The influence of knowledge sharing on motivation to transfer training a malaysian public sector context

THE INFLUENCE OF KNOWLEDGE SHARING ON MOTIVATION TO TRANSFER TRAINING: A MALAYSIAN PUBLIC SECTOR CONTEXT A thesis submitted in fulfilment of the requirement for the degree of DOCTOR OF PHILOSOPHY by Shahril Bin Baharim School of Management Faculty of Business and Law Victoria University Melbourne, Australia February 2008 ABSTRACT Organisations wishing to enhance their return on investment from training must understand the variables associated with transfer of training so that they can promote those which enable transfer and intervene to limit those which inhibit transfer In the international literature on training transfer, researchers and practitioners have acknowledged that transfer of training will occur only when trainees have the desire or motivation to transfer training to the job In Malaysia, despite increasing investment in public sector training, there has been very little research on transfer of training This thesis contributes to a greater understanding of transfer of training variables and how they affect trainees’ motivation to transfer their training Further, as the role of training has progressively changed from a focus on programs to a broader focus on learning, creating and sharing knowledge, this thesis tests the hypothesis that knowledge sharing behaviour influences a trainee’s motivation to transfer their training Using a research framework constructed from an adaptation of two key Human Resource Development models (Holton 1996; Holton et al 2000) and the theory of planned behaviour (Ajzen 1991), this thesis explores the contention that trainees’ motivation to transfer training is influenced by a number of secondary influence variables, expected utility variables, transfer climate variables, enabling variables and ability variables as well as the variables associated with sharing behaviour Through a questionnaire administered to 437 government employees attending training programs in the National Institute of Public Administration, a central training organisation for government employees in Malaysia, the thesis created an empirical database from which to study the phenomenon of transfer of training This work culminated in the development of a structural model for motivation to transfer training which incorporates knowledge sharing behaviour and extends our understanding of the operation of the precursors to motivation to transfer The findings of this thesis impact on HRD functions in the Malaysian public sector at two broad levels: pre training and post training The thesis makes a contribution to both HRD practice by detailing the sorts of HRD activities which will enhance transfer of training and secondly, makes a contribution to theory through the creation of a new model of motivation to transfer training which features knowledge sharing behaviour ii TABLE OF CONTENTS ABSTRACT ii DECLARATION xiv PUBLICATIONS xv ACKNOWLEDGEMENTS xvi CHAPTER 1: INTRODUCTION 1.1 Background to the Research 1.2 Research on Training and Its Transfer in Malaysia 1.3 Purpose and Research Questions 1.4 Justification for the Research 12 1.4.1 Significance of the Thesis 12 1.5 Research Approach 13 1.6 Outline of the Thesis 13 1.7 Research Limitations and Assumptions 15 1.8 Summary 16 CHAPTER 2: TRANSFER OF TRAINING: A REVIEW OF THE RESEARCH LITERATURE 2.1 Introduction 18 2.2 Training and Transfer of Training 19 2.3 Motivation to Transfer Training 22 2.3.1 The Kirkpatrick Model 22 2.3.2 The Learning Transfer System Inventory (LTSI) 26 iii 2.4 The Human Resource Development (HRD) Evaluation Research and Measurement Model 31 2.4.1 Influences on Motivation to Transfer 33 2.4.2 Influences on Motivation to Learn 39 2.4.3 Influences on Learning Outcomes 42 2.4.4 Influences on Individual Performance 44 2.5 Knowledge Sharing and Its Benefits 46 2.6 The Theory of Planned Behaviour 49 2.7 Summary 51 CHAPTER 3: THE RESEARCH FRAMEWORK AND METHODOLOGY 3.1 Introduction 53 3.2 The Conceptual Framework 53 3.2.1 The Research Questions 3.3 Methodology 58 62 3.3.1 Questionnaire Design 62 3.3.2 Sample and Data Collection 71 3.3.3 Analysis Strategy 74 3.4 Summary 90 CHAPTER 4: CONSTRUCT VALIDITY AND RELIABILITY 4.1 Introduction 92 4.2 Construct Assessment 92 4.2.1 The Learner Readiness Construct 95 4.2.2 The Performance-Self Efficacy Construct 97 iv 4.2.3 The Motivation to Transfer Construct 99 4.2.4 The Transfer Effort-Performance Expectations Construct 101 4.2.5 The Performance-Outcomes Expectations Construct 104 4.2.6 The Feedback Construct 106 4.2.7 The Peer Support Construct 109 4.2.8 The Supervisor Support Construct 111 4.2.9 The Openness to Change Construct 113 4.2.10 The Personal Outcomes-Positive Construct 115 4.2.11 The Personal Outcomes-Negative Construct 118 4.2.12 The Supervisor Sanctions Construct 