Self-monitoring and organizational identification as moderators of the effects of proactive personality on the transfer of learning in the workplace: A theoretical inquiry
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Authors
Leon Prieto
Simone T. A. Phipps
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Type
Journal Article, Academic Journal
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Abstract
The goal of this article is to introduce organizational identification and self-monitoring as potential moderators in the relationship between proactive personality and the transfer of learning. Training investments often fail to deliver the desired and expected outcome and it has been reported that despite the vast amounts of money organizations spend on employee training, only 10 to 15% of it is transferred back to the workplace. This article offers an explanation of the training transfer phenomenon and helps determine whether moderators facilitate or inhibit the learning transfer process. The article proposes that self-monitoring and organizational identification moderate the effects of personality on learning transfer and facilitates the learning transfer process because individuals who are high self-monitors may want to demonstrate all that they have learned in the training program in order to impress their co-workers, and boss; and individuals who strongly identifies with a firm are concerned with its well being and will ensure that they learn and transfer the training back to the workplace to ensure that their organization performs effectively. Finally, several guidelines for practitioners are considered.