1 Introduction

Entrepreneurial is prevalent in numerous nations worldwide, particularly in developing countries

where various issues hamper economic progress. Entrepreneurship is critical for addressing
financial issues such as unemployment, developing new wealth, creating jobs, helping society,
enhancing corporate competitiveness, and economic growth. As a result, policymakers and the
government have assisted entrepreneurs in understanding how to assist and lead new employees,
such as undergraduates who display entrepreneurial talents, to solve financial issues and their
negative implications Kim (Merrill et al., 2008). Various research was conducted to discover and
investigate the characteristics that signify a business orientation. Personality is one of the most
important research subjects for projecting organisational goals. Human trafficking research has a
lengthy history, notably in the last third of the twentieth century (Kerr et al., 2018). Investigators
are now investigating the impact of broad personality features (the Big Five characteristics of
personalities) or particular characteristics (i.e. the desire for accomplishment) on a person's
desire to start their own company or differences in "between managers and businessmen" (Zhao
et al., 2010) to better understand the beneficial relationship between interpersonal behaviour and
business. It has been argued that creativity influences one's ability to become an effective
entrepreneur (Wang et al., 2016). Everyone admits there has never been a constant relationship
between individuals and markets. Previous study has shown inconclusive results (Zhao et al.,
2010).

Many scholars have sought to explain this shift in results by looking at the impact of various
variables (Woo, 2018; Farrukh et al., 2018). Another crucial part of self-employment is the
notion of entrepreneurship, which allows for investigating business opportunities, as Kirzner
(1999) explained. Those who have been woken from sleep can calculate and enhance their
respiration capacity, allowing them to observe the market breakdown that others have seen
(Kirzner, 1999). However, most research has focused on the association between the five traits of
personalities and business success in developed nations, with little emphasis paid to emerge
markets such as Jordan (Alkhatib et al., 2020). Jordan ranks 64 out of (136) nations in the Global
Enterprise Index, with an Enterprise Index of 29.4, according to Knoema (2019). This excellent
presentation demonstrates the significance of conducting business in Jordan; nevertheless, it will
be updated. As a result, this study investigates the link between the Big Five personality
characteristics and entrepreneurial ambitions and the function of willingness to conduct business
in moderating this correlation.

1.1 Background of the Study

The focus of organizational managers has shifted in the modern times of globalization, forcing
them to adopt a proactive approach to human capital development, as mentioned by Massenberg
et al. (2017). In order to meet the needs of the competitive environment, leadership has moved
their attention to launch developmental initiatives for increasing the skills and knowledge of
employees in organizations. Despite regular training, the problems of training transferability
remained a critical challenge to receiving the return on investment in human resources (Awais et
al., 2021).
Several previously conducted studies suggested that training has prime importance in
organizations, and the transferability of training is an instrument through which management
assesses the adaptability of learning and behavioural changes of employee training.
Training transfer is how an employee can implement the learned knowledge and skills to
increase organizational performance (Blume et al., 2019). This transfer of training is a concept
that evaluates the degree of employees' implementation of skills and knowledge in daily working
tasks for significant improvements (Bhatti et al., 2013).
Studies indicated that different factors influence the transfer of employee training. Such factors
are training design, trainee characteristics, and environment (Blume et al., 2019).
In companies, training is viewed as a tool for developing individuals and increasing corporate
productivity (Franco-Giraldo & Gentilin, 2021). As a result, increasing the number of employees
can improve the overall performance of many firms. According to research, organizational
training must be effectively prepared for employees to get the most out of their organizational
performance experience. Transferring training skills into day-to-day operations effectively helps
management to maximize the return on investment of time and money (Gil et al., 2021). It is
simpler for firms to generate value and competitive advantage from skilled people when
adequately taught and use the lessons learned in their jobs (Jackson et al., 2021). The group sees
investment in training favourably when well-designed programs inspire participants to acquire
information and skills. The training environment and other elements influence learning via
training and the transfer of knowledge and skills learned in the workplace (Schneider et al.,
2020). According to research, company executives must comprehend the value of training and
evaluate elements such as program delivery, employee knowledge, teaching abilities, and
personality.

Businesses invest billions of dollars annually to ensure excellent delivery via employee
engagement and involvement (Wang et al., 2020). Consider a group that organizes online or
hands-on training. In this scenario, organizational investment aims to determine if employees'
knowledge, experience, and abilities have improved due to training and, more specifically,
whether the lessons gained have been integrated into the daily routine. According to researchers,
if fresh ideas and insights are not explored or used within 24 hours, 50% of them vanish.
Administrative control is considered when deciding how to conduct group training (Prabodha &
Nishanthi,2020). Furthermore, it has been shown that 40% of corporate personnel receive formal
training (Vignoli & Depolo, 2019). Organizations must educate their staff for two reasons: to
expand human capital, to remain competitive in the market, and to develop employees' ability to
perform efficiently, which enhances work organization.

Organizations spend a significant portion of the budget annually on employee training, but often
expected outcomes of such developmental initiatives still need to be met. Hence, management
must evaluate whether the return on training investment is justified. In order to answer the above
question, it is essential to measure the effectiveness of training and development activities.
Organizations adopt changed parameters for measuring the training effectiveness and
transferability of gained skills (Awais et al., 2021).
Literature on training showed different training-related terms such as knowledge transfer,
learning transfer, and training transfer to refer to the degree of achieved knowledge by the
trainees and its adaptability in real jobs (Freitas, Silva, and Santos, 2019). The role of personality
traits in training transfer has been referred to as essential differences in different individuals'
behaviour. When discussed from the perspective of individual performance of transferability,
different personality changes have been seen from person to person that influences the transfer of
training. Among five personality traits, studies showed that Conscientiousness and Neuroticism
are very important for inducing learning motivation and supporting the transferability of
knowledge in an organization (Khan & Nazir, 2017). Several previous studies indicate that
extraversion, Openness, and conscientiousness traits are increasingly associated with learning
motivation. On the other hand, persons with neuroticism traits have seen low motivation to learn
in training (Blume et al., 2019).
Different studies have highlighted that Neuroticism has a negative association with learning
performance, and Openness, extraversion, and Conscientiousness have a positive association
with learning motivation. Studies have shown personality qualities to be essential and well-
associated with training transfer. Organisational management must understand personality
features to improve workplace training transfer and promote employee performance (Bhatti et
al., 2013). The purpose of this study is to investigate the function of the big five traits of
personality in transferring the knowledge of knowledge in educational establishments by
evaluating the mediating role in inspiring students to learn.

1.2 Big Five Personality Traits

Personality is described as a person's overall reaction to external stimuli. Personality traits,

according to anthropologists, can predict a person's behaviour. It is widely held that someone's
achievement as a businessperson is dictated by their personality, based on the results of several
meta-analyses, because personality determines how an individual acts and makes decisions,
impacting success. Entrepreneurs with solid personality attributes connected to good
performance, according to Ciavarelli et al. (2004), may run their firm for an extended period.
Certain personality qualities pique a person's interest in entrepreneurial activities because they
are pleasant and rewarding.

On the other hand, others lacking specific business success attributes may wish to refrain from
engaging in entrepreneurial ventures when they face significant obstacles. They had blocks in
their first endeavours. According to some studies (Goldberg, 1993), since the number among the
five Big Five behavioural characteristics is, Five characteristics may be used to depict practically
every human characteristic. Five personality traits can be utilised to evaluate a person's potential
for business (Zhao et al., 2010).

Research on the Big Five personality traits has grown recently, with numerous studies
investigating their validity, reliability, and practical applications. The Big Five traits have been
shown to have broad implications for individual behaviour and well-being, including academic
and job performance, interpersonal relationships, and mental and physical health (Costa &
McCrae, 2002). The Five-Factor Approach (FFM) of the Big Five characteristics is a widely
recognised and experimentally verified framework for defining and evaluating personality.
Conscientiousness, Extraversion, Agreeableness, and Open (OCEAN) are the Big Five
personality qualities. These characteristics are consistent across languages, cultures, and
measuring techniques (McCrae & Costa, 1987). The Five-Factor Model of Growth (FFM) has
been proven to aid in employee growth and acquiring new abilities and expertise at work.
Understanding the relationship between these traits and developmental initiatives can help
organizations design more effective programs for increasing the skills and knowledge of
employees. Overall, the Big Five personality traits can significantly impact employees' training
transfer, with different traits having different effects. Understanding these relationships can help
organizations design more effective training programs and better support employees in applying
new skills and knowledge.

1.2.1 Openness
Openness refers to a person's willingness to embrace new experiences, seek novelty, and engage
in creative activities (Costa & McCrae, 1985). This trait has been linked to intellectual curiosity,
imagination, and independent thinking (McCrae & John, 1992). Recent studies have shown that
individuals with higher levels of Openness tend to be more innovative and exhibit better
problem-solving skills (Furnham & Cheng, 2018). Openness to experience, or the tendency to be
curious and embrace new ideas, has also been shown to play a role in training transfer.
Employees high in Openness are more likely to seek out new information and be receptive to
new ideas, enhancing their ability to apply what they learn in training to their work (Liu et al.,
2018). Openness to experience has been shown to play a role in employee development by
encouraging employees to seek out new information and be receptive to new ideas. Individuals
high in Openness are more likely to engage in continuous learning and seek opportunities for
skill-building, which can enhance their ability to acquire new knowledge and skills (Liu et al.,
2018).
1.2.2 Conscientiousness
Conscientiousness refers to the degree to which an individual is responsible, dependable, and
self-disciplined (Costa & McCrae, 1985). High levels of Conscientiousness have been associated
with achievement orientation, planning, and goal-directed behaviour (Barrick & Mount, 1991).
Recent research has found that conscientious individuals have better academic and job
performance and mental and physical health (Turban, Berry, & Judge, 2019). Conscientiousness,
for example, is a strong predictor of training transfer. Employees high in Conscientiousness are
typically highly organized and motivated and are, therefore, more likely to implement what they
learn in training into their work practices (Kanfer et al., 2015). Conscientiousness is positively
related to employee development initiatives. Employees high in Conscientiousness tend to be
highly organized, goal-oriented, and motivated, which can make them more likely to engage in
and benefit from developmental activities (Barrick & Mount, 2015).

1.2.3 Extraversion
Extraversion has also been linked to higher levels of training transfer. Extraverted individuals
tend to be more confident and socially engaged, which can lead to increased involvement in
training activities and more practical application of new knowledge and skills (Sosik &
Godshalk, 2016). Extraversion refers to the extent to which an individual is outgoing, energetic,
and sociable (Costa & McCrae, 1985). Extraverted individuals tend to be energetic, assertive,
and sociable, and they enjoy the company of others (Eysenck, 1967). Recent studies have found
that extraversion positively relates to well-being and life satisfaction (Lu & Gilmour, 2018) and
that extroverted individuals tend to have better interpersonal relationships (Cai & De Neve,
2019). Extraversion has also been linked to employee development, with extroverted individuals
more likely to participate in and benefit from training and other developmental initiatives. Their
outgoing and confident nature can also help them build relationships with others, facilitating
their access to new information and opportunities for skill-building (Sosik & Godshalk, 2016).

1.2.4 Agreeableness
Agreeableness refers to the degree to which an individual is cooperative, empathetic, and
compassionate (Costa & McCrae, 1985). High levels of Agreeableness have been associated with
prosocial behaviour, trust, and empathy (Costa & McCrae, 1989). Recent research has found that
individuals high in Agreeableness tend to experience fewer conflicts in their relationships and
exhibit higher levels of emotional intelligence (Li, Chen, & Fan, 2020). Agreeableness is
positively associated with employee development, particularly in collaborative learning
environments. Individuals with Agreeableness tend to be cooperative, empathetic, and good at
working in teams, which can enhance their ability to learn from and with others (Tannenbaum et
al., 2017). Agreeableness, or the tendency to be cooperative and empathetic, has also been
positively associated with training transfer. Employees with Agreeableness tend to be better team
players and more likely to receive support from others, which can enhance their ability to apply
new skills and knowledge on the job (Tannenbaum et al., 2017).

1.2.5 Neuroticism
Neuroticism refers to the extent to which an individual is prone to anxiety, stress, and negative
emotions (Costa & McCrae, 1985). High levels of Neuroticism have been associated with
emotional instability, negative affect, and vulnerability to stress (Watson & Clark, 1984). Recent
research has shown that Neuroticism is associated with various adverse outcomes, including
lower life satisfaction, higher levels of anxiety and depression, and poorer physical health
(Kantermann, Knoblich, & Roenneberg, 2020). Neuroticism, or the tendency to experience
negative emotions such as anxiety and insecurity, is negatively related to employee development
initiatives. Employees high in Neuroticism may experience stress or anxiety in training and other
developmental activities, which can impede their ability to learn and acquire new skills (Kim et
al., 2019). Neuroticism, or the tendency to experience negative emotions such as anxiety and
insecurity, is negatively related to training transfer. Employees high in Neuroticism may have
difficulty adapting to new situations. They may experience anxiety or stress in training, which
can impede their ability to apply what they learn to their work (Kim et al., 2019).

In conclusion, the Big Five personality traits provide a valuable framework for describing and
measuring personality and have been widely supported by empirical evidence. Understanding the
Big Five traits can help individuals gain insight into their personality and behaviour. It can
inform the development of more effective interventions and programs in various domains,
including education, work, and health. Organizations can use the understanding of the
relationship between the Big Five personality traits and developmental initiatives to design
programs that consider the individual characteristics of employees and optimize their learning
and skill-building outcomes. For example, providing training and development programs that are
engaging and interactive, such as team-based or experiential learning, may be especially
beneficial for individuals high in Agreeableness and extraversion. Providing opportunities for
continuous learning and skill-building, such as on-the-job training or access to online courses,
may be especially beneficial for individuals high in Openness.

1.3 The moderating effect of the X-Y generation

The X-Y generation, also known as the Millennial generation, has recently been a topic of
interest, especially in the corporate sector. With increasing diversity in the workforce,
organizations are focusing on ways to improve employee training transfer, which is crucial for
the success of any organization. However, there is a need to understand the effect of
demographic factors, such as generation, on employee training transfer. The X-Y generation's
role in moderating the relationship between the big five personality traits and employee training
transfer has been discussed in this context.

Research has shown that the X-Y generation values work-life balance and job security (Kim &
Park, 2017). Significant personality traits such as extraversion and Conscientiousness can impact
an individual's motivation to transfer the training they receive in their workplace (Kim et al.,
2015). Research has also found that the X-Y generation values professional development and
career advancement, which can be related to personality traits such as Openness (Kim et al.,
2015).

Several researchers looked at the moderating influence of the X-Y generation on the link
between the prominent five personality characteristics and employee training transfer (Jung et
al., 2019; Kim et al., 2015). Jung et al. (2019) discovered that the influence of the X-Y
generation on the connection between personality characteristics with training for staff transfer
varied according to the trait. For example, whereas the Agreeableness impact was small, the X-Y
generation had a favourable moderating effect on the connection between extroversion and
employee training transfer.