120 4.2.13 The Personal Capacity for Transfer Construct 123 4.2.14 The Opportunity to Use Construct 125 4.2.15 The Content Validity Construct 127 4.2.16 The Transfer Design Construct 130 4.2.17 The Sharing Behaviour Construct 132 4.2.18 The Intention to Share Construct 134 4.2.19 The Attitude Toward Knowledge Sharing Construct 137 4.2.20 The Subjective Norm Toward Knowledge Sharing Construct 140 4.2.21 The Perceived Behavioural Control Toward Knowledge Sharing Construct 142 4.3 Discussion 145 4.4 Summary 148 v CHAPTER 5: HYPOTHESIS TESTING: RESULTS AND DISCUSSION 5.1 Introduction 150 5.2 Distribution of Respondents 150 5.2.1 Distribution of Respondents by Training Types 151 5.2.2 Distribution of Respondents by Gender 152 5.2.3 Distribution of Respondents by Age 152 5.2.4 Distribution of Respondents by Level of Education 153 5.2.5 Distribution of Respondents by Work Experience 153 5.2.6 Distribution of Respondents by Position of Employment 154 5.3 Hypothesis Testing 155 5.3.1 Hypothesis Testing for Research Question One 155 5.3.2 The Relationship Between the Transfer of Training Variables and the Type of Training Undertaken 157 5.3.3 Hypothesis Testing for Research Question Two 165 5.3.4 The Relationship Between the Transfer of Training Variables and Trainee Demographics 173 5.4 Discussion 176 5.5 Summary 177 CHAPTER 6: HYPOTHESIS TESTING: RESULTS AND DISCUSSION (PART 2) 6.1 Introduction 178 6.2 Hypothesis Testing 178 6.2.1 Hypothesis Testing for Research Question Three 179 6.2.2 The Key Significant Predictors of One’s Motivation to Transfer Training 187 6.2.3 Hypothesis Testing for Research Question Four 191 vi 6.2.4 The Relationships Between Intention to Share, Sharing Behaviour and Motivation to Transfer 192 6.2.5 Hypothesis Testing for Research Question Five 193 6.2.6 The Significant Predictors of Intention to Share 195 6.2.7 Hypothesis Testing for Research Question Six 196 6.2.8 The Direct and Indirect Relationships Between Sharing Behaviour and Motivation to Transfer 209 6.3 The Evolution of the Final Structural Model 213 6.4 Discussion 215 6.5 Summary 216 CHAPTER 7: IMPLICATIONS FOR HRD PRACTISE, THEORY, RESEARCH LIMITATIONS, GENERALISABILITY AND DIRECTIONS FOR FUTURE RESEARCH 7.1 Introduction 217 7.2 Implications for HRD Practice 217 7.2.1 The Importance of Diagnosing Transfer of Training 218 Variables 7.2.2 The Influence of Sharing Behaviour on 225 Motivation to Transfer 7.3 Implications for HRD Theory 233 7.4 Generalisability of the Study 236 7.5 Research Limitations 237 7.6 Future Research 238 7.7 Summary 240 vii CHAPTER 8: SUMMARY AND CONCLUSIONS 8.1 Introduction 241 8.2 Summary of the Findings for HRD Practice 242 8.3 Summary of the Findings for HRD Theory 244 REFERENCES 246-262 APPENDICES 263-348 Appendix A: Main Study Questionnaire (English and Bahasa MalaysiaVersions) Appendix B: List of Items Generated for Each Construct Appendix C: Letter of Approval for the Pilot Study and Main Study Data Collection Appendix D: Letter of Approval from Ethics Committee, Victoria University Appendix E: The Number of Distributed and Returned Questionnaire Appendix F: The Summary of Main Study Questionnaire Appendix H: Normal Probability Plot for the Assumption of Normality Appendix I: Scatter Plot for the Assumption of Linearity, Homoscedasticity and Independence of Residual Appendix J: Item-to-Total Correlations, Inter-Item Correlations and Cronbach Alpha for Each Construct Appendix K: Construct Reliability and Variance Extracted Workings Appendix L1: Multivariate Analysis of Variance Across Training Types Appendix L2: Multivariate Analysis of Variance Across Gender Appendix L3: Multivariate Analysis of Variance Across Age Appendix L4: Multivariate Analysis of Variance Across Level of Education Appendix L5: Multivariate Analysis of Variance Across Work Experience Appendix L6: Multivariate Analysis of Variance Across Position of Employment Appendix N: Regression Coefficient and Measurement Error Variance Workings viii LIST OF TABLES Table 1.1: The Definitions of the Variables Table 2.1: The 16 Factors of the LTSI Which Affect Transfer of Training Table 3.1: Factors removed from the original HRD models Table 3.2: The Statement of Hypotheses Table 3.3: Experts Comments Table 3.4: Results of the Item Analysis Table 3.5: Correlation Matrix Table 4.1: Learner Readiness Principle Component Analysis Table 4.2: Fit Indices for Learner Readiness Construct Table 4.3: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Learner Readiness Construct Table 4.4: Performance-Self Efficacy Principle Component Analysis Table 4.5: Fit Indices for Performance-Self Efficacy Conctruct Table 4.6: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Performance-Self Efficacy Construct Table 4.7: Motivation to Transfer Principle Component Analysis Table 4.8: Fit Indices for Motivation to Transfer Construct Table 