Role of motivation to learn in training transfer and job performance under peer and supervisor support in the Vietnamese public sector

Abstract

This study examines the role of motivation to learn in both transferring skills and knowledge and improved job performance under the support of colleagues and supervisors. A structural equation modeling approach was used to analyze the responses to a survey of 399 employees in public sector organizations. The findings revealed that peer support had an insignificant direct effect on training transfer but had a significant indirect effect on training transfer throughout motivation to learn. However, supervisor support had both direct and indirect effects on training transfer through motivation to learn, which, in turn, improved job performance. The findings also indicated that both motivation to learn and skill transfer were significantly associated with job performance. The study provides theoretical contributions regarding the role of motivation to learn in training transfer and job performance. Managerial implications regarding stimulating job performance in public sector organizations are to generate incentive policies to inspire and motivate employees to learn new skills and knowledge and transfer them to improve organizational performance.