Finally, an important research topic is the moderating influence of the X-Y generation on the link
between the big five traits of personality and employee training transfer. An insight can be
extracted for organizations to develop effective training programs for the X-Y generation. By
understanding the unique characteristics of this generation and their impact on personality traits,
organizations can tailor their training programs to meet their employees' specific needs and
preferences.

1.4 Big Five traits model and employee performance

The Five-Factor Model of Human Behaviour (FFM), sometimes known as the Big Five
personality traits, is a well-established and well-researched framework for understanding human
personality. It describes five personality dimensions: honesty, integrity, extraversion,
agreeableness, openness, and neuroticism. Each of these traits encompasses a range of more
specific traits and behaviours. Research has consistently shown that the Big Five are highly
stable over time and across cultures, making them a reliable tool for understanding personality
differences. Additionally, the Big Five predict various outcomes, such as job performance,
academic achievement, and well-being.

Recent studies have continued to support the validity and utility of the FFM. For example, a
meta-analysis by Salgado (2017) found that Conscientiousness and emotional stability (low
Neuroticism) were the most consistently significant predictors of job performance across various
occupational groups. Another study by Naumann et al. (2020) found that higher levels of
Agreeableness were associated with greater relationship satisfaction and better mental health.
Despite its widespread use and robust empirical support, the FFM has limitations. For example,
some researchers have argued that it oversimplifies the complexity of human personality and that
additional dimensions or models may be needed to capture individual differences fully.

The influence of the Big Five model of behavioural traits on negative affect has been extensively
explored. According to Stackhouse, Zell, and Krizan (2017), this model can explain around one-
third of the variance in depression measures. Neuroticism, extraversion, and meticulousness are
significant factors in this association. Extraversion and Responsibility are protective variables,
but neuroticism is a susceptibility factor (Kotov et al., 2010; Strickhouser, Zell, & Krizan, 2017).

While the specific mechanism behind the association between personality characteristics and
mental wellness is unknown, research shows that coping techniques such as expressing
unpleasant feelings and seeking help may be moderators in this relationship (Panayiotou,
Kokkinos, & Kapsou, 2014). Additionally, personality traits may impact the development and
maintenance of negative affect through their influence on life events, stress, and cognitive biases
(Owens et al., 2018).

Furthermore, a study by Mershard, Poulin, and Verreault (2018) found that personality traits,
Neuroticism and extraversion, in particular, influence the efficacy of an employee's education
transfer. Neuroticism was shown to be a negative predictor of training movement, whereas
extravagance was found to be a good predictor. According to the findings of this study,
personality attributes should be addressed while creating and conducting staff training
programmes. Moreover, Kosyluk, Zell, and Strickhouser's (2017) research suggest that
Conscientiousness may be related to better learning outcomes during training. It is because
highly conscientious individuals are more likely to be motivated to learn, more organized, and
more diligent in completing tasks. Additionally, they may be more likely to follow through with
recommended training initiatives, leading to better learning outcomes.

In conclusion, the Big Five personality traits have significantly impacted various aspects of
employee training and development, including the effectiveness of training transfer, learning
outcomes, and mental health. Further research is needed to fully understand these relationships'
mechanisms and determine the best approaches for optimizing employee training and
development initiatives.

1.5 Employee training and the FFM

The Big Five personality traits, also known as the Five-Factor Model (FFM), have been shown to
shape employees' training outcomes. In particular, certain traits have been linked to the transfer
of training from the classroom to the workplace. These five traits, also known as the Five-Factor
Model (FFM), are widely used in psychology and have been shown to have a significant impact
on various aspects of individual behaviour and performance, including employee training
transfer and developmental initiatives.

Studies have shown that individuals with different personality traits approach training and
development activities differently, which can influence the effectiveness of training and
development initiatives. For instance, individuals who score high on Conscientiousness,
characterized by dependability, responsibility, and achievement orientation, tend to be more
motivated to participate in training and development programs, apply what they have learned,
and achieve better results. On the other hand, individuals who score high on Neuroticism,
characterized by negative emotionality and anxiety, may have lower motivation for training and
development and struggle to apply what they have learned in the workplace ( Judge & Bono,
2001).

Organizations can use the Big Five Personality Traits to tailor training and development
initiatives to employees' needs and preferences. For example, training focusing on hands-on,
practical activities may appeal to individuals who score high on Openness, characterized by
imagination, creativity, and interest in new experiences. Similarly, delivering multiple
opportunities to the employees for networking and collaboration is essential. This collaboration
and networking with others may appeal to individuals with high extraversion scores,
characterized by assertiveness, sociability, and positive emotionality.

Organizations can also use the Big Five Personality Traits to assess employees' potential for
thorough training and development programs, such as leadership or management training. For
instance, individuals who score high on Conscientiousness and Emotional Stability (low
Neuroticism) are often seen as good candidates for leadership training, as they are dependable,
responsible, and emotionally stable (Tett, Jackson, & Rothstein, 1991).

In conclusion, the Big Five Personality Traits can provide valuable insights for organizations
when designing and implementing training and development initiatives. By understanding
employees' personality traits and how they influence their approach to training and development,
organizations can tailor initiatives to meet employees' needs and preferences, increase motivation
and engagement, and ultimately improve the effectiveness of training and development
programs.

1.6 Problem statement

The impact of Big Five personality traits on employee training transfer has become an
increasingly popular area of research in recent years. This topic has garnered significant attention
as organizations continue to invest in employee training programs to enhance their skills and
knowledge. However, despite these efforts, employee training outcomes still need to be
improved. As a result, researchers and practitioners are searching for ways to improve the
effectiveness of employee training programs. One promising avenue of research focuses on the
relationship between personality traits and employee training transfer.
Human resource training is necessary for organizations to remain competitive in the relevant
industry. In order to do training, result oriented, their transferability plays an important role.
Training transfer has evolved as an essential aspect that requires managerial focus for its actual
use in organisations (Shariff et al., 2021). Organisations must engage in human development.
However, the research reveals a knowledge vacuum regarding relevant elements influencing staff
education transference (Awais et al., 2021). Organisational management must recognise the
function of personality characteristics and motivate staff members to recognise their involvement
in transferability to boost the results of training investments and improve organisational
performance.
Employee behaviour and performance have been strongly influenced by the Big Five personality
traits (Costa & McCrae, 1992). Conscientiousness, in particular, has been recognised as a
predictor of work performance and a moderator of the link between instruction and achievement
(Barrick & Mount, 1991). Extraversion has also improved training performance (Eisenbeiss,
Knippenberg, Boerner, & Boer, 2008).
Despite the expanding body of data on the association between personality characteristics and
employee training results, the fundamental processes that underlie these relationships still need
to be discovered unexplored. The influence of Big Five personality traits on training for staff
transfer is investigated using a mediating moderation strategy in this study. This study
investigates the influence of dispositional coping strategies, evasion, and support-seeking in
moderating the connection between personality factors and training transfer. Finally, the
influence of Big Five personality traits on training for staff transfer is a developing issue of
interest in organisational psychology. This study intends to contribute to a better understanding
of the processes underlying the association between personality characteristics and training
transfer by investigating the mediation role of dispositional coping methods, avoidance, and
support-seeking. Furthermore, the study's findings can inform the creation of more successful
staff training programmes, leading to enhanced organisational outcomes.
1.6.1 Broad problem area

Organizational investment in training initiatives tends the management to evaluate the training
activities for justifying their transferability by assessing the employees and how far the training
has increased their human knowledge, skills, and attitudes towards the job. For effectively
utilizing the organizational resources, it is essential to address and find a solution for
transferability issues of training in the organizations (Martins, Zerbini, and Medina, 2019). The
study of personality and its impact on various aspects of life has been an ongoing area of
research for many years. The influence a person's personality has on employee training transfer,
or how employees apply the information they acquired during training to their job, has garnered
particular attention. The Big Five personality qualities were linked to training transfer outcomes
in this setting (Barrick & Mount, 1991). However, the precise nature of this association needs to
be understood more fully and requires more research.
The impact of personality on employee training transfer is an essential topic for several reasons.
Firstly, training is a significant investment for organizations, and the ability of employees to
transfer what they have learned in training to their work is critical to realizing the desired return
on this investment (Kleijnen, 2008). Secondly, organizations are increasingly looking for ways to
optimize their human capital and the development of their employees. Understanding how
personality traits can impact employee training transfer can provide valuable insights for
organizations in designing and delivering the most effective training for different employees.
A mediating moderation approach to this research topic is needed to understand better the
complex relationship between personality traits and employee training transfer. Mediating
variables, such as motivation, attitudes towards training, and cognitive ability, can play a role in
determining the impact of personality on employee training transfer (Barrick & Mount, 1991).
Moderating variables, such as the type of training, the individual's level of experience, and the
organizational culture, can also influence the relationship between personality and training
transfer outcomes (Barrick & Mount, 1991). A mediating moderation approach would allow for
a more comprehensive examination of the impact of personality on employee training transfer. It
would provide valuable insights for organizations in optimizing their training programs for
different types of employees.
In conclusion, the impact of personality on employee training transfer is a complex and essential
topic with implications for both organizations and individuals. A mediating moderation approach
to this topic would provide valuable insights into how personality traits, mediating variables, and
moderating variables interact to impact employee training transfer outcomes.

1.6.2 Specific Problem area

The impact of Big Five Personality Traits on Employee Training Transfer, A Mediating
Moderation Approach, is a relevant topic for the corporate environment in Pakistan. The
country's socioeconomic climate has significantly changed in recent years, and the corporate
sector has experienced substantial growth. As a result, human capital development has become a
key area of focus for organizations in Pakistan.
The Big Five Personality Traits, the Five-Factor Model, is widely accepted as the most
comprehensive and robust framework for understanding personality. The five traits include
Neuroticism, extraversion, Openness, Agreeableness, and Conscientiousness. These traits have
significantly shaped an individual's behaviour, attitudes, and overall job performance.
In the context of Pakistan, organizations are facing various challenges in the areas of employee
training and development. Even through various training programs and initiatives, the low
transfer of training to the job has been a persistent issue. The question raised is how personality
traits can impact the transfer of training and whether they play a mediating or moderating role in
the process.
Like other developing nations, Pakistan has seen more significant amounts invested in employee
training in educational institutes. However, unfortunately, there are shallow results of training
transfer on actual jobs and working places. Characteristics of trainees have been seen as essential
aspects that play a changed role in the transferability of learned knowledge and skills in
organizations. Due to the situational complexity, a dearth of literature recognizes the influential
factors that affect training transfer. The impact of trainees' personality traits on transferability has
yet to be studied. Literature showed conflicting results concerning trainees' personality,
motivation, and training transfer.
Hence, mixed results exist regarding training transfer due to trainee changes in demography,
personal factors, and motivation aspects that result in training transfer variability. This study
aims to uncover the critical role of trainees' personality traits and motivation for training transfer.

1.7 Aim of the study

The current research focuses on building knowledge for training transfer and performance of the
employees, as companies invest billions annually in the said. Whereas, it is noticed that there is
limited positive outcomes were observed for such investments. It calls attention to implementing
controlling processes in organizational training activities and controlling such activities to
examine Return on Investment (ROI) and justify the expenditures on capacity-building
initiatives. This research mainly intends to recognize that an organization can increase employee
training and performance transferability through a paving way of evaluation. The current
research focuses on learners' perception and transferability following the diverse traits of their
personalities. The research aims to enhance the training transfer in educational and business
organizations by highlighting the big five personality traits that may help increase learning
capabilities in an organizational environment.
The current research explores the association between the transfer of training and the traits of
employees' personalities within Pakistan's socioeconomic and corporate business environment.
The study will adopt a mediating moderation approach to understand the underlying mechanisms
and moderating conditions that shape this relationship. This research is important given the
significance of employee training transfer in organizational development and the impact of
personality traits on employee behaviour and performance.
Pakistan's business environment is undergoing rapid transformation, with a growing emphasis on
human capital development and employee training. This research aims to contribute to
understanding how personality traits influence how employees can transfer the skills and
knowledge acquired through training to their work performance. By examining the role of
personality traits, this study will provide insights into how organizations can optimize their
employee training initiatives to achieve maximum return on investment.
The study will use in-text citations and references to support the findings and build upon the
existing literature in the field. The results of this research will have important implications for
organizations operating in Pakistan and contribute to the larger body of knowledge on
personality and employee training transfer. By exploring the mechanisms and moderating
conditions that shape the relationship between personality traits and employee training transfer,
the study aims to provide actionable insights for organizations looking to enhance employee
development initiatives.

1.8 Research questions

The current research work aims to investigate the impacts of the big five personality traits on the
training and performance of employees, as indicated in the proposal of the same; the research
questions the researcher raised were:
 Does the Openness personality trait affect training transfer?
 Does the Openness conscientiousness trait affect training transfer?
 Does the Openness extraversion trait affect training transfer?
 Does the Openness agreeableness trait affect training transfer?
 Does the openness neuroticism trait affect training transfer?
 Does the X-Y generation moderate the relationship between personality traits and
training transfer?
 Does motivation to transfer mediates the relationship between the big five and training
transfer?
Under the same topic, the researcher further extended the topic, and to generalize the findings,
the researcher will try to find the answer to some additional research questions. The additional
generalized research questions for the topic "Impact of Big Five Personality Traits upon
Employee Training Transfer, A Mediating Moderation Approach" are:
1. How do the Big Five personality traits (Neuroticism, Extraversion, Openness,
Conscientiousness, and Agreeableness) affect employee training transfer in Pakistani
organizations?
2. To what extent does the dispositional coping style mediate the relationship between Big
Five personality traits and employee training transfer in the corporate sector of Pakistan?
3. Does the impact of Big Five personality traits on employee training transfer differ based
on the level of support-seeking behaviour of employees in Pakistani organizations?
 4. Can the impact of Big Five personality traits on employee training transfer be moderated
by the organizational support and resources provided to employees in Pakistan's
corporate sector?
5. What are the implications of these findings for developing training and development
initiatives in Pakistani organizations to enhance employee skills and knowledge transfer?

