1. Introduction
1.1 Background of the Study
Deming (1982) found the measurement of learning transfer is the exception rather than the rule while Zenger and Sherwin (2005) further pointed out that any assessment of how participants applied what was learned is notably missing from typical evaluation strategies. The amount of effort that is exerted in the design and development of interventions is considerable however, failing to rigorously design and implement supportive measurement strategies fosters the decay of learning transfer. With the enduring focus on developing human capital to gain a competitive
International Journal of Business and Economy (IJBEC) eISSN: 2682-8359 | Vol. 4 No. 3 [September 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijbec
FACTORS INFLUENCING THE TRANSFER OF LEARNING AT THE WORKPLACE AMONG STIDC WORKERS
Gloria Panit1*, Oriah Akir2, Noraini Sa’ait3, Dyg Siti Zahrah Abg Abdillah4, Umi Insyirah Pakasa5 and Alvelinor Nelson6
1 2 3 4 5 6 Faculty of Business Management, Universiti Teknologi MARA, Sarawak, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 29 August 2022 Revised date : 25 September 2022 Accepted date : 26 September 2022 Published date : 29 September 2022
To cite this document:
Panit, G., Akir, O., Sa’ait, N., Abg Abdillah, D. S. Z., Pakasa, U. I., &
Nelson, A. (2022).FACTORS
INFLUENCING THE TRANSFER OF LEARNING AT THE WORKPLACE AMONG STIDC’S WORKERS.
International Journal of Business and Economy, 4(3), 399-411.
Abstract: Learning transfer is vital to ensure that employee understands and applied what they have learned during training courses. Training courses is given to every employee to enhance their knowledge, sharpen their skills and upgrade them to a multi-level skill. Conducting training courses and activities costs organization a very huge amount of expenditure. Those amounts were wasted if the employees did not effectively and efficiently transfer what they have learned into their workplace. The main purpose of this study is to determine the factors that influence employees’ transfer of learning to the workplace. Therefore, based on the research findings, working environment, supervisor’s support and peer’s support are the factors that can influence employee’s transfer of learning to the workplace.
Keywords: Learning Transfer, Working Environment, Supervisor’s Support and Peer’s Support.
organization’s strategy with its evaluation process. As such, evaluation planning is becoming a critical part of the measurement and evaluation cycles (Phillips, 2003).
1.2 Background of the Company
Sarawak Timber Industry Development Corporation (STIDC) also known as PUSAKA was established in June 1973 under the Perbadanan Perusahaan Kemajuan Kayu Sarawak Ordinance 1973. Its incorporation was initiated following the recommendation of the Food and Agriculture Organization (FAO) of the United Nations, which conducted a comprehensive forest inventory in the state from 1968 to 1972.
The function would be to stimulate by all possible means the planned expansion of wood-based industries throughout Sarawak at a role consistent with the overall interest of the economy, the availability of capital and the technical expertise and effective management of the forest resources. The vision of this company is “Spearheading the Advancement of Timber Industry”
while its mission is “We Strive to Regulate and Facilitate the Advancement of on Innovative Timber Industry.”
Currently STIDC has 13 subsidiaries. The subsidiaries are Harwood Timber Sdn Bhd, STIDC Belian Holdings Sdn Bhd, Hillog Sdn Bhd, Tanjung Manis Shipping Sdn Bhd, Tanjung Manis Sawmill Sdn Bhd. Tanjung Manis Development Sdn Bhd, Tanjung Manis Furniture Sdn Bhd, Saratim Insurance Agency Services Sdn Bhd, Tanjung Manis Realty Sdn Bhd, Tanjung Manis Integrated Port Sdn Bhd, Selah Timber Sdn Bhd, Tanjung Manis Resources Sdn Bhd and Hornbill Skyways Sdn Bhd.
1.3. Problem Statement
Every year, organizations spent millions of ringgits in order to provide training to its employees. STIDC itself spent more than 1 million last year to pay for employees training.
These huge amounts will be wasted if the employees do not transfer what they have learned to their workplace. Therefore, it is a must to determine the factors that influence employee’s transfer of learning to their workplace in order to reduce the wastage of money.
There are several factors that affect learning transfer. According to Baldwin and Ford Model of Training Transfer, there are three factors that affect the effectiveness of transfer training.