4.9: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Motivation to Transfer Construct Table 4.10: Transfer Effort-Performance Expectations Principle Component Analysis Table 4.11: Fit Indices for Transfer Effort-Performance Expectations Construct Table 4.12: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Transfer Effort-Performance Expectations Construct Table 4.13: Performance-Outcomes Expectations Principle Component Analysis Table 4.14: Fit Indices for Performance-Outcomes Expectations Construct Table 4.15: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Performance-Outcomes Expectations Construct Table 4.16: Feedback Principle Component Analysis Table 4.17: Fit Indices for Feedback Construct Table 4.18: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Feedback Construct Table 4.19: Peer Support Principle Component Analysis Table 4.20: Fit Indices for Peer Support Construct Table 4.21: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Peer Support Construct Table 4.22: Supervisor Support Principle Component Analysis Table 4.23: Fit Indices for Supervisor Support Construct Table 4.24: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Supervisor Support Construct Table 4.25: Openness to Change Principle Component Analysis Table 4.26: Fit Indices for Openness to Change Construct ix Table 4.27: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Openness to Change Construct Table 4.28: Personal Outcomes-Positive Principle Component Analysis Table 4.29: Fit Indices for Personal Outcomes-Positive Construct Table 4.30: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Personal Outcomes-Positive Construct Table 4.31: Personal Outcomes-Negative Principle Component Analysis Table 4.32: Fit Indices for Personal Outcomes-Negative Construct Table 4.33: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Personal Outcomes-Negative Construct Table 4.34: Supervisor Sanctions Principle Component Analysis Table 4.35: Fit Indices for Supervisor Sanctions Construct Table 4.36: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Supervisor Sanctions Construct Table 4.37: Personal Capacity for Transfer Principle Component Analysis Table 4.38: Fit Indices for Personal Capacity for Transfer Construct Table 4.39: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Personal Capacity for Transfer Construct Table 4.40: Opportunity to Use Principle Component Analysis Table 4.41: Fit Indices for Opportunity to Use Construct Table 4.42: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Opportunity to Use Construct Table 4.43: Content Validity Principle Component Analysis Table 4.44: Fit Indices for Content Validity Construct Table 4.45: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Content Validity Construct Table 4.46: Transfer Design Principle Component Analysis Table 4.47: Fit Indices for Transfer Design Construct Table 4.48: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Transfer Design Construct Table 4.49: Sharing Behaviour Principle Component Analysis Table 4.50: Fit Indices for Sharing Behaviour Construct Table 4.51: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Sharing Behaviour Construct Table 4.52: Intention to Share Principle Component Analysis Table 4.53: Fit Indices for Intention to Share Construct Table 4.54: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Intention to Share Construct Table 4.55: Attitude Toward Knowledge Sharing Principle Component Analysis Table 4.56: Fit Indices for Attitude Toward Knowledge Sharing Construct Table 4.57: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Attitude Toward Knowledge Sharing Construct Table 4.58: Subjective Norm Toward Knowledge Sharing Principle Component Analysis Table 4.59: Fit Indices for Subjective Norm Toward Knowledge Sharing Construct Table 4.60: Descriptive Statistics, Cronbach Alpha, Construct Reliability and Variance Extracted for Subjective Norm Toward Knowledge Sharing Construct Table 4.61: Perceived Behavioural Control Principle Component Analysis x Transfer Effort-Performance Expectations Construct Item q46 q47 q50 q51 Standardised Loadings (Standardised Loadings)2 0.85 0.91 0.58 0.57 = 2.910 0.7225 0.8281 0.3364 0.3249 = 2.2119 Indicator Measurement Error = – (Standardised Loadings)2 0.7791 0.6519 0.1900 0.2079 = 1.7881 Construct Reliability = (2.910)2 ÷ [(2.910)2 + 1.7881] = 0.825657 Variance Extracted = 2.2119 ÷(2.2119 + 1.7881) = 0.552975 Performance-Outcomes Expectations Construct Item q48 q49 q52 q54 Standardised Loadings 0.68 0.48 0.88 0.67 = 2.710 (Standardised Loadings)2 0.4624 0.2304 0.7744 0.4489 = 1.9161 Indicator Measurement Error = – (Standardised Loadings)2 0.5376 0.7696 0.2256 0.5511 = 2.0839 Construct Reliability = (2.710)2 ÷ [(2.710)2 + 2.0839] = 0.778967 Variance Extracted = 1.9161 ÷(1.9161 + 2.0839) = 0.479025 Feedback Construct Item Q61 Q62 Q65 Q66 Standardised Loadings 