Annotated bibliography on an article about support, training readiness and learning motivation in determining intention to transfer.

1. Assignment 4b – Annotated Bibliography 2
David J. Shofstahl
SEPS 861 – Foundations of Adult Education and Training
Dr. Mary Greer Landon
October 30, 2020
Old Dominion University

2. ASSIGNMENT 4b SHOFSTAHL 1
Annotated Bibliography 2
Kim, E., Park, S., & Kang, H. (2019). Support, training readiness and learning motivation in
determining intention to transfer. European Journal of Training and Development,
43(3/4), 306-321. https://dx.doi.org/10.1108/EJTD-08-2018-0075
This article examines the relationships between organizational and supervisor
support, training readiness, motivation to learn, and intention to transfer to identify
fundamental factors that impact employee learning and application of what was learned
after the training. The authors found that “structural” support by top management directly
affects middle management’s ability to provide the “functional” support needed by their
subordinates for effective training; in other words, top management controls the learning
culture while the supervisors set the training climate. Supervisor support significantly
influences training readiness and motivation to learn but does not directly affect intention
to transfer; instead, readiness and motivation mediate between supervisor support and
intention to transfer. Therefore, greater attention by supervisors to preparing employees
for the learning experience and motivating them by providing context and application
increases learner intention to transfer.
These findings are important to implementing training programs in organizations.
Through understanding how structural and functional support dynamics impact
organizational learning, trainers can better prepare for interventions to improve learner
readiness and motivation; for this reason, readiness and motivation are essential
considerations during the needs assessment and training design process. Although this
research was limited to a specific sample of secondary school teachers, it provides a
reliable framework for application in other contexts. By narrowing the scope from

3. ASSIGNMENT 4b SHOFSTAHL 2
general organizational culture to supervisor regulation of the learning climate, the authors
were able to identify key controllable learning influences where intervention can impact
transfer. This article clarifies my perspective on the influence of organizational culture on
learning to help me better understand the critical role of middle management in
implementing and maintaining positive learning cultures. As a workforce developer in the
community college, recognizing the dynamic elements driving learning culture enables
me to appropriately customize training interventions (such as contract training) for
successful learning transfer.