There are trainees’ characteristics, workplace environment and instructional design. On the other hand, the model of Elangovan and Karakowsky (1999) explains that trainee related and environmental-related factors affect transfer of learning. Muhammad (2008) stated that learning transfer will not occur if there is no positive organization culture and psychology climate.
Previously, plenty of research were carried out in investigating what are the factors that affect transfer of learning from training activities. According to Cheng and Ho (2001), there were many researches which study the effects of individuals’ factors such as trainee ability, personality, and motivation. On the other hand, investigating the various factors in the workplace environment will assist the organizations in enhancing their understanding of the problems underlying transfer of learning as cited from Elangovan and Karakowsky, (1999).
1.4 Research Objectives
1. To determine whether working environment influence employee’s transfer of learning.
2. To determine whether supervisor’s support influence employee’s transfer of learning.
3. To determine whether peer’s support influence employee’s transfer of learning.
1.5 Research Questions
1. Is working environment influence employee’s transfer of learning to their workplace?
2. Are supervisor’s supports influence employee’s transfer of learning to the workplace?
3. Are peer’s supports influence employee’s transfer of learning to their workplace?
1.6 Significance of the Study
This study is aimed at the administration section especially Human Resource Development section which become the catalyst of providing training to the employees. The result from this research can be used in order to improve training transfer among the workers. This study is important since training is required by many organizations in order to increase its workers competitiveness to compete in global competition. To ensure effective transfer of training, the result obtained from this research can help organizations to achieve its goal regarding employee’s training achievements.
2. Literature Review 2.1 Transfer of Learning
According to Ford and Weissbein (1997), transfer of learning involves the application, generalizability and maintenance of new knowledge and skills. Some researchers like Goss (1953) looked at transfer of learning from the standpoint of pre-training activities and their impact on transfer. He found that there was a connection between transfer of learning and certain warm-up activities (such as displaying training-related visual cues) and the quality of transfer that occurred. Brand and Opwis (2007) found that there was a correlation between participant moods and the quality of transfer that occurs. They determined that the more positive the state of a person’s mood, the more open to learning he or she will be, and the more likely skills will transfer into real situations.
Learning transfer occurs when one piece of knowledge impacts the learning of another piece of knowledge or another application for the knowledge. The various types of learning transfer are named based on the impact to learning. Positive transfer enhances learning or application in a new situation, but negative transfer impedes learning or application in a new situation (Perkins & Salomon, 1992).
Transfer of learning from training is the effective and continuing application, by trainees to their jobs, of the knowledge and skills gained in training (both on and off the job). Transfer may encompass both maintenance of behaviour, and its generalisation to new applications (Broad and Newstrom, 1992).
2.2 Working Environment
Brown and McCraken (2009) explain that trainees are likely to transfer learning if the time gap for practicing the knowledge and skills learned from the training to the workplace is short. It can be said if the time gap for practicing the new skills learned from the training to the workplace is short, the trainees are able to retain the new knowledge and skills and more likely to apply them to the job.
As cited from Ford et al. (1992), he states that transfer of learning takes place if the opportunity to use the newly trained knowledge and skills is provided within the work environment. For this study, the trainees are encouraged to transfer learning as they are given time and freedom to practice the knowledge and skills learned to the workplace. This finding is supported by Clarke (2002) that time pressure given will affect the opportunity to use the new knowledge and skills learned.
According to Burke & Hutchins (2007), employees need ample of opportunities to apply their new skills to the workplace for positive transfer of learning to occur. Research consistently shows that a lack of such opportunities can seriously inhibit the use of trained competencies on the job.
2.3 Supervisor’s Support
Supervisory support is often defined as the extent to which supervisors encourage employees to attend training and apply the training on the job (Facteau et al., 1995; Switzer, Nagy &
Mullins, 2005). The ability of supervisors in encouraging employees to attend training and reinforcing the use of new learning in the workplace has been found significantly predict transfer of learning. This was demonstrated by Ng et al. (2011), which found the ability of supervisors to allocate sufficient guidance and time to apply training resulted in positive transfer of learning among 706 employees in the East Malaysian city-based local governments.
From past research, the effective transfer of learning occurs when supervisor always assist the employees when they are facing the problem in practicing what they have learned from training as well as they are provided feedback regarding their progress on transfer of learning
Clarke (2002) also agreed that the way trainees’ supervisor responds will promote or inhibit them to transfer new learned capability back to their work. According to Al-Eisa (2009), supervisor support is relevant in determining the transfer of learning among the employees.