0.49 0.56 0.87 0.91 = 2.830 (Standardised Loadings)2 0.2401 0.3136 0.7569 0.8281 = 2.1387 Indicator Measurement Error = – (Standardised Loadings)2 0.7599 0.6864 0.2431 0.1719 = 1.8613 Construct Reliability = (2.830)2 ÷ [(2.830)2 + 1.8613] = 0.811422 Variance Extracted = 2.1387 ÷(2.1387 + 1.8613) = 0.534675 334 Peer Support Construct Item Standardised Loadings q46 q47 q50 q51 (Standardised Loadings)2 0.91 0.81 0.85 0.70 = 3.270 0.8281 0.6561 0.7225 0.4900 = 2.6967 Indicator Measurement Error = – (Standardised Loadings)2 0.1719 0.3439 0.2775 0.5100 = 1.3033 Construct Reliability = (3.270)2 ÷ [(3.270)2 + 1.3033] = 0.891357 Variance Extracted = 2.6967 ÷(2.6967 + 1.3033) = 0.674175 Supervisor Support Construct Item Standardised Loadings q25 q26 q29 q30 0.92 0.90 0.71 0.55 = 3.080 (Standardised Loadings)2 0.8464 0.8100 0.5041 0.3025 = 2.463 Indicator Measurement Error = – (Standardised Loadings)2 0.1536 0.1900 0.4959 0.6975 = 1.537 Construct Reliability = (3.080)2 ÷ [(3.080)2 + 1.537] = 0.860569 Variance Extracted = 2.463 ÷(2.463 + 1.537) = 0.61575 Openness to Change Construct Item q55 q56 q57 q58 Standardised Loadings 0.84 0.97 0.93 0.75 = 3.490 (Standardised Loadings)2 0.7056 0.9409 0.8649 0.5625 = 3.0739 Indicator Measurement Error = – (Standardised Loadings)2 0.2944 0.0591 0.1351 0.4375 = 0.9261 Construct Reliability = (3.490)2 ÷ [(3.490)2 + 0.9261] = 0.929339 Variance Extracted = 3.0739 ÷(3.0739 + 0.9261) = 0.768475 335 Personal Outcomes-Positive Construct Item Standardised Loadings q4 q7 q11 q13 (Standardised Loadings)2 0.67 0.94 0.41 0.38 = 2.400 0.4489 0.8836 0.1681 0.1444 = 1.645 Indicator Measurement Error = – (Standardised Loadings)2 0.5511 0.1164 0.8319 0.8556 = 2.355 Construct Reliability = (2.400)2 ÷ [(2.400)2 + 2.355] = 0.709797 Variance Extracted = 1.645 ÷(1.645 + 2.355) = 0.41125 Personal Outcomes-Negative Construct Item Standardised Loadings q14 q18 q19 q22 (Standardised Loadings)2 0.70 0.92 0.46 0.75 = 2.830 0.4900 0.8464 0.2116 0.5625 = 2.1105 Indicator Measurement Error = – (Standardised Loadings)2 0.5100 0.1536 0.7884 0.4375 = 1.8895 Construct Reliability = (2.830)2 ÷ [(2.830)2 + 1.8895] = 0.809111 Variance Extracted = 2.1105 ÷(2.1105 + 1.8895) = 0.527625 Supervisor Sanctions Construct Item q27 q28 q31 q32 Standardised Loadings 0.85 0.92 0.69 0.63 = 3.090 (Standardised Loadings)2 0.7225 0.8464 0.4761 0.3969 = 2.4419 Indicator Measurement Error = – (Standardised Loadings)2 0.2775 0.1536 0.5239 0.6031 = 1.5581 Construct Reliability = (3.090)2 ÷ [(3.090)2 + 1.5581] = 0.859709 Variance Extracted = 2.4419 ÷(2.4419 + 1.5581) = 0.610475 336 Personal Capacity for Transfer Construct Item Standardised Loadings q15 q20 q21 (Standardised Loadings)2 0.59 0.89 0.85 = 2.330 0.3481 0.7921 0.7225 = 1.8627 Indicator Measurement Error = – (Standardised Loadings)2 0.6519 0.2079 0.2775 = 1.1373 Construct Reliability = (2.330)2 ÷ [(2.330)2 + 1.1373] = 0.826795 Variance Extracted = 1.8627 ÷(1.8627 + 1.1373) = 0.6209 Opportunity to Use Construct Item Standardised Loadings q38 q39 q43 q44 (Standardised Loadings)2 0.57 0.62 0.91 0.85 = 2.950 0.3249 0.3844 0.8281 0.7225 = 2.2599 Indicator Measurement Error = – (Standardised Loadings)2 0.6751 0.6156 0.1719 0.2775 = 1.7401 Construct Reliability = (2.950)2 ÷ [(2.950)2 + 1.7401] = 0.833365 Variance Extracted = 2.2599 ÷(2.2599 + 1.7401) = 0.564975 Content Validity Construct Item q33 q40 q41 q42 q45 Standardised Loadings (Standardised Loadings)2 0.51 0.76 0.93 0.81 0.45 = 3.460 0.2601 0.5776 0.8649 0.6561 0.2025 = 2.5612 Indicator Measurement Error = – (Standardised Loadings)2 0.7399 0.4224 0.1351 0.3439 0.7975 = 2.4388 Construct Reliability = (3.460)2 ÷ [(3.460)2 + 2.4388] = 0.830761 Variance Extracted = 2.5612 ÷(2.5612 + 2.4388) = 0.51224 337 Transfer Design Construct Item Standardised Loadings q34 q35 q36 q37 (Standardised Loadings)2 0.66 0.90 0.83 0.72 = 3.110 0.4356 0.8100 0.6889 0.5184 = 2.4529 Indicator Measurement Error = – (Standardised Loadings)2 0.5644 0.1900 0.3111 0.4816 = 1.5471 Construct Reliability = (3.110)2 ÷ [(3.110)2 + 1.5471] = 0.862102 Variance Extracted = 2.4529 ÷(2.4529 + 1.5471) = 0.613225 Sharing Behaviour Construct Item Standardised Loadings q81 q82 q83 q84 (Standardised Loadings)2 0.64 0.86 0.80 0.69 = 2.990 0.4096 0.7396 0.6400 0.4761 = 2.2653 Indicator Measurement Error = – (Standardised Loadings)2 0.5904 0.2604 0.3600 0.5239 = 1.7347 Construct Reliability = (2.990)2 ÷ [(2.990)2 + 1.7347] = 0.837496 Variance Extracted = 2.2653 ÷(2.2653 + 1.7347) = 0.566325 Intention to Share Construct Item q79 q80 q85 q86 Standardised Loadings 0.54 0.64 0.86 0.92 = 2.960 (Standardised Loadings)2 0.2916 0.4096 0.7396 0.8464 = 2.2872 Indicator Measurement Error = – (Standardised Loadings)2 0.7084 0.5904 0.2604 0.1536 = 1.7128 Construct Reliability = (2.960)2 ÷ [(2.960)2 + 1.7128] = 0.836478 Variance Extracted = 2.2872 ÷(2.2872 + 1.7128) = 0.5718 