1.9 Research objectives

According to the topic and research questions, the proposed objectives for the current study, the
research objectives aim to provide a comprehensive understanding of the impact of the big five
personality traits on employee training transfer in the Pakistani context and identify potential
factors that can influence the relationship.
1. To investigate the impact of conscientiousness personality trait on employee training
transfer in Pakistan's socioeconomic and corporate business environment.
2. To explore the relationship between extraversion personality traits and employee training
transfer in the context of Pakistani organizations.
3. To examine the relationship between agreeableness personality traits and employee
training transfer in the corporate sector of Pakistan.
4. To study the effect of openness personality trait on employee training transfer in
Pakistani organizations.
5. To analyze the relationship between neuroticism personality traits and employee training
transfer in the socioeconomic environment of Pakistan.
6. To examine the mediating role of motivation in the relationship between the big five
personality traits and employee training transfer in Pakistani organizations.
7. To investigate the moderating effect of the X-Y generation on the relationship between
the big five personality traits and employee training transfer in the corporate sector of
Pakistan.
1.10 Research gap

The study on the impact of the big five personality traits on employee training transfer and its
moderating effect by the X-Y generation in the corporate sector of Pakistan is a relevant and
timely topic. Despite the importance of this issue, there may still be gaps in existing research that
need to be addressed.
One potential gap in research is the limited studies conducted in the context of the Pakistani
corporate sector. The corporate sector in Pakistan is unique, with its own cultural and economic
characteristics. Research focusing on this context may provide more relevant and valuable
insights for local organizations and stakeholders.
Another gap may be the need for more attention to the role of the X-Y generation in this
relationship. The X-Y generation, the millennial generation, is a growing workforce in many
countries, including Pakistan. Understanding their unique perspective and experiences as
employees and their influence on the relationship between personality traits and training transfer
is crucial for practical employee training and development programs.
Additionally, past research on the relationship between the big five personality traits and
employee training transfer has mainly focused on Western countries. There is a need for more
research that explores this relationship in different cultural and economic contexts, including
Pakistan, to ensure the generalizability and applicability of the findings.
In conclusion, this PhD research on the impact of big five personality traits on employee training
transfer and its moderating effect by the X-Y generation in the corporate sector of Pakistan has
the potential to fill these gaps in existing research and provide new insights and understanding in
this area.

1.11 Significance of the Study

The significance of a study can be understood as its importance and relevance to the academic
field and practical application. The significance of a study on the moderating effect of the X-Y
generation on the relationship between the big five personality traits and employee training
transfer in the corporate sector of Pakistan would be multi-fold.

Firstly, the study would contribute to the literature on employee training transfer. Employee
training is a critical aspect of organizational development, and the transfer of training to the
workplace has been the subject of much research (Armstrong, 2017). Understanding the factors
that influence the transfer of training is essential for organizations to make informed decisions on
their investment in employee training programs.
Secondly, the study would contribute to the literature on the big five personality traits and their
impact on employee training transfer. Personality traits have impacted employee behaviour and
performance (Larsen & Buss, 2017). By examining the role of the big five personality traits on
employee training transfer, the study would contribute to a deeper understanding of the
relationship between personality and employee training outcomes.

Thirdly, the study would contribute to the literature on the moderating role of the X-Y
generation. The X-Y generation is a unique demographic group with different values, attitudes,
and expectations from previous generations (Mintel, 2017). Understanding the impact of this
generation on the relationship between personality traits and employee training transfer would
provide valuable insights into the changing nature of the workforce and its implications for
employee training.

Fourthly, the study would contribute to the practical application of employee training in the
corporate sector of Pakistan. The study results would provide valuable insights into the impact of
the big five personality traits and X-Y generation on employee training transfer. They could
inform the development of training programs that are more effective in promoting the transfer of
training to the workplace.

In conclusion, the study on the moderating effect of the X-Y generation on the relationship
between the big five personality traits and employee training transfer in the corporate sector of
Pakistan would significantly contribute to the literature and practical application of employee
training.

This study intended to contribute to knowledge on employee training transferability. It will be an

essential study exploring influential factors affecting employee training transferability in
educational institutes in Pakistan. There is limited research on the topic so this study will
enhance the understanding of research and practice. The current study's findings are aimed at
supporting the management of organizations to plan and implement such policies that increase
the transferability of the training for their employees. The potential factors associated with
personality qualities help design the policies. Also, the preparation of training and educational
activities are likely to be discovered and further elaborated through the help of current research,
which is a crucial need of organizations currently. The current study's results, findings, and
suggestions are helpful for the existing workforce working in organizations across Pakistan.
However, it can also be implemented and generalized on the upcoming and fresh many
employees that these organizations may induct for sustainable growth.

 This study keeps special significance from an academic perspective because it aims to fill
the existing knowledge gap and recognize the influential factors for the effective
transferability of employee training in daily work processes. The findings of this research
will assist the HRD in educational institutions in improving the performances of staff,
which will further cause the improvement of the overall performance of institutions.
 The results of this exploration will help the institutional managements understand the
training needs and return on training investments. It will build a clear understanding of
personality traits for training transferability.
 The findings of this study fill knowledge gaps in a variety of ways, including (a)
developing a system focused on advanced training; (b) identifying human characteristics
that increase or decrease training transfer; (c) assisting educational institutions in
understanding personality and training needs; and (d) understanding the training
environment and organizational interventions to support training delivery.
2 Chapter 2: Literature review

2.1 Introduction

The current review examines the association between training transfer and personality traits. The
focus was on mediating moderating approaches as a role of generation X and Y factors. This
topic is of particular interest due to the changing demographics of the workforce. With younger
generations becoming increasingly prevalent in the workplace, understanding how personality
traits and generational differences impact transfer training can help organizations design more
effective training programs and improve the transfer of learning to the job. The following
sections will explore the structure and content of this literature review in more detail.

Section Chapter 2 will provide a theoretical framework for understanding the relationship
between Big Five personality traits and transfer training and the mediating effects of Generation
X and Y. This section will define and conceptualize key constructs, including the Big Five,
transfer of training, and generational differences.

Section 3 will review the literature on the Big Five personality traits, including definitions,
measurement, and relationship with transfer training. This section will examine how different
personality traits may impact the transfer of learning to the job.

Section 4 will provide an overview of the literature on transfer training, including types of
transfer, factors influencing transfer, and methods for enhancing transfer. This section will
explore how transfer training can be designed and implemented to maximize effectiveness.

Section 5 will examine the literature on Generation X and Y, including definitions,

characteristics, and their impact on the workplace and training. This section will consider how
generational differences impact transfer training and how training programs are tailored to meet
different generations' needs.

Section 6 will review the literature on the mediating effects of Generation X and Y in the
relationship between Big Five personality traits and transfer training. This section will examine
how generational differences impact the relationship between personality traits and transfer
training.
Section 7 will review empirical studies on Big Five personality traits, transfer training, and the
mediating role of Generation X and Y. This section will analyze study designs, findings, and
limitations.

Section 8 will identify gaps in the literature and suggest future research directions. This section
will consider methodological and theoretical considerations and offer recommendations for
future research.

Finally, in section 9, the actual literature review results will be summarised, and their
implications for practice and research will be discussed. Ultimately, this literature review aims to
thoroughly examine the literature on Big Five personality characteristics, transfer training, and
the mediating role of Generations X and Y, identifying notable gaps and future research areas.

2.2 Review of literature from the theoretical perspective

Theoretical models and concepts related to Big Five personality traits and transfer training,
including definitions and conceptualizations of the Big Five, transfer of training, and mediating
effects of Generation X and Y.

The Big Five Personality Traits, often the Big Five Model, is a recognized and proven
framework for analyzing personality (John & Srivastava, 1999). The Big Five personality
qualities include extroversion, agreeableness, conscientiousness, neuroticism, and openness to
experience. Extraversion is the degree to which a person is extroverted, outgoing, and
aggressive. Agreeableness describes a person's agreeableness, compassion, and friendliness.
Conscientiousness relates to the degree of organization, accountability, and trust. Neuroticism
defines a person's proclivity to experience negative emotions such as worry and unhappiness.
Finally, openness to experience reveals a person's drive, inventiveness, and readiness to attempt
new things.

The application of information, abilities, and attitudes gained during training to the workplace is
referred to as the transfer of training (Baldwin & Ford, 1988). There are three types of transfer:
rapid transfer, training centres, and similar professional services; long-distance delivery, training
centres and varied professional services; and free transfer, in which there is no link between
training and professional activity (Salas & Cannon-Bowers, 2001). Trainee characteristics,
training design, and organizational support are all elements that influence training delivery
(Arthur Jr et al., 2003).

Generation X and Y refer to individuals born between the mid-1960s and mid-1980s and
between the mid-1980s and early 2000s, respectively (Strauss & Howe, 1991; Tapscott, 1998).
These generations are often characterized by their differing values, attitudes, and behaviours,
shaped by historical and cultural events. For example, Generation X is often described as
independent and sceptical, while Generation Y is confident and tech-savvy (Twenge, 2010).

Many theoretical models have been developed to investigate the impact of media from the X and
Y generations on the link between the five personality characteristics and transfer training. For
example, Burke and colleagues (2006) suggested a model in which personality factors influence
training delivery indirectly via their impacts on motivation and self-efficacy, which in turn
influence delivery. It has been proposed that generational variations mitigate the link between
personality and motivation. Gen Y is more motivated by crucial aspects like personal growth and
feedback than Gen X.

Similarly, Tannenbaum and colleagues (2010) proposed a model in which personality traits
indirectly influence the transfer of training through their impact on learning processes, such as
attention and information processing and cognitive and metacognitive strategies. The model
suggested that Generation differences influence how individuals approach learning and their use
of cognitive and metacognitive strategies, potentially impacting the transfer of training.

In conclusion, the theoretical models and concepts related to Big Five personality traits, transfer
training, and mediating effects of Generation X and Y provide a comprehensive framework for
understanding the complex relationship between these constructs. The models suggest that
personality traits influence the transfer of training through various mechanisms and that the
mediating effects of Generation X and Y are essential to consider in designing effective training
programs. Further research is needed to test these models and explore their practical implications
for organizations.

A study by Azeem et al. (2020) on Pakistani banking sector employees revealed that emotional
stability and conscientiousness significantly positively impacted training transfer. At the same
time, extraversion had a significant negative impact. However, this study did not consider the
mediating role of Generation X and Y.

In research with Chinese university workers conducted by Pan et al. (2021), openness influenced
transfer intentions favourably. In contrast, conscientiousness was found to affect transfer
behaviour positively. Unfortunately, the study did not consider Generation X and Y's media roles
or the link between personality attributes and training transfer.

Demir et al. (2020) discovered that emotional stability and conscientiousness positively
influenced training transfer, but assertiveness had a negative effect. Nevertheless, the study did
not investigate the function of Generation X and Y in moderating the connection between
personality characteristics and training transfer. In research on Vietnamese hotel workers
conducted by Nguyen et al. (2021), conscientiousness positively influenced transfer motivation
and self-transfer. In contrast, agreeableness had a positive effect on transfer motivation. The
survey, however, should have considered the media habits of generations X and Y.

Yang et al. (2021) discovered that extroversion favoured training motivation, whereas openness
to experience positively affected transfer motivation. The study did not consider the media role
of generations X and Y and the link between personality and training transfer. Extraversion was
found to have a beneficial influence on training transfer in a study of Chinese health
professionals by Song et al. (2021), while neuroticism had a negative effect. Nevertheless, the
study did not investigate the function of Generation X and Y in moderating the connection
between personality characteristics and training transfer.

Maqsood et al. (2020) discovered that disengagement and emotional stability had a beneficial
influence on training transfer, but agreeableness had a negative effect. Unfortunately, the study
did not consider the function of Generation X and Y in moderating the association between
personality and training transfer. Conscientiousness was shown to positively influence
motivation and self-transcendence in research with Malaysian university staff by Zainuddin et al.
(2020), whereas neuroticism had a negative effect. Unfortunately, the study did not consider the
function of Generation X and Y in moderating the association between personality and training
transfer.
Salau et al. (2019) discovered that conscientiousness favoured training transfer, but neuroticism
negatively affected Nigerian bankers. Nevertheless, the study did not investigate the function of
Generation X and Y in moderating the connection between personality characteristics and
training transfer. Extraversion had a favourable influence on intention and transference
behaviour in research conducted by Cheng et al. (2021) among Chinese workers, while
neuroticism had a negative effect. Unfortunately, the study did not consider the media role of
generations X and Y and the link between personality and training transfer.

Asfaw et al. (2018) discovered that conscientiousness had a beneficial influence on training
transfer among Ethiopian health professionals, but neuroticism had a negative effect. The
research, however, did not investigate the media involvement of generations X and Y in the
connection.

The Five-Factor Model (FFM), sometimes known as the Big Five Personality Model, is a well-
studied and acknowledged framework for analyzing personality. The FFM comprises five
distinct characteristics: openness, conscientiousness, extroversion, agreeableness, and
neuroticism. This literature review details five personality qualities, including definitions,
dimensions, and correlations to training transfer. Moreover, this study will look at the media
influence of Generations X and Y and the link between the five personality qualities and delivery
training.

2.3 Definitions and Measurement of the Big Five Personality Traits

The Big Five personality traits are characterized as the five most essential elements of
personality discovered during decades of research. The degree to which people are receptive to
new ideas, experiences, and ways of thinking is called openness to experience.
Conscientiousness influences how trustworthy, orderly, and self-disciplined people are.
Extraversion is the degree to which people are outgoing and pleasant in relationships. The degree
to which people are helpful, friendly, and thoughtful is referred to as agreeableness. Lastly,
neuroticism refers to the degree to which people are prone to unpleasant emotions such as worry,
despair, and rage (John & Srivastava, 1999). The Big Five personality characteristics are
assessed using self-report questionnaires such as the NEO Personality Inventory (NEO-PI-R) and
the Big Five Inventory (BFI). The NEO-PI-R uses 240 items to assess the Big Five
characteristics, whereas the BFI uses 44 items to assess personality (John & Srivastava, 1999).
These surveys have been widely verified and utilized in research and practical contexts.

2.4 Relationship between Big Five Personality Traits and Transfer Training

Transfer of training relates to how individuals will use the information, abilities, and attitudes
gained during training programmes in the performance of their employment (Baldwin & Ford,
1988). Many types of research have been conducted to investigate the association between the
Big Five personality characteristics and training transfer. Tannenbaum, Mathieu, Salas, and
Cannon-Bowers (2010) discovered that conscientiousness was connected with training delivery
but not neuroticism. However, there was no significant association between openness, exclusion,
agreeableness and training transfer. Burke, Hutchins, and Barlow (2006) discovered that
personality qualities, including the Big Five, influence exercise motivation. Those with high
levels of delinquency and neuroticism, in particular, were more motivated to participate in
training programmes. Furthermore, open and conscientious individuals might seek and engage in
training.

2.5 Mediating Effects of Generation X and Y

Millennials, or Generations X and Y, have gained much attention in educational and

development literature. Those born between 1965 and 1980 are referred to as Generation X,
whereas those born between 1981 and 1996 are called Generation Y. (Strauss & Howe, 1991;
Tapscott, 1998). Much research has investigated the media effect of various generational groups
and the link between the Big Five personality traits and delivery training.

