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Supporting Transfer of Training SUPPORTING TRANSFER OF TRAINING EFFECTS OF THE SUPERVISOR Derk-Jan J.M. Nijman Doctoral committee Chair Prof. dr. S. Dijkstra, University of Twente Supervisors Prof. dr. W.J. Nijhof, University of Twente Dr. A.A.M. Wognum, University of Twente Referent Dr. B.P. Veldkamp, University of Twente Members Prof. dr. J.J.G. Van Merriënboer, Open University Prof. dr. K. Sanders, University of Twente Prof. dr. J. Scheerens, University of Twente Prof. dr. J.G.L. Thijssen, University of Utrecht Title Supporting Transfer of Training: Effects of the Supervisor University of Twente, Enschede. Print PrintPartners Ipskamp – Enschede © Copyright 2004, Leerstoelgroep CBB / Universiteit Twente Postbus 217 7500 AE Enschede Telefoon: 053-4895654 All rights reserved. No part of this book may be reproduced in any form without written permission of the author. ISBN 90-365-2120-3 SUPPORTING TRANSFER OF TRAINING EFFECTS OF THE SUPERVISOR PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit Twente, op gezag van de rector magnificus, prof. dr. F.A. van Vught, volgens besluit van het College voor Promoties in het openbaar te verdedigen op vrijdag 10 december 2004 om 15.00 uur door Derk-Jan Jacob Matthias Nijman geboren op 21 september 1972 te Dordrecht Dit proefschrift is goedgekeurd door de promotor Prof. dr. W.J. Nijhof Assistent-promotor: Dr. A.A.M Wognum Voorwoord Hoewel ik wel eens heb gedacht dat promovendus een van de meest eenzaam mogelijke beroepen moet zijn, heeft juist dit onderzoek me laten zien dat ik het zonder zoveel anderen nooit had afgerond. Dit voorwoord is niet voldoende om iedereen die heeft bijgedragen persoonlijk te bedanken, maar een aantal mensen wil ik graag toch even specifiek noemen. Om te beginnen zijn dat mijn vaste begeleiders: Wim Nijhof, Ida Wognum en Bernard Veldkamp. Wim, je bent een constante bron van kennis en inspiratie geweest, terwijl je altijd de juiste vorm van ondersteuning wist te vinden om me doelgericht te houden en me soms zelfs een deadline te laten halen. Als de werkplek daadwerkelijk leerpotentieel heeft, zou het me niet verbazen als dat komt door de aanwezigheid van mensen zoals jij. Ida, je kwam erbij op een moment dat ik dat absoluut nodig had, en je kennis, structurerings- en relativeringsvermogen zijn uiteindelijk onmisbaar gebleken. En Bernard, je methodologische bijstand hielp me de juiste keuzes te maken, maar vergezeld van de nodige humor ging je hulp veel verder dan de methodologische stukken alleen. Behalve gewoon plezierig vond ik het een voorrecht met jullie samen te mogen werken, en ik hoop dat die samenwerking zich in de toekomst voortzet. Ten tweede wil ik graag alle betrokkenen binnen de verschillende meewerkende organisaties bedanken. In een tijd van voornamelijk reorganisaties zagen jullie het nut van mijn onderzoek, wisten jullie anderen daarvan te overtuigen, dachten jullie mee en boden jullie me de gelegenheid en alle medewerking de benodigde data te verzamelen. Han Sligt, Ingemar Methorst, Arjen Lammers, Pieter de Witte, Maarten Welkers, Monique Walrave, Irene de Boer, Mireille Merx-Chermin en Jindra Kessener, jullie hulp was onmisbaar! Veel dank gaat ook uit naar iedereen die ik de afgelopen jaren als collega heb leren kennen, en van wie velen meer dan collega’s zijn geworden. Binnen CBB hebben Bert, Cindy en Franck altijd meegedacht en vaak meegeholpen, maar bovenal meegeleefd. Monique en Anouk hebben bovendien veel praktisch werk uit handen hebben genomen, en met Loek, Marianne, Marloes, Rolinda en Ellen waren jullie altijd geïnteresseerd en bereid te luisteren. Al met al maakten jullie dat het een plezier was dagelijks naar CBB te komen. Carolien, Elvira, Inge, Kim en Martijn wisten de laatste maanden veel gezelliger te maken dan dat hoort voor een promovendus in de laatste fase, en voorzagen ook nog eens mijn hoofdstukken van commentaar. En ook de collega’s die betrokken waren bij verschillende AIO-bijeenkomsten, AIO-etentjes en leren-op-de-werkplek bijeenkomsten hebben bijgedragen aan de uiteindelijke afronding. Ik vond al jullie inhoudelijke steun fantastisch, en des te meer nog alle gezelligheid! Tenslotte maak ik graag van de gelegenheid gebruik Jonneke, Femke, Atie en Dick te bedanken. Ik weet eigenlijk niet anders dan dat jullie steun er is, zo vanzelfsprekend dat ik altijd het gevoel heb dat ik op jullie kan terugvallen. Juist dat onvoorwaardelijke maakt dat ik nu bedank voor veel meer dan voor alles tijdens de periode van het schrijven van een proefschrift alleen. Onmogelijk in feite, maar ik weet niet hoe anders: bedankt! Derk-Jan Nijman Enschede, november 2004. Contents Chapter 1 Introduction ............................................................................. 1 1.1 Introduction ............................................................................... 