338 Attitude Toward Knowledge Sharing Construct Item q67 q68 q69 q72 Standardised Loadings (Standardised Loadings)2 0.87 0.93 0.88 0.70 = 3.380 0.7569 0.8649 0.7744 0.4900 = 2.8862 Indicator Measurement Error = – (Standardised Loadings)2 0.2431 0.1351 0.2256 0.5100 = 1.1138 Construct Reliability = (3.380)2 ÷ [(3.380)2 + 1.1138] = 0.911167 Variance Extracted = 2.8862 ÷(2.8862 + 1.1138) = 0.72155 Subjective Norm Toward Knowledge Sharing Construct Item q70 q71 q73 q75 Standardised Loadings (Standardised Loadings)2 0.93 0.85 0.60 0.37 = 2.750 0.8649 0.7225 0.3600 0.1369 = 2.0843 Indicator Measurement Error = – (Standardised Loadings)2 0.1351 0.2775 0.6400 0.8631 = 1.9157 Construct Reliability = (2.750)2 ÷ [(2.750)2 + 1.9157] = 0.797884 Variance Extracted = 2.0843 ÷(2.0843 + 1.9157) = 0.521075 Perceived Behavioural Control Toward Knowledge Sharing Construct Item q76 q77 q78 Standardised Loadings (Standardised Loadings)2 0.65 0.93 0.64 = 2.220 0.4225 0.8649 0.4096 = 1.697 Indicator Measurement Error = – (Standardised Loadings)2 0.5775 0.1351 0.5904 = 1.3030 Construct Reliability = (2.220)2 ÷ [(2.220)2 + 1.3030] = 0.790898 Variance Extracted = 1.697 ÷(1.697 + 1.3030) = 0.565667 339 APPENDIX L1 – L6 MULTIVARIATE ANALYSIS (MANOVA) ACROSS TRAINING TYPES AND DEMOGRAPHICS 340 APPENDIX L1: Multivariate Analysis of Variance (MANOVA) Across Training Types Category Of Variables Variables Name Mean 4.334 SD 0.486 Training Type General Management/ Leadership Mean SD Mean SD 4.367 0.474 4.310 0.501 Total Computer F P Mean 4.231 SD 0.508 1.391 0.251 Dependent Variable Motivation to transfer Secondary Influence Variables Learner readiness Performance-self efficacy 4.422 4.168 0.528 0.479 4.410 4.168 0.537 0.489 4.485 4.194 0.548 0.414 4.365 4.119 0.444 0.546 0.777 0.312 0.461 0.732 Expected Utility Variables Transfer effortperformance expectations PerformanceOutcomes Expectations 4.054 0.540 4.082 0.530 4.000 0.486 4.031 0.666 0.678 0.509 3.385 0.659 3.394 0.648 3.254 0.661 3.575 0.666 3.144 0.045 Transfer Climate Variables Feedback Peer support Supervisor support Openness to change Personal outcomespositive Personal outcomesnegative Supervisor sanctions 3.808 3.589 3.791 2.745 4.013 0.603 0.638 0.637 0.867 0.528 3.857 3.615 3.853 2.736 4.043 0.558 0.580 0.599 0.811 0.527 3.592 3.454 3.620 2.806 3.919 0.671 0.679 0.654 0.952 0.546 3.969 3.713 3.819 2.675 4.044 0.586 0.777 0.727 0.961 0.496 6.853 2.509 3.512 0.316 1.486 0.001 0.083 0.031 0.729 0.228 3.200 0.827 3.231 0.838 3.053 0.859 3.325 0.694 1.712 0.182 2.233 0.870 2.113 0.824 2.187 0.725 2.856 1.051 13.090 0.000 Transfer Design Variables Content validity Transfer design 4.029 4.172 0.567 0.489 4.078 4.238 0.577 0.462 4.056 4.088 0.520 0.519 3.760 4.025 0.540 0.509 5.412 4.583 0.005 0.011 Ability Variables Personal capacity for Transfer Opportunity to use 4.048 0.521 4.082 0.510 4.061 0.517 3.867 0.554 2.849 0.060 3.444 0.734 3.476 0.666 3.419 0.769 3.344 0.948 0.587 0.557 Sharing behaviour 3.944 0.583 3.979 0.564 3.863 Intention to share 4.165 0.459 4.183 0.469 4.187 Attitude toward 4.365 0.498 4.374 0.491 4.401 knowledge sharing Subjective norms 3.979 0.599 4.051 0.588 3.859 toward knowledge sharing Perceived 4.095 0.547 4.119 0.500 4.099 behavioural control toward knowledge sharing Note: The variables that differed significantly (p < 0.002) are in bold italics 0.677 0.437 0.510 3.931 4.044 4.263 0.470 0.442 0.510 1.030 1.625 1.063 0.358 0.199 0.347 0.672 3.869 0.459 3.469 0.032 0.672 3.983 0.500 1.001 0.369 TPB Variables 341 APPENDIX L2: Multivariate Analysis of Variance (MANOVA) Across Gender Category Of Variables Dependent Variable Total Mean SD 4.334 0.486 Gender Male Mean SD 4.252 0.483 Female Mean SD 4.425 0.476 Motivation to transfer 9.438 0.002 Secondary Influence Variables Learner readiness Performance-self efficacy 4.422 4.168 0.528 0.479 4.351 4.128 0.529 0.458 4.499 4.210 0.517 0.499 5.804 2.144 0.017 0.144 Expected Utility Variables Transfer effortperformance expectations Performanceoutcomes expectations 4.054 0.540 3.992 0.588 4.122 0.475 4.289 0.039 3.385 0.659 3.428 0.703 3.338 0.606 1.343 0.248 Transfer Climate Variables Feedback Peer support Supervisor support Openness to change Personal outcomespositive Personal outcomesnegative Supervisor sanctions 3.808 3.589 3.791 2.745 4.013 0.603 0.638 0.637 0.867 0.528 3.821 3.605 3.748 2.783 3.993 0.564 0.660 0.662 0.929 0.518 3.793 3.572 3.838 2.703 4.034 0.645 0.616 0.607 0.794 0.541 0.151 0.197 1.445 0.613 0.431 0.698 0.657 0.230 0.434 0.512 3.200 0.827 3.317 0.790 3.072 0.851 6.517 0.011 2.233 0.870 2.367 0.947 2.086 0.755 7.713 0.006 Transfer Design Variables Content validity Transfer design 4.029 4.172 0.567 0.489 3.938 4.125 0.540 0.504 4.128 4.223 0.580 0.468 8.354 2.939 0.004 0.088 Ability Variables Personal capacity for Transfer Opportunity to use 4.048 0.521 4.046 0.523 4.048 0.521 