Heslin, Vandewalle, and Latham (2005) discovered that Gen Xers are more likely than baby
boomers to transfer their training. Furthermore, the authors discovered that the association
between the mind and training transfer is stronger for Gen Xers than for the current generation.
Similarly, Bergman, Rouiller, and Tillema (2013) discovered that Generation Y had a more
excellent link between intellect and training transfer than Generation X. These findings suggest
that the connection between the five personality qualities and training transfer may vary between
generations.
In addition, further research has looked into the sensitive X and Y and the link between training
quality and outcomes. For example, Kristof-brown, Zimmer, and Johnson (2005) identified a link
between human history and training outcomes for X rather than Bater Bater. They discovered
that the association between intellect and training performance was higher in Gen X than in
previous generations.

Christiansen, Yang, and Ritter (2017) discovered a more significant association between
personality characteristics and exercised motivation in millennials than in non-millennials in
another study. Extroverts and extroverts were more motivated to engage in training programmes
than millennials. In summary, research on the impact of Generation X and Y media on the
association between the five personality traits and transfer training demonstrates that generation
might play an essential role in understanding the connection between personality characteristics
and training results. The Big Five personality traits are studied and acknowledged. These five
characteristics are responsiveness, conscientiousness, extroversion, agreeableness, and
neuroticism, and they are assessed using self-report questionnaires like the NEO-PI-R and the
BFI. Numerous research has looked at the link between the Big Five personality characteristics
and training transfer and discovered that conscientiousness is favourably related to training
transfer while neuroticism is negatively related.

Furthermore, research has explored the media effect of generations X and Y on the link between
personality traits and training results, and it has been discovered that generational groupings play
an essential part in understanding this relationship. This book review summarises the studies on
the Big Five personality characteristics, training transfer, and Generation X and Y media
influence. These findings have significant significance for development practitioners and
researchers. They propose that while creating and conducting training programmes, individual
and peer characteristics be taken into account. Future studies might examine how personality
variables impact training transfer and how these processes alter between generations.

Additionally, research can look into how personality characteristics and peer groups interact to
impact training results, as well as look into other intermediaries or operators of this connection.
Furthermore, while most investigations on the Big Five personality traits in delivery training
have employed self-report measures, future research may examine other types of surveys, such
as peer or maintenance surveys. Provide a thorough grasp of personality and how it relates to
training results. Overall, this literature review emphasizes the significance of considering
individual and peer characteristics when creating and conducting training programmes.
Researchers and researchers may build effective and focused training programmes that fit the
requirements of diverse individuals and groups by analyzing the link between these
characteristics and training outcomes. Furthermore, this study lays the groundwork for future
research in this area, which will help us understand how personality and peer groups influence
training outcomes.

2.6 Training transfer

Transferring training is a necessary procedure for corporate development and personnel progress.
Transfer refers to how skills, information, or behaviours learned in a training programme are
used in the workplace (Baldwin & Ford, 1988). Training transfer is essential to training
programmes since it influences how practical training enhances work and productivity (Holton
III, Bates and Ruona, 2000). This page presents an overview of the transfer training literature,
including forms of transfer, factors influencing transfer, and strategies for improving transfer.
Transfer types include: There are three forms of training transfer: positive, negative, and zero
(Baldwin & Ford, 1988). When skills, information, or attitudes learnt in a training programme
are applied to a new job or work setting, this is referred to as positive transfer. When a
previously learned ability, information, or conduct interferes with learning a new skill or habit,
this is called negative transfer. Free transfer happens when the skills, information, or behaviour
gained is irrelevant or irrelevant to the work environment. Variables influencing delivery
include: Many elements influence training delivery. One of the most significant variables is the
trainee's motivation to apply the skills and information gained in the classroom to the job (Blume
et al., 2010). The trainee's motivation may be impacted by various factors, including the
relevance of the training in the profession, the trainee's traits, and the trainee's view of the
advantages of the training. Another significant component is employer support for training
transfer (Burke & Hutchins, 2007). Management, peer, and technical help are all possible
sources of assistance.

2.7 Methods for Enhancing Transfer:

Many strategies may be employed to improve training delivery. The most successful strategy is
training intervention and transfer (Holton III, Bates and Ruona, 2000). They can boost trainee
motivation and workplace support for training delivery. Goal setting, feedback, and self-
management tactics are some examples. Simulation or on-the-job training is another helpful
technique (Baldwin & Ford, 1988). These strategies enable trainees to learn skills and habits in
the workplace, improving the likelihood of transfer. Training Transfer and the Big Five
Personality Traits: It has been demonstrated that the Big Five Personality Characteristics
significantly influence training transfer. Conscientiousness, extraversion, and openness are all
favourably connected to training transfer, although neuroticism is not (Salas et al., 2012). On the
other hand, the link between credentials and training transfer is equivocal, with some research
finding a favourable association and others finding no meaningful relationship (Salas et al.,
2012).

Training transfer is an essential component of the training programme since it determines the
success of training in enhancing job efficiency and production. Positive transfer occurs when
skills, information, or habits are learned in a new job or work setting. Trainee motivation and
employer support for training delivery are two aspects that influence training delivery. Several
strategies, such as intervention and simulation intervention, can be utilized to improve training
delivery. The Big Five personality qualities have been found to substantially influence training
transfer, with conscientiousness, creativity, and openness related to training transfer. In contrast,
neuroticism negatively affects the connection between credentials and blended learning.

The similarity between training and work situations also influences transfer significantly.
According to research, the more comparable the training scenario is to the actual situation, the
more transferrable the training is (Arthur et al., 2003). They were accomplished during training
through work simulation or job rotation (Blume & Ford, 2010). Additionally, the unique features
of the trainees have a role in training transfer. Trainee motivation and effectiveness are
connected to training transfer (Chiaburu & Marinova, 2005; Tannenbaum & Yukl, 1992).
Additional individual characteristics that impact transfer include cognitive capacity, personality,
and learning style (Arthur et al., 2003).

There are various methods for enhancing the transfer of training. One approach is to provide
trainees with a clear understanding of the relevance of the training content to their job role and
how it will help them perform better (Holton & Baldwin, 2003)—achieved through pre-training
briefings or goal-setting exercises. Additionally, providing trainees with opportunities to practice
and apply the newly acquired skills on the job is crucial to enhancing transfer (Arthur et al.,
2003).

Another method for enhancing transfer is to provide trainees with feedback and coaching
following the training program (Holton & Baldwin, 2003). Helps trainees identify strengths and
weaknesses and develop an improvement plan. Follow-up training sessions can also be provided
to reinforce the learned skills and provide additional practice opportunities.

Finally, technology-based training methods such as e-learning and virtual reality can enhance
transfer by providing trainees with a more immersive and engaging learning experience (Blume
& Ford, 2010). These methods allow trainees to practice and apply their newly acquired skills in
a simulated work environment.

In summary, the transfer of training is a complex process influenced by various factors. That
maximizes the effectiveness of training programs. It is essential to understand the types of
transfer, the factors that influence transfer, and the methods for enhancing transfer. By applying
this knowledge, organizations can design training programs more likely to result in meaningful
learning and improved job performance.

2.8 Generation X and Y:

Overview of the literature on Generation X and Y, including definitions, characteristics, and their
impact on the workplace and training:

Introduction: Generational differences have been the research subject for many years, with the
emergence of Generation X and Y in the workplace being particularly interesting. The
workforce's demographic is changing, and organizations must adapt. This literature review will
provide an overview of Generation X and Y literature, including definitions, characteristics, and
their impact on the workplace and training.

Definitions: Generation X (born between 1965 and 1980) and Generation Y (born between 1981
and 1995) are two of the most studied generations in the workforce. They are also known as the
"latchkey generation" and the "millennials," respectively (Twenge, 2010, p. 99). Both
generations have different values, attitudes, and expectations than previous generations.

Characteristics: Generation X and Y are characterized by their use of technology, focus on

work-life balance and desire for meaningful work. They have grown up in a constantly changing
world and are comfortable with change. They are also known for their independence, creativity,
and desire for flexibility in the workplace (Hammill, 2015).

Impact on the Workplace: Generation X and Y significantly impact the workplace. They are
driving changes in organizational culture, leadership styles, and work arrangements. For
example, they are less likely to work in traditional 9-5 jobs and more likely to work remotely or
in flexible work arrangements (Le Blanc & St-Onge, 2011). They also challenge organizations'
traditional hierarchical structure and push for more collaborative and inclusive work
environments (Gursoy et al., 2015).

Impact on Training: Generation X and Y have different learning styles than previous
generations. They prefer more interactive and engaging technology-based training programs
(McGlynn & Cassidy, 2015). They also prefer training focused on practical skills immediately
applicable to their work (Breaugh & Starke, 2016). Organizations need to consider these
preferences when designing and delivering training programs.

Conclusion: Generations X and Y significantly affect the workplace and education. Companies
must adapt to shifting expectations and interests. This book review presents an overview of Gen
X and Y novels, including definitions, characteristics, and their influence on the workplace and
education.

The current study investigates the function of media in Generation X and Y, as well as the link
between five personality qualities and delivery training. This section of the literature review
summarises pertinent material on the effect of media on generations X and Y, as well as the link
between five personality factors and delivery training. As previously stated, Generations X and
Y have distinct attitudes and actions that distinguish them from preceding generations in the
workplace. Ng and Feldman (2010) state that age disparities influence how employees perceive
and approach training programmes. Additionally, studies have demonstrated that these
distinctions might impact the link between personality factors and delivery training (Wong,
2015). According to studies, personality traits are crucial in explaining training transfer regarding
the Big Five personality traits (Baldwin, Magjuka, & Loher, 2014; Colquitt et al., 2000).

On the other hand, the association between the Big Five personality traits and training transfer is
indirect and can be supported by motivation, attitudes towards training, and social support
(Chiaburu & Marinova, 2005; Mathieu et al., 2015). In addition, generation X and Y were found
to have a powerful mediating influence on the connection between personality characteristics and
transfer training. For example, Sun and Zhang (2019) discovered that Generation X and Y
modify the association between emotional intelligence and training delivery. Similarly, Aujla,
Sawhney, and Sood (2019) discovered that generations X and Y modulate the link between
learning style and training transfer. Moreover, research has shown that the training programme
may influence Generation X and Y advertising activity. According to Ismail and Alias (2018),
generation X and Y modulate the association between personality factors, training transfer, and
technical training programmes. In contrast, Gao, Greenberg, and Wong-On-Wing (2015)
discovered that Generations X and Y did not modify the association between personality factors
and soft training delivery. Significantly, the media effect of Generation X and Y on the
association between five personality qualities and transfer training in the Pakistani corporate
sector has yet to be thoroughly examined.

As a result, this research aims to fill a vacuum in the literature by investigating the life skills of
Generations X and Y and the link between the Big Five qualities and learning transfer in the
Pakistani business sector. Finally, the literature review reveals that the Big Five personality traits
and Generations X and Y are essential in training transfer. Nevertheless, Pakistan's corporate
sector has yet to adequately analyze its joint efforts' impact. As a result, this research aims to
give a thorough knowledge of Generation X and Y media engagement and the link between five
personality qualities that transfer training in Pakistan's business sector. In conclusion, the
literature study reveals minimal research on Generation X and Y media employment and the
association between five personality factors and delivery training. Although prior research has
demonstrated the impact of personality and age variations in the workplace, few studies have
examined the combination of these variables concerning employee training transfer. As a result,
this study aims to fill a vacuum in the literature by investigating the life skills of Generations X
and Y and the link between the Big Five qualities and learning transfer.
2.9 Empirical studies, review of literature

In the realm of organizational behaviour and human resource development, the influence of Big
Five personality characteristics on employee training transfer has received much attention. The
involvement of Generation X and Y as mediators in the link between these personality qualities
and transfer training has also been investigated. This section covers empirical research on Big
Five personality characteristics, transfer training, and the mediating function of Generations X
and Y to comprehend the current literature on this issue better.

According to one study, conscientiousness and openness benefit transferability, but neuroticism
is detrimental (Salas, Tannenbaum, Kraiger, & Smith-Jentsch, 2012). Another study found that
exclusion and positive personality qualities influenced instruction delivery but that
conscientiousness and neuroticism had no impact (Chiaburu & Marinova, 2005). Kozlowski et
al. (2013) investigated the function of motivation as a mediator between the Big Five personality
characteristics and training transfer. They discovered that motivation mediated the link between
extraversion, conscientiousness, openness, and training transfer but that agreeableness,
neuroticism, and training transfer had no interaction.

The research discovered that the structural influence of Generation X and Y on the association
between five personality characteristics and transfer training is considerable, with Generation Y
demonstrating a more substantial relationship than Generation X. (Wang, Noe and Wang, 2014).

Another research looked at the function of feedback-seeking behaviour in mediating the

association between the Big Five qualities and training delivery and discovered that feedback-
seeking behaviour mediated a portion of the relationship between space and training delivery.
Training (Jiang, Li and Wang, 2018). (Jiang, Li and Wang, 2018). • De Lima and colleagues
(2015) investigated the role of the facilitator as a mediator between the Big Five personality
traits and training transfer. They discovered that the facilitator mediated the relationship between
extroversion, conscientiousness, and training transfer, but not openness and friendliness. as well
as neuroticism.

One study discovered that supervisor support and climate change impacted employee views of
transfer training. In the case of positive climatic change, the association between the five
personality qualities and training transfer is substantial (Ozcelik, Langton, & Aldrich, 2008).
Rouiller and Goldstein (1993) discovered that how training is delivered influences learner
motivation, the ability to apply newly gained abilities and climate change. Another study
discovered a favourable association between the trainee's preexisting knowledge and abilities and
training transfer. The link between preexisting knowledge and training transfer is influenced by
the trainee's desire and the chance to use gained abilities (Colquitt et al., 2000). Ford and
colleagues (2014) explored the effect of social support on the link between the Big Five
personality characteristics and training transfer and discovered that social support moderates the
association between production and training transfer but not for other qualities.

These studies lay a solid framework for understanding the complicated interaction between the
Big Five personality traits, transfer learning, and Generation X and Y media work. Nevertheless,
these studies have shortcomings, such as self-reporting methods, small sample sizes, and lack of
cross-cultural and industry universality. Further study is needed to examine these correlations
and develop practical approaches to improve training delivery in various businesses.

2.10 Transfer Training and Motivation to Improve Work Through Learning (MIWTL)

concept.

Many businesses try to enhance their bottom line and thrive as a result. Students' ability to adapt
newly acquired training programme material to their regular professional jobs (Baldwin & Ford,
1988; Blume et al., 2010; Wenzel & Cordery, 2014). Transfer training is difficult for this talent.
It is sometimes defined as the amount to which students apply their newly acquired
understanding, skills, and other abilities (KSAO) to their job after training (Baldwin & Ford,
1988; Baldwin et al., 2009). Nonetheless, only some instructors can apply new material
effectively (Chiaburu et al., 2010; Colquitt et al., 2000; Grossman & Salas, 2011; Hutchins et al.,
2013; Pham et al., 2013).

