Determine Process Training Key Factors and Job Performance in Higher Education Sector

  • Authors

    • Z. M. Sharif
    • T. F. Obaid
    • B. M. Eneizan
    • M. S.S. Abumandil
    2018-10-07
    https://doi.org/10.14419/ijet.v7i4.15.25759
  • Job performance, Knowledge Sharing, Motivation to Share Knowledge, Training Transfer, Transfer Climate.

  • Abstract

    The study was proposed to determine key factors in process training and job performance in higher education sector. These has been a sufficient number of studies suggesting that knowledge sharing, transfer climate and motivation to share knowledge facilitate employee training transfer and might increase job performance. There researches about the process training are still inconclusive in the Palestinian context as there is ambiguity that process-training factors such as knowledge sharing, transfer climate and motivation to share knowledge are associated with training transfer and job performance. Hence the current research aimed to examine how process training factors are related to job performance and to investigate the mediating role of training transfer in this relationship. Being quantitative in nature and having a target population of 7651 academic staffs a random sample of 300 comprises of academic staff from different Palestinian higher education institutes. The result suggested that the relationship of transfer climate and job performance is significantly mediated by training transfer. The study provides the discussion and recommendations too.

     

     

  • References

    1. [1] Yamnill, S., & McLean, G. N. (2001). Theories supporting transfer of training. Human Resource Development Quarterly, 12(2), 195-208.

      [2] Sookhai, F., & Budworth, M. H. (2010). The trainee in context: Examining the relationship between selfâ€efficacy and transfer climate for transfer of training. Human Resource Development Quarterly, 21(3), 257-272.

      [3] Lim, D. H., & Nowell, B. (2014). Integration for training transfer: Learning, knowledge, organizational culture, and technology. In K. Schneider (Ed.), Transfer of Learning in Organizations. Cham: Springer, pp. 81-98.

      [4] Mohammed Turab, G., & Casimir, G. (2015). A model of the antecedents of training transfer. International Journal of Training Research, 13(1), 82-95.

      [5] Baldwin T. T. & Ford, J. K. (1988). Transfer of training: A review & directions for future research. Personnel Psychology, 41(1), 63 – 105.

      [6] Nikandrou, I., Brinia, V., & Bereri, E. (2009). Trainee perceptions of training transfer: An empirical analysis. Journal of European Industrial Training, 33(3), 255-270.

      [7] Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105.

      [8] Latham, G. P., & Wexley, K. N. (1981). Improving performance through effective performance appraisal. Addison-Wesley.

      [9] Burke, L. A., & Hutchins, H. M. (2008). A study of best practices in training transfer and proposed model of transfer. Human Resource Development Quarterly, 19(2), 107-128.

      [10] Berbegal-Mirabent, J., Lafuente, E., & Solé, F. (2013). The pursuit of knowledge transfer activities: An efficiency analysis of Spanish universities. Journal of Business Research, 66(10), 2051-2059.

      [11] Hoffmann, V. E., Lopes, G. S. C., & Medeiros, J. J. (2014). Knowledge transfer among the small businesses of a Brazilian cluster. Journal of Business Research, 67(5), 856-864.

      [12] Martin, H. J. (2010). Workplace climate and peer support as determinants of training transfer. Human Resource Development Quarterly, 21(1), 87-104.

      [13] Stanhope, D. S., Pond III, S. B., & Surface, E. A. (2013). Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms. Journal of Applied Psychology, 98(5), 820.

      [14] Rouiller, J. Z., & Goldstein, I. L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4(4), 377-390.

      [15] Noe, R. A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523.

      [16] Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85(5), 678-707.

      [17] Knowles, M., Holton EF III & Swanson, RA. (2005). The adult learner: The definitive classic in adult education and human resource development. Elsevier.

      [18] Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

      [19] Holton, E. F., III, Bates, R. A., & Ruona, W. E. A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11, 333–360.

      [20] Uma, J. & Susan, C. (2012). Pre-training, during training and post- training activities as predictors of transfer of training. IUP Journal of Management Research, 11(4), 54-70.

      [21] Ruona, W., Leimbach, M., Holton, E. F., & Bates, R. (2002). The relationship between learner utility reactions and predicted learning transfer among trainees. International Journal of Training and Development, 6(4), 218-228.

      [22] Pearce, J., & Porter, L. (1986). Employee responses to formal performance appraisal feedback. Journal of Applied Psychology, 71(2), 211-18.

      [23] Xiao, J. (1996). The relationship between organizational factors and the transfer of training in the electronics industry in Shenzhen, China. Human Resource Development Quarterly, 7, 55-73.

      [24] Saks, A., & Belcourt, M. (2006). An investigation of training activities and transfer of training in organizations. Human Resources Management, 45(4), 629–648.

      [25] Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (1998). Multivariate data analysis. Prentice Hall.

      [26] Nunnally, J. C., & Bernstein, I. H. (1994). The assessment of reliability. Psychometric Theory, 3(1), 248-292.

      [27] Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94.

      [28] Axtell, C. M., Maitlis, S., & Yearta, S. K. (1997). Predicting immediate and longer-term transfer of training. Personnel Review, 26(3), 201-213.

      [29] Arthur Jr, W., Bennett Jr, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied psychology, 88(2), 234-245.

      [30] Satterfield, J. M., & Hughes, E. (2007). Emotion skills training for medical students: A systematic review. Medical Education, 41(10), 935-941.

  • Downloads

  • How to Cite

    M. Sharif, Z., F. Obaid, T., M. Eneizan, B., & S.S. Abumandil, M. (2018). Determine Process Training Key Factors and Job Performance in Higher Education Sector. International Journal of Engineering & Technology, 7(4.15), 477-480. https://doi.org/10.14419/ijet.v7i4.15.25759

    Received date: 2019-01-12

    Accepted date: 2019-01-12

    Published date: 2018-10-07