According to Burke and Hutchins (2007), prior to training, the role of supervisors is to communicate goals regarding the desired performance, the conditions under which the performance will be expected to occur on the job and the criterion of acceptable performance.
So, this condition will show that the supervisor is caring about the employee’s advancement.
2.4 Peer’s Support
As cited by Chiaburu (2010), peer support is the most important factor in work environment factors for transfer of learning through group networking such as motivation and encouragement for them to continue applying new-learned capability on the job.
Cromwell and Kolb (2004) showed that high levels of peer support related to the transfer of knowledge and skills 1 year after training. Besides that, another study which was cited by Hawey and Barnard (2008), demonstrated that transfer is facilitated when trainees network with peers and share ideas about course content.
According to Blume et al., (2010), a meta-analytic review of the transfer literature also established a positive relationship between peer support and the transfer of training.
As cited from Bates et al., (2000) in Van deBossche et al., (2010), peer support is generally understood as the co-workers’ encouragement to use new learning in the workplace. Support originating from peers has been found to leave a significant influence on employee’s ability to apply new learning acquired form training in the workplace (Bates et al., 2000; Chiaburu, 2010).
After comprehensively reviews 170 studies on the predictors of the transfer of learning, Burke and Hutchins (2007) concluded that peer support had more consistent relationship with transfer of learning. This conclusion was supported by other similar reviews. One of it is Cheng and Ho (2001) in Merriam & Leahy (2005). It implies that there is a wide relationship on the importance of co-workers in supporting employees to apply training.
Figure 2.1 shows the conceptual framework of this study that was simplified from the literature review above. It was developed to show the related variables associated with this study. There are 3 independent variables (IV) which are working environment, supervisor’s supports and peer supports. The dependent variable (DV) is the transfer of learning to the workplace among STIDC’s workers.
Figure 2.1: Conceptual Framework
3. Research Methodology 3.1 Research Design
This study is a descriptive study where it is undertaken in order to ascertain and be able to describe the characteristics of the variables of interest. Descriptive studies are undertaken in an organization to learn about and describe the characteristics of a group of employees, for instance, the age, educational background and job status.
3.2 Type of Investigation
This study is a correlational study because the researcher wants to determine the important variables associated with the problem. In this study, the problem is to identify what are the factors that affect transfer of learning to the workplace.
3.3 Researcher Interference
Since this study is a correlational study, it is conducted in the natural environment of the organization with minimal interference by the researcher with the normal flow of work. A theoretical framework was developed to show the relationships of the variables, data will be collected and analyse to come up with the findings.
3.4 Study Setting
This correlational study will be conducted in a non-contrived setting where work proceeds normally. Studies conducted to establish cause-and-effect relationship using the same natural environment in which employee normally function are called field experiment. Therefore, this research is a field study since it will be conducted in a natural environment of employee function.
3.5 Unit of Analysis
Unit of analysis refers to the level of aggregation of the data collected during the subsequent data analysis stage. There are 6 types of unit of analysis which are individuals, dyads, groups, divisions, industries and countries. This study will use the individual unit of analysis since it is going to determine factors that influence employee’s transfer of learning for one independent person to their workplace.
3.6 Time Horizon
There are two types of time horizon which are the cross-sectional and longitudinal studies. A cross-sectional study is undertaken in which data are gathered just once, perhaps over a period of days or weeks or months in order to answer a research question. Longitudinal study is a study need to study people of phenomenon at more than one point in time in order to answer the research question. This study is a cross-sectional study because data will be gathered just once in order to answer research questions.
3.7 Sampling Process 3.7.1 Population
The targeted population of this study is the entire group of workers in STIDC Kuching that consist of 264 workers. They consist of Support Group Grade C (17-22), and Grade B (27-36), and Management Group Grade A (41-44). This study will exclude the Professional Management Group Grade A (44-48) that consist of 11 people. These workers have attended various number and types of training program arranged for them to increase their knowledge, skills and improve their attitude towards their job.
3.7.2 Sample Frame
The element of this study is each of the workers in STIDC that is the 264 workers. All the 264 workers have the possibility to be chosen as the respondent.