1 1.2 Transfer of Training and its Determinants................................. 3 1.3 This Study.................................................................................. 5 1.4 Overview of the Book................................................................ 6 Chapter 2 Towards a Framework for Transfer of Training ................ 9 2.1 Introduction ............................................................................... 9 2.2 Transfer of Training................................................................. 10 2.2.1 Defining Transfer of Training .................................... 10 2.2.2 Dimensionality of Transfer of Training...................... 11 2.2.3 Research on the Extent of Transfer of Training ......... 13 2.3 A Systemic View of Transfer of Training ............................... 14 2.3.1 Work Environment Characteristics ............................ 18 2.3.1.1 General Work Environment............................ 18 2.3.1.2 Transfer Climate ............................................ 19 2.3.1.3 Concluding the Work Environment and Transfer of Training ....................................... 24 2.3.2 Trainee Characteristics ............................................... 25 2.3.2.1 Ability............................................................. 26 2.3.2.2 Training Motivation........................................ 28 2.3.2.3 Personality Characteristics ............................. 30 2.3.2.4 Trainee Attitudes ............................................ 33 2.3.2.5 Concluding Trainee Characteristics and Transfer of Training ....................................... 34 2.3.3 Training Design Characteristics ................................. 35 2.3.3.1 Concluding Training Characteristics and Transfer of Training ....................................... 40 2.4 Towards a Framework for the Transfer System ...................... 41 i ii Contents Chapter 3 Supervisor Support................................................................ 47 3.1 Introduction............................................................................. 47 3.2 Supervisor Support and Transfer of Training: Results of Research .................................................................................. 48 3.2.1 Supervisor Support and Transfer of Training: A Positive Link............................................................... 48 3.2.2 Supervisor Support and Transfer of Training: No Positive Link............................................................... 50 3.2.3 Supervisor Support and Transfer of Training: An Indirect Link............................................................... 51 3.2.4 Supervisor Support and Transfer of Training: Concluding Research.................................................. 53 3.3 A General View of Social Support.......................................... 55 3.3.1. Conceptualising Social Support.................................. 55 3.3.2 Modelling the Effects of Social Support .................... 58 3.3.3 Classifying Social Support ......................................... 60 3.4 Social Support at the Workplace ............................................. 63 3.4.1 Effects and Providers of Social Support at the Workplace...................................................................63 3.4.2 Defining Supervisor Support in relation to Transfer of Training.................................................................. 65 3.4.3 Classifying Supervisor Support in relation to Transfer of Training: What, When and to What Extent?........................................................................ 67 3.4.3.1 Instrumental Supervisor Support ................... 69 3.4.3.2 Informational Supervisor Support .................. 70 3.4.3.3 Emotional Supervisor Support ....................... 70 3.4.3.4 Appraisal Support by Supervisor.................... 71 3.4.4 The Effects of Supervisor Support on Transfer Outcomes: How and Why?......................................... 72 3.4.5 The Effects of Supervisor Support on Transfer Outcomes Visualised.................................................. 74 3.5 Supervisor Support within the Transfer Framework ............... 76 Chapter 4 Research Design & Instrumentation.................................... 79 4.1 Introduction............................................................................. 79 4.2 Research Questions..................................................................79 4.3 Research Design & Methodology............................................ 81 4.3.1 Design......................................................................... 81 4.3.2 Methodology............................................................... 82 4.3.3 Reliability and Validity .............................................
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