Investigation of the Relationship of Training Transfer Climate and Performance–Transfer Self-Efficacy as Mediating Variable

• Main Authors: Hsu Shu-Min, 徐淑敏
• Other Authors: 黃佳純
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/63000826009540801431

碩士 === 國立高雄應用科技大學 === 人力資源發展系 === 97 === We believe that the success competition of an organization comes from employees; therefore, employees’ work skills and performance are critically influential. Human resource management has become the primary asset in terms of promoting corporation’s competition, as is the significance of education and training to the corporations. If employees can’t apply the new knowledge and skills they learned, the training effect will be limited; the individual’s performance and the organization’s effectiveness can’t be promoted either. Therefore, if training can differentiate organizational and individual performance, we must realize how to support transfer of training proceeding within the organization. However, the extent which the trainees apply the new knowledge and skill is influenced by supervisors, colleges, working environment and individual’s attributes. This study explores the correlation between training transfer climate, transfer self-efficacy and performance, and provides implications for future research. This study, via questionnaire survey, analyzed the collected data by statistical method and examined hypotheses. The research findings are as below: 1.The supervisor support dimension of training transfer climate has significant and positive influence on performance. 2.The self-efficacy toward maintaining learning dimension and the self-efficacy toward generalizing learning dimension of transfer self-efficacy have significant and positive influence on job performance. 3.The supervisor support dimension, the peer support dimension, and the supervisor sanctions dimension of training transfer climate have significant and positive influence on “self-efficacy toward maintaining learning”. 4.The peer support dimension of training transfer climate has significant and positive influence on “self-efficacy toward generalizing learning”. 5.Transfer self-efficacy has partial mediating effect on the relationship between training transfer climate and performance. 6.Different demographic variables have significant differentiation among training transfer climate, transfer self-efficacy and performance.