Trial of Submit

they succeed. Thus, transfer of training is influenced by the performance self-efficacy level of the trainees.

2.3.4 Performance Coaching

According to Holton III and Bates (as cited in Chen, 2003), performance coaching refers to the degree of constructive inputs, feedback, and assistance which individuals received from their managers and colleagues when using the newly learned skills and knowledge. Coaching is important in supporting employees to practice the newly learned skills and knowledge on the job (Beyer, 2008). Wognum, Wittpoh, Bos-Horstink, and Klomp (2011) say that supervisor can be a coach to support the informal learning process by providing feedback to the employees. Additionally, research shows that trainees will more likely to use and maintain the newly learned skills and knowledge in the workplace when their managers or supervisors are trained in how to coach the skills they learned (Leimbach and Maringka, 2009). Through coaching, employees can obtain feedbacks and guidance from the coach when they applying the newly learned capabilities.

Olivero, Bane, and Kopelman (1997) state that constructive feedback and coaching are important factors in influencing the training transfer. Transfer of training can be facilitated when the manager coaches the employees once they return to the job from training especially when the coaching fosters the use and development of the newly learned skills and knowledge. Therefore, transfer of training is influenced by performance coaching that employees received in the workplace. When supervisor provides feedback, encourage discussion, and openly deliver information on training, trainees will be motivated to learn and thus increase job performance (Ismail, Loh, Abdullah, and Francis, 2010).

In addition, the findings in Velada et al.’s (2007) research show that transfer of training would be positively influence by the feedback provided to the trainees regarding their performance after training. Without feedback...