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.