0.001 0.975 3.444 0.734 3.434 0.778 3.455 0.686 0.058 0.810 3.944 0.583 3.906 0.595 Sharing behaviour 4.165 0.459 4.104 0.467 Intention to share Attitude toward 4.365 0.498 4.299 0.508 knowledge sharing Subjective norms 3.979 0.599 3.864 0.608 toward knowledge sharing Perceived 4.095 0.547 4.026 0.590 behavioural control toward knowledge sharing Note: The variable that differed significantly (p < 0.002) is in bold italics 3.986 4.232 4.437 0.568 0.422 0.479 1.349 5.776 5.633 0.246 0.017 0.018 4.106 0.565 12.371 0.001 4.170 0.487 5.097 0.025 TPB Variables Variables Name F 342 P APPENDIX L3: Multivariate Analysis of Variance (MANOVA) Across Age Category Of Variables Variables Name Mean 4.334 SD 0.486 Age 30 years and Between below 31 to 40 years Mean SD Mean SD 4.370 0.502 4.244 0.455 Total 41 and above F P Mean 4.384 SD 0.483 2.222 0.110 Dependent Variable Motivation to transfer Secondary Influence Variables Learner readiness Performance-self efficacy 4.422 4.168 0.528 0.479 4.419 4.184 0.519 0.514 4.290 4.135 0.575 0.438 4.631 4.177 0.398 0.454 7.681 0.302 0.001 0.740 Expected Utility Variables Transfer effortperformance expectations PerformanceOutcomes Expectations 4.054 0.540 4.063 0.606 3.989 0.465 4.134 0.466 1.300 0.274 3.385 0.659 3.361 0.625 3.435 0.688 3.366 0.700 0.377 0.686 Transfer Climate Variables Feedback Peer support Supervisor support Openness to change Personal outcomespositive Personal outcomesnegative Supervisor sanctions 3.808 3.589 3.791 2.745 4.013 0.603 0.638 0.637 0.867 0.528 3.846 3.630 3.799 2.724 4.049 0.612 0.671 0.680 0.916 0.502 3.826 3.567 3.753 2.773 3.949 0.528 0.568 0.492 0.823 0.496 3.685 3.522 3.832 2.754 4.022 0.678 0.661 0.725 0.816 0.632 1.522 0.673 0.288 0.090 0.978 0.220 0.511 0.750 0.914 0.377 3.200 0.827 3.281 0.820 3.216 0.834 2.974 0.808 2.912 0.056 2.233 0.870 2.118 0.889 2.376 0.926 2.297 0.692 2.653 0.072 Transfer Design Variables Content validity Transfer design 4.029 4.172 0.567 0.489 4.029 4.208 0.658 0.477 3.982 4.143 0.467 0.501 4.100 4.125 0.453 0.501 0.759 0.819 0.469 0.442 Ability Variables Personal capacity for Transfer Opportunity to use 4.048 0.521 4.028 0.519 4.023 0.512 4.132 0.541 0.971 0.380 3.444 0.734 3.422 0.742 3.419 0.724 3.539 0.737 0.600 0.549 Sharing behaviour 3.944 0.583 3.965 0.608 3.924 Intention to share 4.165 0.459 4.186 0.474 4.129 Attitude toward 4.365 0.498 4.354 0.505 4.317 knowledge sharing Subjective norms 3.979 0.599 4.002 0.651 3.975 toward knowledge sharing Perceived 4.095 0.547 4.090 0.547 4.045 behavioural control toward knowledge sharing Note: The variable that differed significantly (p < 0.002) is in bold italic 0.491 0.452 0.510 3.922 4.168 4.466 0.653 0.435 0.458 0.186 0.418 1.627 0.830 0.659 0.198 0.513 3.931 0.596 0.290 0.748 0.544 4.184 0.522 1.145 0.320 TPB Variables 343 APPENDIX L4: Multivariate Analysis of Variance (MANOVA) Across Level of Education Mean 4.334 SD 0.486 Education Level Below than bachelor degree Mean SD 4.385 0.486 Learner readiness Performance-self efficacy 4.422 4.168 0.528 0.479 4.518 4.148 0.446 0.501 4.336 4.185 0.579 0.459 8.848 0.438 0.003 0.509 Expected Utility Variables Transfer effortperformance expectations Performanceoutcomes expectations 4.054 0.540 4.084 0.571 4.028 0.511 0.789 0.375 3.385 0.659 3.403 0.619 3.369 0.694 0.202 0.654 Transfer Climate Variables Feedback Peer support Supervisor support Openness to change Personal outcomespositive Personal outcomesnegative Supervisor sanctions 3.808 3.589 3.791 2.745 4.013 0.603 0.638 0.637 0.867 0.528 3.920 3.655 3.923 2.666 4.108 0.523 0.610 0.586 0.789 0.496 3.708 3.531 3.674 2.815 3.929 0.652 0.659 0.659 0.927 0.544 9.206 2.764 11.546 2.149 8.541 0.003 0.097 0.001 0.144 0.004 3.200 0.827 3.339 0.778 3.076 0.852 7.501 0.007 2.233 0.870 2.243 0.866 2.224 0.877 0.033 0.855 Transfer Design Variables Content validity Transfer design 4.029 4.172 0.567 0.489 3.985 4.181 0.575 0.496 4.068 4.164 0.558 0.484 1.525 0.084 0.218 0.772 Ability Variables Personal capacity for Transfer Opportunity to use 4.048 0.521 4.017 0.533 4.074 0.510 0.853 0.356 3.444 0.734 3.524 0.743 3.373 0.722 3.060 0.081 3.944 0.583 3.969 0.508 Sharing behaviour Intention to share 4.165 0.459 4.170 0.442 4.365 0.498 4.363 0.505 Attitude toward knowledge sharing Subjective norms 3.979 0.599 4.029 0.534 toward knowledge sharing Perceived 4.095 0.547 4.117 0.517 behavioural control toward knowledge sharing Note: The variable that differed significantly (p < 0.002) is in bold italic 3.922 4.161 4.367 0.643 0.475 0.494 0.469 0.028 0.004 0.494 0.868 0.949 3.935 0.650 1.794 0.181 4.076 0.574 0.407 0.524 Category Of Variables Variables Name Dependent Variable Motivation to transfer Secondary Influence Variables TPB Variables Total Bachelor degree and above Mean SD 4.289 0.483 F 2.849 0.093 344 P APPENDIX L5: Multivariate Analysis of Variance (MANOVA) Across