3.7.3 Sampling Design
Probability sampling is a sampling technique in which each of the elements in the population has a known chance of being chosen as subject in the sample. There are two types of probability sampling which are unrestricted or simple random sampling and restricted or complex random probability sampling.
In this study, the entire 159 subjects from the element can become the subject for this study.
This study will use unrestricted or simple random sampling design in which every element in the population has a known and equal chance of being selected as a subject. From the 159 elements of the 264 population, we can take any person from the 264 population.
3.7.4 Sample Size
According to Krecjie and Morgan (1970) table, the suggested sample size for the number of populations of 270 is 159. Since the population is 264, the sample size of this study will be 159. This means that, from the 264 workers, only 159 workers will become the sample for the study.
But due to budget limitation, the number had been reduced to 120 respondents. Therefore, the actual sample size for this study is 120 respondents.
3.8 Data Collection Procedure 3.8.1 Questionnaires
To obtain data and information needed, this study will use a set of questionnaires which was adapted from Learning Transfer System Inventory that was developed by Holton, Bates, Seyler and Carvalho (1997) as the primary sources of data to collect most of information needed for the study. The questionnaire was modified to fit to this study.
A questionnaire was pre-test with 120 employees to gather information on the factors that influence transfer of learning to the workplace. The questionnaire consists of 5 sections.
Section A is for Demographic Profile, Section B for Working Environment factor, Section C for Supervisor’s Support factor, Section D for Peer’s Support factor and Section E is for Transfer of Learning to the Workplace among STIDC’s Workers. For Demographic Profile section, there are 4 questions all together, while Section B, C, D and E consist of 6 questions each.
3.8.2 Secondary Data
This study also gains information from secondary data such as journals of past research and online databases in order to strengthen the study’s conceptional-framework.
4. Findings
They are 43 male respondents and 47 female respondents. The percentage for male respondents is 47.8% while the percentage of female respondents is 52.2%. As, for job category which are Management & Professional group (Grade 41-44), Support group (Grade 27-36) and Support group (Grade 17-26). The highest percentage of respondents is from the Support group (Grade 17-22) that is 58.9%.
Majority of the respondents are in the range of 38 years old and above with percentage of 44.4%, while the least are in the range of 18-22 years old with percentage of 2.2% only. Table 4.1 shows the frequency of the respondents’ working period. Majority of the respondent has been working in the company for more than 21 years that is represented by 27.8%. The least number of respondents’ working period is 11-15 years with percentage of 13.3%. Table 4.1 shows the distribution of the respondents’ working period.
Table 4.1: Working Period
Working period Frequency Percent (%)
0-5 Years 18 20.0
6-10 Years 17 18.9
11-15 Years 12 13.3
16-20 Years 18 20.0
21 Years and Above 25 27.8
Total 90 100.0
Table 4.2 shows that the highest mean is from the supervisor’s support that is 3.20. This shows that majority of the respondents agree that supervisor’s support is the factor that influence employee’s transfer of learning to their workplace. It was then followed by working environment factor with the mean of 2.759. The lowest mean is from the peer’s support which can be seen from its mean; 2.753.
Table 4.2: Descriptive Statistics
Variables N Range Min Max Mean Std. Deviation
Working Environment 90 2.50 1.67 4.17 2.7593 .52889
Supervisor’s Supports 90 2.00 2.33 4.33 3.2000 .39282
Peer’s Supports 90 2.17 1.67 3.83 2.7537 .39601
Transfer of Learning to the Workplace
90 2.33 1.00 3.33 2.3167 .55082
Valid N (listwise) 90
Table 4.3 shows that all variables which are working environment, supervisor’s supports, peer’s supports and transfer of learning to the workplace are reliable. This can be seen from their Cronbach’s Alpha analysis which is more than 0.5.
According to Pearson’s rule of thumb, the general rule indicates the level of relationship between the variables. A strong relationship exists when the value is between 0.7 to 1.0, a moderate relationship exists when the value is between 0.4 to 0.69, a weak relationship exists when the value is between 0.1 to 0.3 and there is no relationship if the value is between 0.00 to 0.09.