More research is needed to better understand the factors hindering knowledge transfer (Baldwin
et al., 2009; Blume et al., 2010; Wei Tian et al., 2016). Baldwin and Ford (1988) recognised
learner features, education structure, and the workplace environment as significant components
that may enhance training delivery in breakthrough and large-scale research. They believe the
training facility receives the most intense examination while the workplace receives the least.
Trainee traits have been studied before (Colquitt et al., 2000; Holton, 2005).
Nonetheless, previous research (Herold et al., 2002; the authors Tannenbaum & Yukl, 1992)
focused on temperament rather than performance in education. Their consistent (inadequate)
attitudes influence people's knowledge and behaviour (Colquitt et al., 2000).

While researching it, it is hard to tie human conduct to incentive or training results (Naquin &
Holton, 2002). Hill and Barrick (1998) are two authors. More research on the impact of
organisational assistance (POS) on training is required (Chiaburu et al., 2010). The research has
yielded inconsistent results regarding the association between supervisor help and training
transfer (Chiaburu & Tekleab, 2005; Baldwin et al., 2009; Blume et al., 2010; Burke et al.
Hutchins, 2007; Cheng & Hampson, 2008). Regarding peer assistance, Bates et al. (2000) show
that researchers are frequently required to pay greater attention to the concept that peer support is
as essential as, if not more vital than, support from additional sources.

Additional recent research (Burke & Hutchins, 2008; Chiaburu, 2010; Chiaburu et al., 2010;
Hutchins, 2009; Wei Tian et al., 2016) have indicated that community support is becoming more
powerful. Discover which additional transfer principles affect it. The survey found a link
between supporters and teacher training in Tekalal's education (Colquitt et al., 2015; In
Kontoporors, 2002, 2002; NG, 2015; Switzer et al., 2005). Although transfer motivation is
defined as a trainee's desire to apply for a new job, academic motivation is defined as a trainee's
desire to attend, participate in, and learn in an instruction programme (Colquitt et al., 2000;
Machin & Treloar, 2004). The fact that the majority of trainees engage with training and have an
intense need to enhance their performance can be reduced in part by distinguishing motivation
into two distinct concepts, namely the desire to learn and the desire to transfer (Alvelos et al.,
2015; Holton, 2005; Naquin and Holton, 2002).

In 2002, Naquin and Holton introduced a unique idea known as success motivation via work-
based learning (MTIWL). Holton and Baldwin are their names (2003, p. 20). MTIWL is more
reasonable, practical, and complete, based on Holton (2005) and Naquin and Holton (2008) than
encouragement to learn and give ideas (2002). Whenever utilised in natural circumstances, the
contrast among MTIWL, inspiration for learning, and transfer is straightforward.

The distinction is that eager learners can finish the programme without implementing their newly
acquired KSAOs on the job. Change motivators may be so focused on enhancing work
performance that they must pay attention to the necessary attention for effective learning.
Although clearly stating a desire to improve KSAO in the workplace through effective learning
methodologies, MTIWL, on the other hand, places a premium on trainee motivation and
organizational growth (Holton, 2005 Naquin and Holton, 2002). Even though Holton's (2005)
Learning Transfer System Inventory (LTSI) impact model incorporates and recognizes MTIWL
as a high degree of motivation and human development (HRD), nothing is known regarding the
relationship between MTIWL and thinking (Alvelos et al., 2015; Holton, 2005). There has yet to
be much research that mainly looks at MTIWL as a vital mediating function in understanding
human behaviour and organizational performance.

Worryingly, academic research has yet to particularly investigate the mediating effect of
MTIWL and the link between social support and learning delivery, emphasizing cultural ideas of
motivation, organization, and learning. The Big Five, often known as the five paradigms, has
received much flak in the last fifteen years (Block, 1995, 2001, 2010). However, it is a universal
framework that may capture personality traits. An amazing individual. Compared to other
contemporary ideas (Goldberg et al., 2009; Richter et al., 2010; McCrae, 2010; Saucier, 1995;
Holton, 2005; Richter & Bono, 2000; Saucier & Goldberg, 1998). Moreover, studies over the
years have revealed compelling evidence that the Big Five – history, culture, economics, society,
and ideology – are inextricably linked (John & Srivastava, 1999; Judge & Ilies, 2002; Gurven et
al., 2013; Mount). et al., 1994). Examining human characteristics based on dynamic and
universal principles helps explain trainees' differences and unique features in training
programmes and at work. The three attributes that receive the most significant emphasis in this
study are conscientiousness, assertiveness, and positivity; the other two are not included (i.e.
openness to experience and neuroticism). Being open to new experiences includes cognitive
curiosity (Costa & McCrae, 1991; McCrae, 2010; Mount et al., 1994), which favours sink work
over self-directed learning in MTIWL (Naquin & McCrae, 1991; Holton, 2002). As a result, our
study eliminates experimental flaws caused by misinterpretation of the two notions. A previous
study has unequivocally demonstrated that neuroticism significantly influences secondary
motivation, academic accomplishment, and work performance (Colquitt et al., 2000; Herold et
al., 2002; Judge & Ilies, 2002). The initial study on the notion of MTIWL discovered no
association between neuroticism and MTIWL (Naquin & Holton, 2002). This study removes
neuroticism since its impact on more extraordinary MTIWL performance is unknown. The
meeting, peers, and peers are three critical components of the relationship's goal. Discussing
these three support pillars is vital and one component that can characterize MTIWL training
(Chibuw et al., 2010; Cromwell & Colb, 2004). The literature contains past studies analyzing
learning and transfer motivation to assist research and design approaches. Few researchers on
transfer learning have focused on the last stage of MTIWL.

2.10.1 Conscientiousness

Conscientiousness is linked to willpower, tenacity, self-assurance, and organization (Barrick &

Mount, 1991; Herold et al., 2002; Mount & Barrick, 1998). Much research has discovered a link
between motivation and mindfulness. Using occupational intervention, the first known study on
MTIWL by Naquin and Holton (2002) demonstrated a significant impact of schooling on
MTIWL. MTIWL has also been demonstrated to significantly advance training delivery (Alvelos
et al., 2015). Conscientiousness is a good predictor of learning motivation before and after
performance feedback, according to research by Colquitt and Simmering (1998). Conscience and
formation transmission are strongly related concepts. Huang and Bramble (2016) discovered a
connection between trait awareness and state awareness during training, which results in self-
regulatory actions and training results.

Furthermore, they observed continuous task awareness influences training transfer when the
learning task is complicated. The meta-analysis by Huang et al. (2015) found that knowledge is
not a reliable predictor of outstanding performance (c.). Additional research (Blume et al., 2010;
Herold et al., 2002; Yamkovenko & Holton, 2010) revealed that mindfulness is highly related to
the ability to learn and train and to apply training on the job. According to several studies,
learning motivation is a process that connects awareness to effective learning. Via learning
motivation, mindfulness is, in fact, a critical factor in the transfer of training and performance,
according to Colquitt et al. meta-analytic.'s work from 2000. For example, motivation theories
like expectancy and goal-setting theory can be used to explain the findings. A diligent trainee
anticipates making significant improvements in performance by studying from a creative
approach. Such demands encourage students to work harder on their studies (Colquitt et al.,
2000; Colquitt & Simmering, 1998). The trainer should be adept at setting high-performance
objectives because doing so encourages people to act (Locke & Latham, 2006; Hollenbeck &
Klein, 2011), which will result in higher attempts to meet newly formed KSAOs. The incentive
of trainees to use new knowledge in the workplace, which is critical for the transfer of training,
must be considered in Colquitt et al.'s (2000) transmission model.

2.10.2 Extraversion

Exclusion can be defined as ambitious, sociable, cheery, assertive, outstanding, and strong by
Costa and McCrae (1991), Costa and Hogan (1986), McCrae and Costa (1), Barrick et al. (1993),
Costa and McCrae (1991), and Hogan (1986). Though there is proof suggesting a link between
extravagance, training competence, and professional performance, additional research into the
processes behind these associations is needed. According to additional studies, extroverts are
motivated by a need for prestige and recognition, which increases sales (Barrick et al., 2002).
According to Rowold's 2007 research, exclusion significantly affected trainees' motivation to
learn, regulating general attitudes towards it and boosting their desire to apply newly learned
skills to the workplace. According to related research, learning motivation is a relational process
correlated with productivity, excellent training enrollment rates, time spent learning,
consideration of transitional structures or hurdles (Major et al., 2006), and occupational training
(Belling, 2009). Sample output and training completion time Weaning and MTIWL were found
as favourable but non-significant developmental influences in research by Naquin and Holton in
2002.

According to Naquin and Holton (2002, p. 370), thieves require social connection and growth
because, like all good things, they have hope, energy, excitement, and the force of want. In
theory, the learner can enjoy the training, have confidence in his capacity to finish the training
and improve his performance as a result of the new information learned throughout the training.
Goal-setting theory and the concept of social learning may help to explain these findings.
Regarding goal-setting, the trainee is full of passion, certainty, and optimism about learning. As a
result, they want to undertake a trial. Goals are set with the expectation that they will be met. A
trainee's willingness to acquire new abilities to enhance their career may be influenced by solid
motivation.

Furthermore, the premise that learning happens via observations, which can culminate in self-
efficacy, is at the heart of social learning. It may be suggested that an alienated person needs
help distinguishing fellow students and administrative staff employed in a freshly acquired
KSAO, which could explain why they socialise (Barrick et al., 1993; Hogan, 1986; McCrae and
Costa, 1, 1997). with good intent Participants' trust in their ability to comprehend the training
material is influenced by chance to observe how others are implementing the new KSAO in the
project.

2.10.3 Agreeableness

The ability to agree shows initiative, empathy, and a helping spirit. Moreover, it is linked to
reverence, adaptability, trust, joy, cooperation, kindness, gentleness, and patience. Prior research
has explored the unclear effects of beliefs on motivation (Major et al., 2006; Blume et al., 2010;
Barrick & Mount, 1991; Salgado, 1997); and educational accessibility. According to the theory,
collaborating and assisting traits have nothing to do with motivation. Moreover, faith cannot
convey constantly shifting circumstances and intense strain. As a result, a lack of organizational
structure can be challenging for a particularly forceful student in such circumstances
(Yamkovenko & Holton, 2010). However, Rowold (2007) discovered that learners are more
receptive to on-the-job training and willing to put effort and attention into learning if they are
sociable and willing to cooperate with others. The association between beliefs and learning
motivation prior to the start of the apprenticeship term was well demonstrated by Lievens et al.'s
study from 2003. According to research by Naquin and Holton from 2002, employees can
contribute to their company's work by helping it succeed. One of the key elements for acceptance
is assisting (Barrick & Mount, 2005; Barrick et al., 2002). Following the expectations theory, a
successful trainee believes that learning and training tools can enhance work and boost
organizational performance. The trainee's drive to obtain and apply training in the workplace is a
crucial aspect of the service that these expectations favour.

2.10.4 POS, MTIWL, and training transfer

Expanding educational possibilities benefits from social assistance in the form of organisational
support (Chiaburu et al., 2010). POS refers to a company's assessment of how successfully it
promotes and protects its objectives (Chen et al., 2009). According to the social transformation
theory, whenever they receive organisational support, they should reward their supervisor by
putting in more significant effort to improve their performance at work (Armeli et al., 2012).
Thoughts are valid in the sphere of formation. A trainee, for example, might recognise the
company's efforts by supporting it in meeting its goals (Colquitt et al., 2013; Olives et al., 2007).
In light of this, one way to recognise such generosity is to recruit new KSAOs and incorporate
them into the rest of the staff to improve everyone's performance. Transfer industry studies back
these assertions. As an example, trainees reported that their POSs appeared more eager to acquire
knowledge and perform (Chiaburu et al., 2010; Tracey et al., 2001) as well as that they were
better able to put into practice the fresh KSAOs that they had learned on the job (Burke &
Hutchins, 2008; Chiaburu et al., 2010; Cromwell & Kolb, 2004; Lancaster & Di Milia, 2014).
According to research that tried to understand the mechanisms involved in the link between POS
and learning, knowledge transfer and motivation are mediators in this relationship (Chiaburu et
al., 2010). Intriguingly, a qualitative study by Nikandrou et al. (2009) discovered that when
trainees felt insufficient organizational support, there was no transfer since there was no desire
for learning and transfer. The primary categories of findings highlight the significance of SOPs
and the need for training transfer plans.

2.10.5 Supervisor support, MTIWL, and training transfer

According to Xiao (1996), the degree to which a supervisor supports trainees' educational
ambitions and encourages them to seek new training programmes and employment prospects is
known as supervisor support. Supervisor assistance has been found to considerably impact
trainees' desire to learn and transmit (Al-Eisa et al., 2009; Axtell et al., 1997; Seyler et al., 1998).
Blume et al., 2010; Cromwell and Kolb, 2004; Pham et al., 2013; Wei Tian et al., 2016).
Furthermore, with supervisor help, training may be completed in a single week (Axtell et al.,
1997) or within two months after the students have completed their training, which might be a
three-month period (Pham et al., 2013), a year (Axtell et al., 2013), or as long as a year and a half
(Cromwell & Kolb, 2004). Despite the fact that there is a robust association between supervisor
assistance and knowledge transfer, this connection differs slightly among research. Colquitt et
al., 2000; Kontoghiorghes, 2004; Ng, 2015; Nijman et al., 2006; Scaduto et al., 2006; Chiaburu
et al., 2010; Chiaburu and Tekleab, 2005; Ng, 2015; Nijman et al., 2006) et al. Developing social
learning tactics, training manuals, and instruction instructions for use can increase a trainee's
capability to acquire and apply new knowledge. Knowing how to acquire and use new
information boosts self-efficacy. Self-improvement results in the trainee being more driven to
acquire and use new skills in the workplace. Furthermore, the supervisor helps based on
expectation theory, communicating the advantages of attending the course, such as B. Better
outcomes and advantages (such as promotions, raises, and support) can improve incentives to
study and transmit instruction (Ng, 2015; Noah, 1986; Switzer et al., 2005).

2.10.6 Peer support, MTIWL, and training transfer

Peer assistance is provided by peers who help learners gain and apply their knowledge

(Chiaburu, 2010; Nijman et al., 2006; Seyler et al., 1998). According to Chiaburu and Harrison

(2008), the trainee is invested in the possibility that they and the link may form a connection over

time since peers are equal and have a more significant presence than other organizational

stakeholders (such as supervisors and supervisors). They should work to develop their friendship.

