Purpose

Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support.

Design/methodology/approach

The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used.

Findings

Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer.

Practical implications

Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer.

Originality/value

An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

中文翻译：

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探索学习者转移培训的准备情况：一种互动主义方法

目的

本研究的目的是通过实证检验一种调节的中介机制来调查学习者准备在增强培训转移中的作用，在该机制中，学习者准备通过转移动机影响转移，这种间接影响由主管支持调节。

设计/方法/方法

通过对印度一家制造组织的一个部门的 250 名员工的调查，了解了受训人员对所考虑的结构的看法。对于假设检验，使用了 Hayes (2013) 开发的 PROCESS 宏。

发现

结果证实了学习准备在预测迁移中所起的重要作用。除此之外，主管支持已被证明可以缓和学习者准备对迁移的间接影响。

实际影响

受训者需要具备必要的知识来学习培训计划的内容，这将使他们能够掌握这些内容并随后将其转移到工作中。受训者愿意自愿参加任何培训也很重要。可以为主管设计具体的干预措施，以加强他们在培训转移中的催化作用。

原创性/价值

采用互动主义方法，将学习准备作为一项研究较少的受训者特征，将主管支持作为转移的情境因素。这被认为是本研究对培训文献的重大贡献。作为受训者特征的学习准备和转移动机之间的潜在重叠被认为是由于主管支持作为主持人而被抵消。研究结果有助于了解受训者的准备情况和积极性，以及主管的积极态度如何促进转移。