Reference : Influence of the Transfer Climate and Job Attitudes on the Transfer Process: Modellin...
Scientific journals : Article
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
http://hdl.handle.net/2268/168043
Influence of the Transfer Climate and Job Attitudes on the Transfer Process: Modelling the Direct and Indirect Effects
English
Peters, Stéphanie mailto [Université de Liège - ULg > > Service administratif de la Fac. (Psycho et sc. éducation) >]
Cossette, Michel mailto [HEC Montréal > Department of Human Resources Management > > >]
Bates, Reid mailto [Louisiana State University, Baton Rouge > School of Human Resource Education & Workforce Development > > >]
Holton, Edward mailto [Louisiana State University > School of Human Resource Education & Workforce Development > > >]
Hansez, Isabelle mailto [Université de Liège - ULg > Département Psychologies Cliniques et Systèmes Humains > Valorisation des ressources humaines >]
Faulx, Daniel mailto [Université de Liège - ULg > Département Education et formation > Apprentissage et formation continue des adultes >]
2014
Journal of Personnel Psychology
American Psychological Association (APA)
13
4
157-166
Yes (verified by ORBi)
International
1866-5888
2190-5150
Washington
DC
[en] transfer of training ; job attitudes ; transfer climate ; mediation
[en] This study investigates the impact job satisfaction, job involvement, organizational commitment and transfer climate on the training transfer process. Training transfer refers to the application of the new learning and to performance at work. A two-time data collection was implemented among employees of a public health insurance company who attended professional training programs (N=118). Data analysis revealed that (1) job involvement negatively influenced transfer; (2) peer support positively influenced transfer; (3) openness to change had a negative relationship with transfer; and (4) these three predictors have an indirect effect on performance at work.
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/168043

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