Work Experience Mean 4.334 SD 0.486 Work Experience Less than Between to years 10 years Mean SD Mean SD 4.350 0.518 4.302 0.443 Learner readiness Performance-self efficacy 4.422 4.168 0.528 0.479 4.397 4.169 0.546 0.516 4.293 4.164 0.571 0.441 4.544 4.168 0.444 0.457 4.896 0.002 0.008 0.998 Expected Utility Variables Transfer effortperformance expectations PerformanceOutcomes Expectations 4.054 0.540 4.020 0.601 4.022 0.486 4.121 0.487 1.121 0.327 3.385 0.659 3.366 0.601 3.392 0.743 3.405 0.676 0.098 0.907 Transfer Climate Variables Feedback Peer support Supervisor support Openness to change Personal outcomespositive Personal outcomesnegative Supervisor sanctions 3.808 3.589 3.791 2.745 4.013 0.603 0.638 0.637 0.867 0.528 3.837 3.581 3.770 2.728 4.047 0.599 0.624 0.674 0.864 0.538 3.772 3.642 3.802 2.825 3.948 0.541 0.656 0.493 0.917 0.441 3.793 3.564 3.812 2.711 4.013 0.652 0.649 0.679 0.839 0.571 0.285 0.310 0.133 0.378 0.776 0.752 0.734 0.876 0.686 0.461 3.200 0.827 3.246 0.826 3.179 0.847 3.155 0.821 0.363 0.696 2.233 0.870 2.049 0.835 2.410 0.952 2.351 0.819 5.259 0.006 Transfer Design Variables Content validity Transfer design 4.029 4.172 0.567 0.489 3.991 4.199 0.658 0.503 4.024 4.202 0.478 0.413 4.083 4.116 0.490 0.517 0.725 0.950 0.485 0.388 Ability Variables Personal capacity for Transfer Opportunity to use 4.048 0.521 4.045 0.510 4.010 0.475 4.076 0.568 0.315 0.730 3.444 0.734 3.372 0.680 3.530 0.726 3.479 0.803 1.181 0.308 3.944 0.583 3.963 0.553 3.963 0.489 Sharing behaviour Intention to share 4.165 0.459 4.205 0.448 4.105 0.426 4.365 0.498 4.341 0.506 4.291 0.527 Attitude toward knowledge sharing Subjective norms 3.979 0.599 4.030 0.623 3.955 0.531 toward knowledge sharing Perceived 4.095 0.547 4.074 0.546 4.065 0.503 behavioural control toward knowledge sharing Note: Supervisor sanctions is slightly above the 0.002 significance level (p = 0.006) 3.907 4.155 4.449 0.676 0.493 0.461 0.291 1.084 2.270 0.748 0.340 0.105 3.930 0.613 0.822 0.441 4.144 0.579 0.594 0.553 Category Of Variables Variables Name Dependent Variable Motivation to transfer Secondary Influence Variables TPB Variables Total F P Above 10 years Mean SD 4.335 0.476 0.214 0.807 345 APPENDIX L6: Multivariate Analysis of Variance (MANOVA) Across Position of Employment Category Of Variables Variables Name Mean 4.334 SD 0.486 Education Level Below than bachelor degree Mean SD 4.279 0.487 Learner readiness Performance-self efficacy 4.422 4.168 0.528 0.479 4.317 4.172 0.580 0.453 4.529 4.163 0.445 0.505 12.215 0.023 0.001 0.879 Expected Utility Variables Transfer effortperformance expectations Performanceoutcomes expectations 4.054 0.540 4.014 0.518 4.096 0.560 1.676 0.196 3.385 0.659 3.362 0.693 3.408 0.624 0.350 0.554 Transfer Climate Variables Feedback Peer support Supervisor support Openness to change Personal outcomespositive Personal outcomesnegative Supervisor sanctions 3.808 3.589 3.791 2.745 4.013 0.603 0.638 0.637 0.867 0.528 3.697 3.554 3.687 2.838 3.915 0.649 0.671 0.675 0.914 0.537 3.920 3.625 3.898 2.649 4.113 0.531 0.603 0.579 0.808 0.502 10.250 0.889 8.142 3.495 10.531 0.002 0.347 0.005 0.063 0.001 3.200 0.827 3.092 0.864 3.311 0.776 5.169 0.024 2.233 0.870 2.219 0.871 2.247 0.872 0.071 0.791 Transfer Design Variables Content validity Transfer design 4.029 4.172 0.567 0.489 4.068 4.163 0.572 0.487 3.989 4.181 0.561 0.492 1.420 0.091 0.234 0.763 Ability Variables Personal capacity for Transfer Opportunity to use 4.048 0.521 4.079 0.516 4.014 0.526 1.148 0.285 3.444 0.734 3.384 0.717 3.505 0.749 1.977 0.161 Sharing behaviour 3.944 0.583 3.924 0.638 Intention to share 4.165 0.459 4.153 0.476 4.365 0.498 4.354 0.496 Attitude toward knowledge sharing Subjective norms 3.979 0.599 3.927 0.662 toward knowledge sharing Perceived 4.095 0.547 4.057 0.575 behavioural control toward knowledge sharing Note: The variables that differed significantly (p < 0.002) are in bold italics 3.965 4.177 4.377 0.521 0.442 0.502 0.374 0.199 0.154 0.541 0.656 0.695 4.033 0.524 2.291 0.131 4.134 0.516 1.464 0.227 Dependent Variable Motivation to transfer Secondary Influence Variables TPB Variables Total Bachelor degree and above Mean SD 4.391 0.480 F 3.878 0.050 346 P APPENDIX N REGRESSION COEFFICIENT AND MEASUREMENT ERROR VARIANCE WORKINGS 347 Regression Coefficient and Measurement Error Variance Construct Standard Deviation (σ σ) 0.486 Reliability Coefficient (α α) 0.806 Regression Coefficient λ = σ √α 0.486 √0.806 = 0.436 0.528 √0.731 = 0.451 Measurement Error Variances θ = σ2 (1- α) 0.4862 (1- 0.806) = 0.046 0.5282 (1- 0.731) = 0.075 Learner Readiness 0.528 0.731 Feedback 0.603 0.809 0.603 √0.809 = 0.542 0.6032 (1- 0.809) = 0.069 Personal OutcomesPositive 0.529 0.720 0.529 √0.720 = 0.449 0.5292 (1- 0.720) = 0.078 Personal Capacity for Transfer 0.521 0.803 0.521 √0.803 = 0.467 0.5212 (1- 0.803) = 0.053 Content Validity 0.567 0.783 0.567 √0.783 = 0.502 0.5672 (1- 0.783) = 0.070 Sharing Behaviour 0.583 0.826 0.583 √0.826 = 0.530 0.5832 (1- 0.826) = 0.059 Motivation to transfer 348 [...]