Abstract:
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.