The purpose of the study by Arasanmi (2019) is to analyse the connection between transfer motivation, supervisor support, and post-training utilisation of enterprise resource planning (ERP) systems. The author has tested the effect of transfer motivation and supervisor support on training transmission within complicated information systems settings. Additionally, Arasanmi (2019) has evaluated the mediating influence of transfer encouragement on the supervisor support-training transfer relation. The findings indicate a positive effect of the mentioned factors on training transfer. The present paper offers the evaluation of the author’s approaches to arranging each significant part of the study and the analysis of the article’s logic.
At the beginning of the study, Arasanmi (2019) discusses its educational significance. Specifically, the scholar notes that the failure of learners to utilise the acquired skills in work settings has the potential to undermine the work processes. As a result of the ineffective application of skills, enterprise resource planning (ERP) are likely to fail (Arasanmi, 2019). It is not possible to consider the review of literature comprehensive since the author has given little attention and space to it.
Particularly, the introduction to the article is twice as long as the literature review. All of the references cited in this section are relevant to the problem of investigation. However, the majority of them were published in the 1980s-2000s, which makes the evidence mentioned in them outdated (Baldwin, & Ford, 1988; Davis & Yi, 2004; Ford, Smith, Weissbein, & Gully, 1998; Holton & Baldwin, 2003; Liebermann & Hoffmann, 2008; Rajagopalan, York, Doane, & Tanniru, 2007; Scott, 2005; Umble, Haft, & Umble, 2003). Only two of the articles were published within the past decade, one of them being another study by the author (Arasanmi, Wang, & Singh, 2017; Laker & Powell, 2011).
The author has clearly stated four hypotheses to be tested in the study. Two of them are related to the relationship between supervisor support and transfer motivation, and the other two are associated with the effect of transfer motivation on training transfer. The method of sample selection is cross-sectional research, which means that it is not likely to result in a representative sample due to the impossibility to derive causal relationships between exposure and outcome. The validity of the data analysis instrument has been given sufficient consideration. Arasanmi (2019) has discussed reliability in terms of type and size of its coefficients.
It is necessary to note that the study’s design and procedure are appropriate for testing the hypotheses of research. The results are described by means of inferential statistics, which allows tracing their relation to the original hypotheses. Each result is discussed in terms of agreement with previous findings made by other researchers. The major finding of Arasanmi’s (2019) article is the positive effect of supervisor support and transfer motivation on training transfer.
The analysis of the study’s key elements allows analysing the article’s logic. The most important kind of information to be drawn from research is the relationship between two factors’ impact on training transfer. The major inferences, thus, are clearly connected with the data and relevant to the hypotheses. The key concepts to understand from the article are supervisor support and transfer motivation. By these concepts, the author means the crucial components of training transfer. The main assumption underlying Arasami’s (2019) thinking is that training transfer is hardly possible without proper motivation and support.
Managerial implications are related to the significance of manager-subordinates interaction. Theoretical implications emphasise the lack of empirical research on training transfer and urge further investigation of the topic. The main points of view presented in the article are those of the author based on prior research and current findings. All things considered, the article by Arasanmi (2019) may be viewed as significant research in the field of training transfer in general and bolstering its effectiveness in particular.
References
Arasanmi, C. N. (2019). Training effectiveness in an enterprise resource planning system environment. European Journal of Training and Development, 43(5/6), 456-469.
Arasanmi, C. N., Wang, W. Y. C., & Singh, H. (2017). Examining the motivators of training transfer in an enterprise systems context. Enterprise Information Systems, 11(8), 1154-1172.
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.
Davis, F. D., & Yi, M. Y. (2004). Improving computer skills training: Behavior modeling, symbolic mental rehearsal, and role of knowledge structures. Journal of Applied Psychology, 89(3), 509-523.
Ford, J. K., Smith, E. M., Weissbein, D. A., & Gully, S. M. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83(2), 218-233.
Holton, E. F. III, & Baldwin, T. T. (Eds.). (2003). Making transfer happen: An action perspective on learning transfer systems. San Francisco, CA: Jossey-Bass.
Laker, D. R., & Powell, J. L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human Resource Development Quarterly, 22(1), 111-122.
Liebermann, S., & Hoffmann, S. (2008). The impact of practical relevance on training transfer: Evidence from a service quality training program for German bank clerks. International Journal of Training Development, 12(2), 74-86.
Rajagopalan, B., York, K. M., Doane, D. P., & Tanniru, M. (2007). Enablers of enterprise systems training success: An exploratory investigation. International Journal of Business Information Systems, 2(3), 250-265.
Scott, J. E. (2005). Post-implementation usability of ERP training manuals: The user’s perspective. Information Systems Management, 22(2), 67-77.
Umble, E. J., Haft, R. R., & Umble, M. M. (2003). Enterprise resource planning: Implementation procedures and critical success factors. European Journal of Operational Research, 146(2), 241-257.