Table 4.3: Reliability Analysis
Variables No. Of Items Cronbach’s Alpha
Working Environment 6 0.544
Supervisor’s Supports 6 0.553
Peer’s Supports 5 0.746
Transfer of Learning to the Workplace 6 0.777
From table 4.4, we can see that there is a positive and moderate relationship between employee’s transfers of learning to the workplace with working environment. This statement is supported by its Pearson Correlation that is 0.315. There is a positive but weak relationship between employee’s transfers of learning to the workplace with supervisor’s supports because its Pearson Correlation shows 0.150. Other than that, the table also shows that there is a positive and moderate relationship between employee’s transfers of learning to the workplace with peer’s supports based on its Pearson Correlation that scores 0.307. In a nut shell, all the independent variables have a positive relationship with employee’s transfer of learning to the workplace. This shows that, all the factors can influence the transfer of learning to workplace.
Table 4.4: Correlation Analysis
Variables We SS PS TOL
WE
Pearson Correlation 1 .311(**) .222(*) .315(**)
Sig. (2-tailed) .003 .036 .002
N 90 90 90 90
SS
Pearson Correlation .311(**) 1 .144 .150
Sig. (2-tailed) .003 .177 .159
N 90 90 90 90
PS
Pearson Correlation .222(*) .144 1 .307(**)
Sig. (2-tailed) .036 .177 .003
N 90 90 90 90
TOL Pearson Correlation .315(**) .150 .307(**) 1
Sig. (2-tailed) .002 .159 .003
N 90 90 90 90
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
From the regression analysis (Table 4.5), from the Beta value, we can see that there is a significant relationship between working environment and transfer of learning, (r=0.249, p=0.021). The Beta value for working environment is 0.249 indicating that working environment contributed almost 25% in explaining transfer of learning. The relationship between supervisor’s support and transfer of learning is weak and no significant (r=0.037, p=0.724) indicating that only 3.7% of supervisor’s support explain the transfer of learning.
Besides that, the relationship between peer’s support and transfer of learning is significant, which represented by 24.7% that explain the transfer of learning. (r=0.247, p=0.017). Overall, from the analysis, we can see that the first objective is achieved. We have determined that working environment and peer’s support influence transfer of learning to the workplace which can be seen from its Beta value; 0.249 and 0.247 respectively that contributes almost 25% in explaining transfer of learning.
Table 4.5: Regression Analysis
Besides, in the model summary report also showed that the adjusted R square is 0.130 which means that 13% of the dependent variable (transfer of learning) is explained by the independent variables (working environment, supervisor’s support and peer’s support). The ANOVA result indicates that F values 5.44 with 0.002 significant values. These significant values overall explained that the model is statistically significant.
5. Conclusions and Recommendations
From the findings, it is concluded that all the independent variables which are the working environment, supervisor’s support and peer’s support can influence STIDC’s employee’s transfer of learning to the workplace. The findings had achieved the objectives of this study.
The objectives are to determine whether working environment, supervisor’s support and peer’s support influence employee’s transfer of learning to their workplace. Besides that, the findings also answered all research questions. The research questions are is working environment, supervisor’s support and peer support influence employee’s transfer of learning to their workplace. Among the independent variables, working environment is the most influential factor that influences employee’s transfer of learning to the workplace which was proved by the Regression analysis.
The implications from the findings of this study are beneficial to the organizations itself. The organization can enhance or focus more on the factors that influence the transfer of learning to the workplace in order to make their investment on training worth it. Besides that, the training and development division can achieve their target or objectives in making sure that the employee use what they have learned from training courses.
Next are the recommendations. For future research and practical, it is recommended to have a bigger population in order to receive stronger data and feedback regarding the discussed topic to let it be able to be analyses. An additional recommendation would be to collect data from the trainees' managers and the employees who were recipient of the conversations, particularly, those rated as low performers.
To summarize, this study was conducted to determine whether working environment, supervisor’s support and peer’s support influence employee’s transfer of learning to their workplace. As a result, this study has identified working environment as the most influential factors that influence the transfer of learning to the workplace among STIDC’s workers. The other independent variables also influence the learning transfer but their influence is as strong
Model Unstandardized Coefficients
Standardized Coefficients
t Sig. 95% Confidence Interval for B
B Std. Error Beta (r)
(p) Lower Bound Upper Bound
(Constant) .491 .557 .882 .380 -.616 1.598
Working environment
.259 .110 .249 2.349 .021 .040 .478
Supervisor’s support
.052 .146 .037 .354 .724 -.239 .343
Peer’s support .343 .141 .247 2.426 .017 .062 .624
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