Conceptualizing The Impact of Tensions On Training Transfer: The Case Of Training For Business Process Improvement

Abstract

Annually millions of dollars are spent on formal and informal training activities across the globe. However, the return on investment of these training activities is in question. Training should be transferred if it is to yield a return on investment. Training transfer generally refers to the use of trained knowledge and skills back on the job (Burke and Hutchins, 2007). The manner in which any training is transferred in situations of conflict or tension, especially those in situations of paradoxes such as change and stability is yet to be explored. A paradox is a contradictory yet interrelated elements that exist simultaneously and persist over time (Smith & Lewis, 2011). This paper presents a conceptualization of training transfer that occurs in situations of paradoxes such as change and stability. Our research employs a multi phased approach in developing the conceptual model which was both empirically and theoretically grounded for more unchartered domains of research. Our results 1) inform training transfer theory on the importance of understanding the impact of paradoxical tensions on training transfer; 2) offer a framework to study training transfer in situations of paradoxical tensions that emanate from contentious change and; 3) informs future research on multi-phased and hybrid approaches to conceptualizations.