摘要：Training management literature highlights the notion that it is the ability of a supervisor to provide sufficient support and to use proper communication systems about training programmes that motivates individuals to learn, and that this may lead to increased transfer of competency. The nature of this relationship is given less attention in training programme models. Therefore, this study was conducted to measure the moderating effect of motivation to learn in the relationship between supervisor’s role in training programmes and transfer of competency. The survey research method was used to gather 100 usable questionnaires from technical employees who worked in one city based local authority in Sarawak, Malaysia (CTLASM). The outcomes of hierarchical regression analysis showed that the interaction between motivation to learn and supervisor’s role (i.e., support and communication) had increased transfer of competency. This result confirms that motivation to learn does act as a full moderating variable in the training programme models of the organizational sample. In addition, the implications of this study for training management theory and practice, methodological and conceptual limitations, as well as directions for future research are discussed.
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