage emotional reactions to feedback, to carry out effectively the practice of self-reflection, and to enact self-regulatory processes for development. The SDLD framework extends formal organization-based leadership-development practices and integrates multiple processes to aid leaders and human resource development (HRD) practitioners in the promotion and enactment of leadership self-development. The framework also provides guidance for HRD research on self-development and a number of research implications are presented.

ABSTRACTGiven the prevalence of workers bringing work home, issues arising from this practice are a central concern of human resource development (HRD) researchers and practitioners. This study investigates factors related to home boundary permeability (the extent to which one’s home domain is interrupted by work-related matters). Specifically, we examine the impact of technology-related pressure on home boundary permeability, and test both positive and negative consequences of home boundary permeability, along with the role of home support. Based on quantitative data from 267 full-time employees in the Midwestern United States, we found technology-related pressure predicted home boundary permeability, even after accounting for a person’s preference for work–home segmentation. Our findings suggest that high home boundary permeability may be a double-edged sword as it was significantly associated with both greater work-to-home conflict and positive spillover. Further, home support was found to play a buffering role in the relationship between home boundary permeability and work-to-home conflict. Suggestions for how HRD and management practitioners can help employees achieve a healthy balance between work and home are offered.

A classic question facing every organization is, “Who should be responsible for the training/learning process?” Some contend HRD professionals should be responsible for this because they possess advanced knowledge of adult learning theory and maintain excellent instructional skills. Thus, many organizations still rely on HRD (human resource development) professionals to provide training to their employees. These individuals typically are experts in the design, development, and presentation of training programs. Most possess excellent interpersonal and communications skills, relate well to others, possess outgoing and enthusiastic personalities, the ability to engage people for long periods of time, and a solid foundation in adult learning, theory, and practice (Galbraith, 1991), While most trainers are highly talented professionals and are dedicated to employee well-being, learning, and change, they have a limited impact on improving organizational performance. One reason is that most HRD practitioners are not held accountable for improving employee performance, nor are they responsible for conducting performance appraisals used to improve employee performance. Furthermore, HRD professionals are not in a position to provide performance feedback and reinforcement so critical to learning transfer. As a result, some contend that managers should be responsible for employee learning because they are accountable for their performance output and quality. Thus, providing strategies used to transform managers into learning champions as well as an examination of alternative roles for HRD professionals will be provided.

Scholars, Human Resource Development (HRD) practitioners, and organizations have examined the potential strategic and systemic dismantling of externally applied and bureaucratically driven learning and training initiatives for decades. Further, the scope of adult-learning theory and the associated measurement of either motivation or participation levels offer insights into applicable human resource development and interdisciplinary social science offerings, examining linkages between established and new knowledge and associated enterprise practices within (but not limited to) organizational performance and progression, fostered by personal and professional development initiatives. Following a brief delineation of foundational learning frameworks are the defining characteristics that are directly associated with organizational learning and self-directed learning applications. Readers are challenged to lean forward into a projection of individual and collective organizational possibilities for both constructions as represented by adult-learning initiatives fueled by (a) process, (b) position, (c) purpose, (d) product, and (e) perspective within HRD practitioner and participant contexts. Discussion of how each of these adult-learning attributes work in concert for sustained knowledge acquisition within organizations that benefit and advance individual actors, organizational stakeholders, and society.