... empirical research and the surrounding literature 1.7 Research Limitations and Assumptions Whilst this thesis makes a significant contribution to research, theory and HRD application of transfer of training factors, it is acknowledged that there are several limitations of the study and that a number of assumptions had to be made along the way in order to operationalise the research questions These limitations... research questions one and two provide HRD managers in the Malaysian public sector with the ability to identify the variables that increase transfer of training behaviours and intervene to reduce those variables that do not enhance transfer Through the identification of these factors, the thesis also contributes to training evaluation practices which reflect transfer of training as an 12 ROI measure taking... transfer First, the Chapter outlines the various definitions of training and transfer of training in order to set a base line for understanding the operational variables in this area The Chapter then sets out the definitions of motivation to transfer training and the third section explores the factors which may influence trainees’ motivations to transfer their training by considering the evolution of. .. review with a discussion of the concepts of training, transfer of training and what is meant by 13 motivation to transfer training The two key training evaluation models used in this study are also detailed and compared to gain greater understanding into the many factors which influence trainees’ motivation to transfer training The theory of planned behaviour (Ajzen 1991) is also discussed in Chapter 2... final structural model is detailed, demonstrating that the thesis makes a key contribution in adding sharing behaviour to the traditional HRD models of motivation to transfer training 14 Chapter 7 discusses the managerial implications, research limitations and suggestions for future research agenda The Chapter stresses the importance for HRD practices in the Malaysian public sector to diagnose transfer. .. will transfer their learning onto the job This is particularly important in a Malaysian context where there is a scarcity of contemporary research in the area Second, and related to the first, the thesis is justified as it will provide HRD managers with the tools to enhance transfer of training and thus ROI on training course implementation 1.4.1 Significance of the Thesis The thesis makes a number of. .. improved training transfer and the productivity gains likely to accompany this The Chapter described preliminary evidence suggesting that motivation is a factor which enhances training transfer Chapter 2 aims to set the research problem in its academic context by canvassing the international research literature on transfer of training before moving to a detailed discussion of the concept of motivation to transfer. .. was confirmed by the survey of the literature on training and development of managers in Malaysia by Saiyadain and Ali (1995) who indicated that there was a dearth of published empirical material on managerial training Since then, the study by Hashim (2001) marks the only recent contribution to the field HRD researchers have acknowledged that the role of training has changed from a program focus to. .. was confirmed by Hashim (2001) who found that 3 training evaluation was overwhelmingly reliant on reactive measures such as trainee feedback and observation rather than on other ROI measures A related study by Saiyadain and Ali (1995) found that measurement of training effectiveness was inconsistent in Malaysian firms and that most Malaysian managers did not have formal education in management, a fact... Malaysia but nevertheless, given the size of the study, it is open to speculation that further factors may be elucidated Second, the study relied on the assumption that the respondents answered the questionnaire truthfully 1.8 Summary This Chapter laid the foundations for the thesis by noting the significant gap in transfer of training research in the Malaysian public sector and the lack of adequate ... foundations for the thesis by noting the significant gap in transfer of training research in the Malaysian public sector and the lack of adequate evaluation to ensure that the training was being transferred... contribute to transfer of training, motivation to transfer and to test whether knowledge sharing behaviour plays a role in the transfer of training regime The Chapter then moved to a discussion of the. .. on transfer of training This thesis contributes to a greater understanding of transfer of training variables and how they affect trainees’ motivation to transfer their training Further, as the