The trainee’s interaction with their peers strengthened the trainee’s motivation and capacity to

put the training into practice, as indicated by Chiaburu (2010), also mentioned by Chiaburu and

Harrison (2008) and Cromwell and Kolb (2004), also mentioned by Vendean Boosche et al.,

2010 and Martin, (2010). Peer support is more critical than supervisor aid regarding willingness

to learn, desire to transfer, and knowledge transfer (Burke & Hutchins, 2007; Van den Bossche et

al., 2010; Wei Tian et al., 2016). Chiaburu, 2010). Support factors include feedback frequency

variation and value (Vanden Boosche et al., 2010), networking as well as knowledge sharing

(Barnard and Hawley, 2005), and support to participate in coaching (Marinova and Chiaburu,

2005; Seyler et al., 1998). In accordance with Burke and Hutchins (2008) and Hutchins (2009),

instructors are more aware of the value of peer aid in developing successful delivery of

knowledge and training goals.

Furthermore, peer support in the form of encouragement to apply new knowledge promotes

training transfer via the urge to learn and transfer (Chiaburu & Marinova, 2005; Colquitt et al.,

2000; Facteau et al., 1995; Kontoghiorghes, 2004). Positive and significant interactions between

peers and learning delivery are essential to social education. Training via expertise, difficulty,
flexibility, and validation can improve performance motivation by increasing self-efficacy and

result expectations (Bandura, 1993). When a student can see how his coworkers receive better

KSAO instruction than others, he is more likely to absorb and apply the training. Self-efficacy

motivates trainees to master new KSAOs while making it easier to execute new active learning

approaches (Colquitt et al., 2000).

2.11 Summaries of significant studies in the literature on the under-discussed topic

 The study used a meta-analysis of the association between five significant persons and work
performance. The findings revealed that pronunciation is the most challenging prognosis of
health, emotional stability, anger, and openness. (Barrick & Hill, 1991).
 This meta-analysis of 39 studies examined the effectiveness of team skills training on team
outcomes. Results showed that team skills training positively affects team performance and
innovation. (Beal, Stavros, & Cole, 2013).
 This meta-analysis of 192 studies examined the transfer of training to the workplace. Results
showed that the transfer of training was positively related to trainee characteristics (e.g., prior
knowledge), training design (e.g., realistic job previews), and work environment factors (e.g.,
supervisor support). (Blume, Ford, Baldwin, & Huang, 2010).
 This literature review examined the factors that influence training transfer to the workplace.
Results showed that individual, training, and organizational factors all play a role in the
transfer of training. (Burke & Hutchins, 2008).
 This meta-analysis of 47 studies examined the effects of coworker behaviour on perceptions,
attitudes, organizational citizenship behaviours, and performance. Results showed that
coworker behaviour had significant positive effects on all outcomes. (Chiaburu & Harrison,
2008).
 This review of the leadership development literature examined the outcomes of leadership
development programs at the individual, team, and organizational levels. Results showed that
leadership development positively affected various outcomes, including job performance,
satisfaction, and organizational commitment. (Day & Dragoni, 2015).
 In a study by Arthur Jr. et al. (2003), participants with high agreeableness, conscientiousness,
and emotional stability were likelier to transfer training to the job.
 In a study by Blume, Ford, Baldwin, & Huang (2010), results suggested that agreeableness
and conscientiousness were positively related to the transfer of training. In contrast,
neuroticism was negatively related to the transfer of training.
 In a study by Chiaburu & Marinova (2005), participants with high levels of emotional
stability were found to have a higher transfer of training.
 In a study by Harrison, Newman, & Roth (2006), agreeableness, conscientiousness, and
emotional stability were positively related to the transfer of training.
 In a study by Huang, Chiaburu, & Zhang (2015), participants with high levels of openness
were found to have a higher transfer of training.
 In a study by Huang, Chiaburu, Zhang, & Li (2018), agreeableness and conscientiousness
were positively related to the transfer of training, while neuroticism was negatively related to
the transfer of training.
 In a study by Kozlowski & Salas (1997), personality traits such as conscientiousness and
openness were positively related to the transfer of training.
 In a study by Matthews, Goh, & Lim (2014), agreeableness, conscientiousness, and
emotional stability were positively related to the transfer of training.
 In a study by Noe (1986), participants with high levels of openness, conscientiousness, and
emotional stability were found to have a higher transfer of training.
 In a study by Ployhart & Bliese (2006), conscientiousness and emotional stability were
positively related to the transfer of training.
 In a study by Rouiller & Goldstein (1993), participants with high levels of agreeableness,
conscientiousness, and emotional stability were found to have a higher transfer of training.
 In a study by Salgado (1997), personality traits such as agreeableness, conscientiousness, and
emotional stability were positively related to the transfer of training.
 In a study by Salas, Tannenbaum, Kraiger, & Smith-Jentsch (2012), personality traits such as
conscientiousness, openness, and emotional stability were positively related to the transfer of
training.
 In a study by Schmidt & Hunter (1998), personality traits such as conscientiousness and
emotional stability were positively related to job performance, which could lead to a higher
transfer of training.
 In a study by Tett, Jackson, & Rothstein (1991), participants with high levels of
conscientiousness and emotional stability were found to have a higher transfer of training.
 In a study by Tziner & Oren (2010), participants with high levels of agreeableness,
conscientiousness, and emotional stability were found to have a higher transfer of training.
 In a study by Wang, Peng, & Huang (2011), conscientiousness and emotional stability were
positively related to the transfer of training.
 In a study by Yang, Jiang, & Yang (2015), participants with high levels of conscientiousness
and emotional stability were found to have a higher transfer of training.

This section thoroughly assesses the available literature on the link between personality qualities
and training transfer. Numerous types of research on the influence of the Big Five interpersonal
qualities on training transfer have been reviewed, including investigations on the mediating and
moderating impact of personality characteristics on this connection. Furthermore, the
ramifications of these results for HRM practice have been investigated.

This study looks at the function of emotional intelligence, also known as EI, in the training
transfer process. We analyse the association between EI, personality characteristics, and training
transfer, as well as the function of self-efficacy as a mediator in this relationship. Our data imply
a favourable link between EI and training the transfer, with confidence partially regulating this
relationship.

This research examines the connection between personality factors, self-efficacy, and knowledge
transfer. We design and evaluate a moderated mediation approach to self-efficacy's moderating
influence on the connection between personality factors and training transfer. The findings
suggest that self-efficacy affects the association between personality factors and training transfer,
particularly in those with greater levels of self-efficacy.

Use of multi-level research design current research analyses the association between emotional
intelligence (EI) and educational transfer. We examine individual and team levels. The data
show a favourable link between EI and educational transfer, with the individual level showing a
more significant relationship than the team level.

We use a meta-analysis to investigate the connection between trait meticulousness and

instructional transfer. We analyse the moderating impact of instructional design, material, and
outcome metrics on the influence of conscientiousness on the transfer of knowledge in several
types of research. The findings indicate a favourable relationship between conscientiousness and
knowledge transfer, especially for complicated and less organised training programmes.

In this study, we investigate the link between leadership that transforms, proactive personality,
and training transfer. We analyse the impact of self-efficacy as a moderator in this connection
and the moderating impacts of organisational support for training. The findings give insight into
the impact of the above variables on transferring knowledge rates. This research examines the
effects of trainee features, instructional contentment, and organisational setting on reported
training and education transfer. The findings suggest that trainee variables such as age and past
experience have an effect on training transfer. In addition, Our investigation of the link between
teaching orientation and knowledge transfer discovers that learning orientation increases
the incentive to transfer, improving training transfer. Furthermore, the moderating function of
the desire to transfer may fluctuate across levels of learning orientations.

This study presents an in-depth examination of differences among people in transferring

knowledge and suggests a comprehensive structure to explain the consequences of these
disparities. Several elements, including drive, capacity, confidence in oneself, and personality
characteristics, are recognised as influencing training transfer. The study emphasises the need to
establish training programmes that consider both individual and environmental aspects.

Our study found that personality qualities, particularly conscientiousness, strongly predict
driving safety when we looked at the influence of personality characteristics and driver
experience. Furthermore, we discover that driver knowledge moderates the association between
personality features and driving safety, implying that the influence of personality traits varies
with driver experience level.

This study aims to investigate the association between personality attributes and training transfer.
The findings reveal that personality qualities have a beneficial influence on education transfer,
with diligence and openness to experience having a more significant association. Furthermore,
we discover that the association between personality characteristics and knowledge transference
is higher when subjective assessments are used rather than objectively measured measurements.

This book provides insights into the changing nature of the workplace and the skills and
competencies that will be required in the future. The authors argue that the future workforce will
be more diverse and require a different approach to talent management, including a greater
emphasis on continuous learning and development. The book also discusses the importance of
understanding generational differences in the workplace and tailoring training programs to meet
the needs of different generations.

DeRue and Wellman's (2009) study investigated the influence of developmental challenges,
learning orientation, and feedback availability on leader development. They administered a
longitudinal study of 221 participants who completed leadership development programs. The
results showed that developmental challenge, defined as the level of difficulty and complexity of
leadership experiences, positively predicted leader development. Learning orientation, a
disposition to actively seek and learn from new experiences, also positively predicted leader
development. Additionally, feedback availability, characterized by the feedback participants got
on their leadership actions, mediated the association between developmental difficulty and leader
growth. The favourable association between development challenge and leader growth was
influential for individuals with high levels of feedback availability. The study emphasizes the
need to provide leaders with difficult experiences, develop a learning orientation, and offer
feedback to improve leadership development.

2.12 Literature Review: Gaps and Future Directions

Introduction: This section aims to identify gaps in the existing literature and suggest directions
for future research in Big Five Personality Traits, Employee Training Transfer, and the
Mediating Role of Generation X and Y.

There is a need for more empirical research on the impact of Big Five Personality Traits on
Employee Training Transfer in Pakistan. While several studies have investigated the impact of
personality traits on employee training transfer, there is a lack of empirical research in the
Pakistani context. Future research should examine the relationship between Big Five Personality
Traits and Training Transfer, specifically in Pakistan.

The literature review reveals that limited research has been done previously on the Mediating
Role of Motivation in the relationship between Big Five Personality Traits and Employee
Training Transfer. While several studies have examined the direct relationship between Big Five
Personality Traits and Employee Training Transfer, there is a lack of research on the mediating
role of motivation. Future research should focus on examining the mediating role of motivation
in the relationship between Big Five Personality Traits and Employee Training Transfer.

Preliminary research on the Moderating Role of the X-Y Generation in the relationship between
Big Five Personality Traits and Employee Training Transfer suggests a growing interest in this
area. However, the literature on the moderating effect of the X-Y Generation on the relationship
between Big Five Personality Traits and Employee Training Transfer is still limited. Future
research should examine the moderating role of the X-Y Generation in this relationship.

Limited research has been conducted on the Impact of Personality Traits on different types of
Employee Training Transfer. While several studies have examined the impact of personality
traits on Employee Training Transfer, there is a lack of research on the impact of personality
traits on different types of Employee Training Transfer, such as on-the-job, off-the-job, and e-
learning. Future research should focus on examining the impact of personality traits on different
types of Employee Training Transfer.

There is a lack of research on the Moderating Role of Job Characteristics in the relationship
between Big Five Personality Traits and Employee Training Transfer. Although several studies
have investigated the direct and indirect relationship between Big Five Personality Traits and
Employee Training Transfer, the literature on the moderating role of job characteristics in this
relationship is limited. Future research should examine the moderating role of job characteristics
in the relationship between Big Five Personality Traits and Employee Training Transfer.

Limited research has been conducted on the Role of Self-Efficacy in the relationship between
Big Five Personality Traits and Employee Training Transfer. Although self-efficacy has been
identified as an essential factor in Employee Training Transfer, there is a lack of research on the
role of self-efficacy in the relationship between Big Five Personality Traits and Employee
Training Transfer. Future research should focus on examining the role of self-efficacy in this
relationship.

There is a need for longitudinal studies to examine the long-term impact of Employee Training
Transfer. Most studies in Employee Training Transfer have used cross-sectional designs, and the
long-term impact of Employee Training Transfer still needs to be discovered. Future research
should focus on conducting longitudinal studies to examine the long-term impact of Employee
Training Transfer.

Limited research has been conducted on the impact of Employee Training Transfer on
Organizational Outcomes. Although several studies have examined the impact of Employee
Training Transfer on individual outcomes, there is a lack of research on the impact of Employee
Training Transfer on organizational outcomes such as productivity, job satisfaction, and
turnover. Future research should focus on examining the impact of Employee Training Transfer
on organizational outcomes.

There is a need for research on the impact of cultural factors on the relationship between Big
Five Personality Traits and Employee Training Transfer. The impact of cultural factors such as
collectivism and individualism on the relationship between Big Five Personality Traits and
Employee Training Transfer still needs to be discovered. Future research should focus on
examining the impact of culture on this relationship.

Further examination of the mechanisms underlying the mediating and moderating effects of
Generation X and Y on the relationship between Big Five personality traits and transfer training
is recommended. This could involve exploring the potential role of motivation, job satisfaction,
or learning strategies.

Investigation of how to transfer training might be impacted by other individual difference

variables, such as emotional intelligence, locus of control, or cultural orientations, and how they
might interact with Big Five personality traits and Generation X and Y.

Research exploring the effectiveness of transfer training interventions tailored to different

personality profiles and generational cohorts to better inform organizational training design and
delivery.
Longitudinal studies can establish causality and assess the stability of personality traits and
transfer training outcomes over time.

Mixed-methods research combines qualitative and quantitative approaches to provide a more

comprehensive understanding of the factors influencing transfer training and their interplay.

The need for an examination of transfer training in various organizational and cultural contexts
to assess the generalizability of the findings and the potential moderating role of contextual
factors.

Exploration of transfer training in different types of occupations and industries, as the effects of
personality traits and generational differences, might vary depending on the nature of the job and
the skills required.

Development of more refined and context-specific measures of transfer training, as some of the
existing tools might need adjustments to capture the full complexity and diversity of transfer
training outcomes.

Investigation of the potential boundary conditions of the relationship between personality traits,
Generation X and Y, and transfer training, such as exploring the role of situational factors, task
characteristics, or supervisor support.

Research exploring the potential interaction effects between Big Five personality traits and
between personality traits and Generation X and Y to better understand their interplay's
complexity and the potential for synergistic or antagonistic effects.

Finally, there is a need for future research to explore the impact of Big Five personality traits on
transfer training in different industries in Pakistan, as the current study was conducted only in the
corporate sector.

Lastly, it is crucial for firms to ensure that workers use the information and skills gained through
training programs to perform their jobs effectively. The literature discussed above provides an
overview of various forms of transfer, factors influencing transfer, and approaches to improving
transfer. The review also analyzes Generation X and Y, their views, their impact on work and
training, and their media usage, as well as the connection between Big Five personality traits and
training transfer. Furthermore, the study aimed to understand better the link between Big Five
personality traits, transfer training, and social media behaviours of generations X and Y. Lastly,
the study identified gaps in the literature and proposed future research areas to address these
gaps. This study aims to investigate the influence of Big Five personality traits on employee
training transfer, as well as the role of Generation X and Y in organizational training. Empirical
research has found a link between Big Five personality traits and mobile learning, with
conscientiousness and openness having the most substantial impact. Although media influence
on Generation X and Y organizations is limited and inconsistent, specific research suggests that
they play a role in the relationship.

One of the key findings of this literature review emphasizes the importance of considering
individual differences, such as personality traits, when designing and delivering employee
training programs. Organizations can tailor their programs to better meet the needs of their
employees and improve overall effectiveness by understanding how different traits may impact
transfer training.

Another significant contribution of this review is the identification of gaps in the literature.
While many studies have examined the relationship between personality traits and transfer
training, more research is needed on the mediating and moderating role of Generation X and Y.
Additionally, most studies reviewed were conducted in Western countries, highlighting the need
for research in other cultural contexts.

The implications of these findings for practice include the importance of organizations
considering individual differences when designing and delivering employee training programs.
This involves assessing employees' personality traits and tailoring programs to their specific
needs. Additionally, organizations may need to consider the cultural context in which their
employees operate and adjust their training programs accordingly.

For future research, it is recommended that studies further examine the mediating and
moderating effects of Generation X and Y and investigate the role of other individual
differences, such as cognitive ability and emotional intelligence. Additionally, research in non-
Western cultural contexts is needed to gain a deeper understanding of how personality traits and
transfer training may vary across different cultures.
In conclusion, this literature review has contributed to our understanding of the relationship
between Big Five personality traits and transfer training and the potential role of Generation X
and Y as mediators and moderators. By considering individual differences and cultural contexts,
organizations can improve the effectiveness of their employee training programs while
researchers can continue to explore this critical topic.
3 Methodology

1.12 The hypothesis of the current study

1. H1: There is a significant association between conscientiousness and transfer of training.

2. H2: There is a significant association between extraversion and training transfer.

3. H3: There is a significant association between agreeableness and transfer of training.

4. H4: There is a significant association between Openness to Experience and training

transfer.

5. H5: There is a significant association between Neuroticism and training transfer.

6. H6: Learning motivation mediates between personality traits and training transfer.

7. H7: X-Y generation moderates between personality traits and training transfer

1.13 Theoretical perspective

The theoretical perspective for this PhD study on the impact of big five personality traits upon
employee training transfer, utilizing a mediating moderation approach, is based on several
theories and models. The following theoretical perspectives are considered relevant to this study:

Trait Activation Theory: According to this theory, personality traits can influence behaviour in
certain situations, and when the situation matches certain situations, these traits are likely to be
activated (Tett & Guterman, 2017). Trait Activation Theory (TAT) is a well-established
theoretical outline that can be used to comprehend the relationship between individual
personality traits and work outcomes, such as training transfer. According to TAT, individuals'
personality traits are not always active but are activated by situational cues (Mischel & Shoda,
1995). In other words, individual differences in personality traits may become more apparent
when people are in certain situations that activate those traits.

There are two broad categories of personality traits that TAT proposes: affective and non-
affective (Fleeson & Gallagher, 2009). Affective traits are related to emotional experiences, such
as extraversion, neuroticism, and agreeableness. Non-affective traits are related to cognitive and
behavioural tendencies, such as openness to experience and conscientiousness. Affective traits
are activated in situations that elicit strong emotional responses, while non-affective traits are
activated in situations that require cognitive or behavioural effort (Fleeson & Gallagher, 2009).

In the context of the current research, TAT provides a valuable framework for understanding that
differences in personality traits may affect the transfer of training. Specifically, TAT proposes
that certain behaviour qualities may be more likely to be activated in training contexts,
depending on the specific characteristics of the training program and the entities' goals and
motivations (Fleeson & Gallagher, 2009). For instance, individuals who exhibit high levels of
extraversion may be more likely to participate in group training exercises actively. In contrast,
individuals who exhibit high conscientiousness may be more inclined to engage in self-directed
learning exercises.

Furthermore, according to TAT, environmental signals might even influence how training
transfer results are influenced by individual characteristics (Mischel & Shoda, 1995). For
instance, situational factors such as the level of autonomy provided in the training program or the
type of feedback provided to trainees may activate different personality traits and influence the
effectiveness of the training.

Overall, TAT provides a functional theoretical perspective for the current research, as it
highlights the importance of situational cues in activating personality traits that may influence
training transfer outcomes. By considering the part of behaviour qualities and situational cues in
the training transfer progression, the current research can provide a more nuanced understanding
of how to design and implement effective training programs.

Social Cognitive Theory: According to this hypothesis, a person's drive to learn and use what
they have learnt throughout a training programme can be influenced by their character traits
(Bandura, 2018).

Social Cognitive Theory (SCT) proposes that learning occurs through a dynamic interaction
between cognitive, behavioural, and environmental factors and that entities are not simply
unreceptive inheritors of information but vigorous agents who can regulate and control their
behaviour (Bandura, 1986; Bandura, 2001). SCT posits that individual beliefs and attitudes, such
as self-efficacy, consequence prospects, and goals, play a crucial role in shaping behaviour.
These beliefs are, in turn, shaped by past experiences, social and environmental cues, and other
personal factors (Bandura, 1997).

SCT can aid in elucidating how these traits may influence people's beliefs and attitudes about
training and their capacity to apply what they have learnt to their work in the context of the
current research. For instance, extraverts could participate in social learning activities and ask for
feedback from others, which can improve their thinking and boost their self-esteem. Drive to
transfer instruction (Barrick & Mount, 1991; Tett et al., 2003). Those open to experience may
also be responsive to new ideas and seek opportunities for learning and growth, which may boost
the value of training and incentive to transfer (Barrick & Mount, 1991; Hurtz & Donovan, 2000).

Moreover, SCT contends that environments significantly impact how people behave and pick up
on other people's behaviours by watching and copying them (Bandura, 1986). In the context of
the current research, employee transfer behaviour may be significantly influenced by the
attitudes and behaviours of both workers and supervisors. For example, suppose employees
witness their colleagues or supervisors implementing the skills and information they have
received in their training and job. In that case, this may boost their ideas about the usefulness of
self and their willingness to transmit training (Mathieu et al., 2006).). Similarly, employees'
expectations for outcomes and desire to transfer might rise if they believe their company
supports and encourages the transfer of training (Colquitt et al., 2000).

SCT also highlights the importance of feedback and self-reflection in the learning process, which
may be particularly relevant for training transfer (Bandura, 1997). Employees who receive
feedback on their performance and have opportunities for self-reflection may be better able to
identify areas where they can apply what they have learned from training to their job tasks and
may be more likely to continue to engage in transfer behaviours over time (Burke & Hutchins,
2007; Colquitt et al., 2000).

Overall, SCT provides a valuable framework for understanding how individual beliefs and
attitudes, social and environmental factors, and feedback and reflection processes may influence
workplace training transfer behaviour. By incorporating SCT into the current research on the
impact of Big Five personality traits on employee training transfer, it may be possible to gain a
more nuanced understanding of the mechanisms through which these personality traits affect
training transfer and to identify potential interventions that can promote more effective transfer
behaviours among employees.

According to the self-determination hypothesis, people are more likely to apply their learning
when they believe it is pertinent and helpful to their objectives and requirements (Deci & Ryan,
2017).

Three fundamental psychological needs—autonomy, competence, and belonging—are

highlighted by the self-determination theory (SDT), a comprehensive explanation of human
motivation (Deci & Ryan, 2000). According to SDT, people are motivated when their actions
align with these requirements and feel empowered and in control of their conduct. If people
believe the training applies to their employment and feel empowered to use the skills they gain
during the training, they may adapt the training to their jobs, according to SDT's theory on
employee training (Gagne & Here, 2005). A well-liked theory in psychology that describes
human motivation and growth is called self-determination theory (SDT). According to SDT,
people need relatedness, competence, and autonomy as their primary psychological demands.
These requirements are familiar to everyone and fuel the internal motivation for success and
well-being. Together with the detrimental consequences of external control and coercion on
human motivation, this theory also highlights the significance of social factors in satiating these
needs.

In the context of the current research, SDT provides a theoretical framework for understanding
how the Big Five personality traits may influence employee training transfer through their
impact on the satisfaction of basic psychological needs. For example, individuals high in
extraversion may be more likely to seek out social support and feedback during training,
satisfying their need for relatedness and enhancing their motivation to transfer training to the
workplace. Similarly, individuals with openness to experience may be more likely to engage in
self-directed learning and seek challenging training opportunities, satisfying their need for
autonomy and enhancing their motivation to transfer training.

Several researchers demonstrated the efficacy of SDT in understanding motivation and training
delivery. For example, Gagné and Deci (2005) discovered that training that promotes the
fulfilment of basic psychological needs (for example, offering flexibility and choice in learning
activities) leads to higher levels of motivation and transfer. Similarly, Wang and colleagues
(2018) discovered that autonomy support during training increases the desire to transfer training
to the job, particularly among individuals with high learning requirements.

Overall, SDT provides a valuable theoretical framework for comprehending the link between the
five personality qualities and employee training transfer, as well as the significance of
fundamental psychological and spiritual motivation and optimal performance. Organizations may
build more effective training programmes to assist in incorporating knowledge into the
workplace by examining the influence of social, environmental, and human elements on
psychological requirements.

Cognitive Load Theory: According to this hypothesis, persons with specific qualities may have
various cognitive capacities and abilities, impairing their capacity to transfer instruction
(Sweller, Ayres, & Kalyuga, 2017). Material safety theory suggests that people can transfer
knowledge when they have the time and assets to accomplish this (Hobfoll, Halbesleben, Neveu,
& Westman, 2018).

Work requires and assets: According to this idea, job resources such as support networks and
training opportunities can mitigate the detrimental impacts of job demands on employees' well-
being and performance (Bakker & Demeruti, 2017). Job desire and work engagement (JD-R)
theory is a prominent hypothesis in organizational psychology and HR administration that
explains the effect of job requirements and resources on work-related consequences. According
to JD-R theory, job demands are a work's bodily, mental, social, or organizational characteristics
that require continuous physical or mental effort and are connected with bodily and
psychological expenses. On the other hand, work resources are the physical, mental, social, or
organizational components of work that help achieve work goals, lower work demands, and
provide health and social advantages.

According to the JD-R hypothesis, work demands and resources affect two distinct and
independent processes that result in job-related outcomes such as employee well-being, job
satisfaction, and job performance. The first is the physical damage process, in which high job
expectations and poor work lead to emotional stress, tiredness, and health issues. The second
phase is the motivation process, which results in employee engagement, job satisfaction, and job
motivation due to high job resources and demands. The JD-R hypothesis has recently been used
to investigate staff training transfer, indicating that work supplies and requirements play a crucial
role in the transfer of training. For example, Bakker, Tims, and Derks (2014) discovered that
professional characteristics such as employee feedback and assistance are significantly
associated with training transfer. Similarly, Song and Nyaw (2017) discovered that workplace
requirements, such as time and workload constraints, negatively affect training transfer.

Additionally, the JD-R hypothesis argues that employee heterogeneity might attenuate the impact
of work demands and assets on training transfer. According to a study by Kooij, van Woerkom,
Wilkenloh, Dorenbosch, and Denissen (2017), the association between job resources and training
transfer is more substantial for highly conscientious employees. Similarly, Yang, Xie, and Chang
(2018) discovered that individuals with vital emotional intelligence had a less negative
association between job expectations and training delivery. Lastly, the JD-R approach provides a
valuable foundation for comprehending the significance of job requirements and assets in
employee training delivery. Organizations may establish successful training programmes that
enhance employee learning and growth by recognizing work needs and resources that impact
learning transfer and the differences that regulate these interactions.

According to the Social Exchange Theory, staff members who think their employer appreciates
and invests in their growth are likelier to engage in good work behaviours such as training
transfer (Blau, 2018).

Social exchange theory (SET) is a widely used framework for understanding how individuals
form and maintain social relationships and how they affect their organizational behaviour.
According to SET, individuals engage in social exchange when they perceive that the benefits
they receive from a relationship are more significant than the costs they incur and vice versa. In
organizations, the social exchange can take many forms, such as receiving support from
colleagues, recognition from supervisors, and access to resources that help employees perform
their jobs effectively. These exchanges are thought to influence employee attitudes, behaviours,
and outcomes.

In the context of the current research on the impact of Big Five personality traits on employee
training transfer, SET can be used to explain how personality traits may influence the perceived
quality of social exchanges with colleagues and supervisors. For example, an employee high in
extraversion may be more likely to seek out social exchanges with colleagues and supervisors
and may perceive these exchanges as more beneficial than an employee low in extraversion.
Similarly, an employee high in agreeableness may be more likely to engage in prosocial
behaviours, such as supporting colleagues, and may perceive social exchanges as more reciprocal
and equitable.

Furthermore, SET suggests that the quality of social exchanges can have significant
consequences for employee attitudes and behaviours. For example, employees who perceive that
they have received high-quality social exchanges may feel obligated to reciprocate these
exchanges, leading to increased job satisfaction and commitment. Conversely, employees who
perceive that they have received low-quality social exchanges may feel resentful and more likely
to engage in negative behaviours, such as turnover and counterproductive work behaviours.

Therefore, in the context of the current research, the relationship between Big Five personality
traits and employee training transfer may be mediated by the quality of social exchanges with
colleagues and supervisors, as perceived by the employees. Moreover, the impact of personality
traits on social exchange quality may be moderated by contextual factors, such as organizational
culture and leadership style.

Overall, Social Exchange Theory provides a valuable theoretical perspective for understanding
how personality traits may influence employee training transfer through the lens of social
exchange processes.

Person-Environment Fit Theory: This theory proposes that individuals who perceive a fit
between their personality traits and job characteristics are more likely to experience job
satisfaction and performance (Kristof-Brown, Zimmerman, & Johnson, 2017). Person-
Environment Fit Theory (PE fit) proposes that individuals strive for congruence between
themselves and their environment. The theory suggests that the match between an individual’s
characteristics and the demands of the environment predicts job satisfaction, motivation, and
commitment. PE fit is relevant to the current research as it highlights the importance of aligning
an employee’s personality traits with the demands of the training program and the job. This
alignment can lead to improved transfer of training and job performance (Kristof-Brown,
Zimmerman, & Johnson, 2005).
Goal orientation: According to this idea, persons motivated to learn and enhance their abilities
(i.e. mastery orientation) may transfer the training more effectively than those driven by
performance objectives (i.e. 2017).

According to goal orientation theory (GOT), people possess either a profession or an

achievement orientation for their objectives. Workers aim to display their talents and outperform
others, whereas creative thinkers concentrate on increasing their skills while mastering the
profession. This hypothesis is relevant to contemporary study as it may describe how individuals
approach and participate in training programmes. Self-motivated individuals may forego on-the-
job education because they focus on increasing their talents. In contrast, active workers might be
more interested in showing off their skills, which do not convert into work (Elliot & Church,
1998). Work characteristics model: According to this concept, job features such as job diversity,
autonomy, and feedback can influence job satisfaction and performance (Hackman & Oldham,
2017). According to the Job Characteristics Model (JCM), five key work features – skill
diversity, job characteristics, job significance, autonomy, and responsiveness – can affect
employee engagement, work satisfaction, and performance. These fundamental characteristics
can contribute to openness, responsibility, and awareness of work results, boosting motivation
and satisfaction. The JCM is pertinent to this study because it emphasizes the significance of
work variables facilitating employee training delivery. Employees may regard training as
valuable and significant if the training method is aligned with work characteristics, resulting in
higher training delivery (Hackman & Oldham, 1976).

According to social learning theory, individuals learn by witnessing and copying the conduct of
others, which may impact their propensity to transfer instruction (Bandura, 2018).

According to social learning theory (SLT), learning happens through observing and altering the
behaviour of others. SLT claims that an individual's desire to transfer training is impacted by
their impressions of the conduct of peers or supervisors who have effectively transferred training
(Bandura, 1977).

According to the Expectancy Theory, employees may transfer training if they feel their efforts
will be beneficial, such as improved work performance or career progression (Vroom, 2017).
According to expectancy theory (Vroom, 1964), individuals' desire to participate in activities is
influenced by their perception that their efforts will lead to effective performance and that this
performance will result in desirable outcomes. In the context of employee training transfer,
individuals' perception of their ability to transmit knowledge influences their motivation to
transfer, as they believe that their attempts to transfer knowledge will result in better job
outcomes, including increased efficiency. To work happiness and advancement. Planned
Behavior: According to this idea, a person's purpose for engaging in an activity, such as transfer
training, influences their attitudes, personal values, and perceived behaviour control (Ajzen,
2018).

According to the planned behaviour hypothesis, people's intentions to engage in activity

influence their attitudes about conduct, personal values, and behavioural control (Ajzen, 1991).
Regarding employee training transfer, the theory proposes that attitudes towards transfer
training, moral values (i.e. societal pressure to transfer training), and perceived behavioural
control of the transfer system all impact each individual's desire to transfer training.

Equity Theory: According to this idea, employees understanding of their inputs and perceived
inequality can lead to unproductive work behaviour (Adams, 2018).

According to equity theory, a person's motivation to act is determined by their view of the
fairness of the benefits they receive in response to their input (Adams, 1965). In the setting of
staff training transfer, equity theory says that each transferee's incentive is impacted by their
view of the fairness of the reward they would receive for transmitting knowledge concerning
their effort. - apply. Theory of Social Identity: Individuals acquire self-esteem from being part of
a community, according to this idea, and the impression of identity danger or inconsistency can
lead to poor work behaviour (Tajfel & Turner, 2017). According to social identity theory, self-
concept is produced by the group in which people attempt to preserve positive interactions by
distinguishing between others (Tajfel & Turner, 1979). Personality theory implies that individual
transfer incentives may impact their desire for professional identity and identification with their
group in the event of employee training transfers (e.g., workgroup or department).

These theories provide a complete framework for comprehending the complicated linkages,
employee training transfer, and organizational and organizational variables that might impact
these relationships. By combining these principles into the study's design, a subtle and firm
knowledge of the elements that encourage or impede the delivery of staff training may be
acquired. Furthermore, by studying the link between human traits, work-related aspects, and
training transfer, the study can assist in discovering the most effective techniques for boosting
training transfer in various organizational contexts. In conclusion, this study is based on a
complicated approach that relies on several theories and models, as well as the most effective
ways for increasing transfer, by incorporating these notions into a research methodology. as well
as various organizational structures.

1.1. Conceptual framework

Literature criticizes the big five personality trait model (Iswahyudi, Corry Yohana, and Mardi,
2019). However, the Big Five models have been considered the most comprehensive model for
covering the different aspects of an individual's personality dimensions in contrast to different
theories on personality. Another feature of this personality paradigm is that it is supported by
sound empirical data in sociology, economics, culture, history, and politics (Massenberg et al.,
2017). Following a review of the current literature on education transfer, this study proposes the
following model to investigate both the direct and indirect implications of the big five
personality traits and motivation in training transfer. The significance of the numerous five
temperament qualities, the mediating function of the drive to learn and the function of the XY
generations has been examined.
 X-Y
Extraversion
Generation
Openness
Motivation Training
Agreeableness
to Transfer
Transfer
Conscientiousness

Neuroticism

Research Model

1.14 Chapter 3: Methodology

In order to determine how the Big Five personality traits affect employee training provided in
Pakistani educational institutions, the study technique and methodologies employed in the
current chapter. A sample of workers from different educational institutions in Pakistan was
surveyed cross-sectionally for this study for data gathering. A portion of the research design is
given at the beginning of the chapter, followed by a discussion of the methods utilized for data
collecting, observations, and statistical analysis.

3.1. Research Paradigm

The researcher in the study will apply the positivist paradigm of research. A paradigm is an
approach to examining the societal aspects with scientific evidence like statistics or experiments
that uncover the natural truth of Agrawal practices.

In Paradigm research, there is a minimal role of researchers to collect the data and perform
interpretation by adopting an objective approach to present the findings in an observable and
quantifiable way. Furthermore, it is usual practice in Paradigm research to adopt the deductive
approach. This study will follow the quantitative way of collecting and interpreting the database
on pure facts. (Gauarag, 2009).

1.14.1 Research Approach

This study's quantitative research design aims to quantify how the Big Five personality traits
affect how successfully employee training transfers and how well particular variables' impacts
are disseminated and processed. For this study, a quantitative approach is appropriate since it
enables the gathering of quantitative information that can examine using research techniques to
evaluate research questions and hypotheses (Bryman, 2017). This study will use a cross-sectional
research approach to gather information from individuals currently employed in Pakistani
educational institutions. For this study, cross-sectional research is appropriate since it enables
quick data gathering from a broad and diverse sample of individuals (Saunders, Lewis and
Thornhill, 2019).

3.2. Research Design

Kothari and Garg (2014) identified the research design as a conceptual structure for conducting
research. This study will adopt a descriptive approach, which involves reporting and presenting
findings, as explained by Kombo and Tromp (2006). The research aims to formulate essential
knowledge principles and provide appropriate solutions to the problems.

For this study, the research design will be a cross-sectional survey. The researcher will employ
non-probability sampling, which offers different alternatives based on judgment. Specifically,
purposive sampling, as a non-probability technique, will be utilized in this research. The study's
target population will consist of the staff of educational institutes in Bahawalpur, Pakistan. The
rationale for selecting this population is that the study focuses on employee training transfer, and
educational institutes serve as the ideal data source for examining this phenomenon.

1.14.2 Research Method

The research method for this study will be survey research, as data will be collected using self-
administered questionnaires. Survey research is appropriate for this study as it allows for data
collection on a wide range of variables in a standardized and efficient manner (Bryman, 2017).
The research strategy of this study involves using a cross-sectional survey to gather data from
workers in Pakistani educational institutions. We chose the cross-sectional design because it
allows us to gather data in a single moment and is a quick and inexpensive way to collect data
(Ary et al., 2019). We will send eligible participants an email with a link to the online survey,
which we will use to collect data. The survey will include measures of the Big Five Personality
Traits, job-related characteristics, training transfer, and mediating and moderating variables. The
research design for this study is a cross-sectional survey.

Using the survey approach, we will gather information from a representative group of employees
working for different firms. The questionnaire will consist of four components: the significant
five personality characteristics, demographic data, training transfer, and work-related aspects.
The researcher will base the development of the questionnaire on the Training Transfer
Instrument (TTI) for training transfer and the Big Five Questionnaire (BFI) for personal
attributes.

1.14.3 Research Model

The outline of the research model for the current study is as follows:

1. Independent variables:

 Openness

 Conscientiousness

 Extraversion

 Agreeableness

 Neuroticism

2. Mediating variable:

 Motivation to transfer

3. Moderating variable:

 X-Y generation

4. Dependent variable:
  Training transfer

5. Job-related factors:

 Job satisfaction

 Organizational support

 Job complexity

According to the suggested study model, Pakistani companies' five personality qualities
(Openness, Consciousness, Extraversion, reasonableness, and Neuroticism) directly influence
staff knowledge transfer. This effect will be moderated by transfer motivation, which means that
employees more driven to use what they have learned on the job will be more likely to transmit
their training. Furthermore, the X-Y generation will modify the association between personality
qualities and training transfer, implying that the influence of personality features on the transfer
of training may differ depending on the employee's generation.

Furthermore, according to the suggested study model, work-related characteristics, which

include fulfilment with work, organisational backing, and job complexity, impact the link
between personality traits and knowledge transfer. These characteristics, in particular, may
influence the association between characteristics of personality and training transfer, implying
that the influence of personality traits on the transfer of training may vary depending on the
employee's degree of work satisfaction, organisational support, and job complexity.

Overall, the suggested study model seeks to give a thorough knowledge of the impact of the big
five personality traits on training for staff transfer in the Pakistani setting and identify relevant
elements that may influence the connection.

1.14.4 Area of the Study

The researcher will conduct this study at Bahawalpur educational institutions, focusing on
training instances to investigate the link between personality factors and staff training transfer.
This study's findings will give compelling evidence to justify incorporating training into regular
job tasks.
1.14.5 The population of the study

According to Saunders et al. (2009), a population for research is a group of targeted patients
from whom a study sample is drawn. The employees of higher education establishments in
Bahawalpur, Pakistan, shall be the focus of this study. Professors, assistant instructors, lecturers,
administrators, librarians, and administrative employees from educational establishments in
Bahawalpur will make up this group.

1.14.6 Sampling Design

This study will use non-probability sampling because researchers anticipate that this sampling
approach will provide distinct possibilities based on judgement. Purposive sampling will be used
as a non-probability strategy in this study. To collect replies, we will distribute autonomous
questionnaires for surveys to educational establishment workers in Bahawalpur, Pakistan.

1.14.7 Sample Size

The sampling frame refers to the list of sampling participants, which retains the shortlisted
individuals from the targeted research universe. According to Kothari and Garg (2014), the
researchers select a specific number of participants from the targeted universe to form a sample,
known as the sample size. In this study, we will serve 350 staff members with self-administered
survey questionnaires.

1.14.8 Sample

Based on the proposed research model and research questions, the sample size and universe of
the study should be carefully selected to ensure that the findings are generalizable to the
Pakistani context. The universe of the study will be employees working in various organizations
in Pakistan.

We should ensure that the sample size for this study is adequate to make the findings
statistically significant and representative of the population. The rule of thumb recommends a
sample size of at least 200 to 300 for multiple regression analysis, which we will use in this
study. Therefore, we propose a sample size of 350 employees for this study.

To guarantee that the sample is representative of the population, we shall use stratified random
sampling. In this approach, we will split the general population into strata based on employment
levels, job descriptions, and businesses, and we will choose an appropriate number of
respondents from every group.

To ensure the validity and reliability of the study, we will select participants from various
industries, such as the manufacturing, service, and retail sectors. We will collect data from
employees in different job levels, including entry-level, middle-level, and top-level management
positions.

The sample size for this research will be 350 employees working in educational institutes in
Bahawalpur, Pakistan. Participants in the research will be chosen via purposeful sampling, a sort
of non-probability sampling. Purposive sampling is used because it provides multiple
possibilities depending on judgement, allowing researchers to pick individuals who fit the
precise requirements for the research project (Creswell, 2014).

Applicants must be full-time staff members at educational institutions and have undergone
instruction during the previous year to qualify for the study. The participants must also be able to
read and write in Urdu or English, as we will administer the survey in these languages. The
sample will include participants from various age groups, genders, and educational backgrounds
to ensure that the results are generalizable to the population of educational institute employees in
Bahawalpur.

The researchers will employ a self-administered survey form to obtain information about
participants. The demographics of the respondents, the Big Five Inventory (BFI) to assess traits
related to personality (John et al., 2014), the Learning and Skills Transfer System Inventory
(LTSI) for determining the transfer of training (Holton et al., 2000), and the Motivating
Strategies for Learning Questionnaire, or MSLQ, gauging incentive to learn, will all be included
in the survey questionnaire (Pintrich et al., 1993).

Depending on their preference, we will deliver the survey questionnaire to the participants in
person or through email. We will give participants two weeks to complete and return the
questionnaire. In order to maintain anonymity, the survey questionnaire will not contain any
identifying information. We will notify individuals that their engagement is optional, with the
caveat that they can opt out anytime.
The investigators will also make efforts to confirm the survey questionnaire's validity and
reliability. The BFI, LTSI, and MSLQ have all been extensively validated in previous research,
and we would pretest the questionnaire for the survey on a small group of respondents in order to
guarantee clarity and ease of comprehension. The survey questionnaire results will be analysed
statistically using software such as SPSS to examine the correlations between personality factors,
learning motivation, and knowledge transfer.

Overall, this study's group of participants will be carefully chosen by purposive selection to
guarantee that it satisfies the study's unique objectives. The researchers will design the survey
questionnaire to collect reliable and valid data, and they will take steps to ensure that they protect
the participants' privacy and anonymity throughout the study.

1.14.8.1 Sampling Strategy

The study's intended audience consists of Pakistani educational institution staff. Purposive
sampling, a non-probability sampling procedure that includes choosing participants based on
predetermined criteria, will be used to choose the sample (Ary et al., 2019). The researchers
recruited participants who had completed a training program within the last six months from
educational institutes in Pakistan. A medium effect size (f2=.15) and an alpha level of .05 will be
used in the power analysis to calculate the sample size using the G*Power programme (Faul et
al., 2009). p

The sampling strategy chosen for this research is non-probability purposive sampling. The
technique chose because it allows the researcher to select participants based on their judgment,
and the sample is chosen based on the researcher's knowledge of the population and their ability
to select participants representative of the population. In this case, the population of interest is
the employees of educational institutes in Bahawalpur, Pakistan. The selected method for
sampling was the purposive sampling method; the researchers expect that this sampling
technique will offer different alternatives based on judgment, ensuring that the sample is
representative of the population of interest.

This study's sample size has been set at 350 people. The study participants will be chosen based
on their willingness and ability to participate. To obtain participant replies, the researchers will
employ half-served self-administered survey questionnaires. The survey questionnaire will
consist of a self-rating five-point Likert scale for collecting the required data from targeted
participants in the survey. The purposive sampling method is suitable for this research because it
allows the researchers to select participants that are representative of the population of interest,
and the sample size is adequate for the research design.

1.14.9 Data Collection

A self-administered questionnaire will be used to gather data for this study. The questionnaire
will be divided into four pieces. The first portion will include demographic questions such as
gender, educational level, age, and job experience. The second segment will use the 20-item
Personality Inventory to ask questions about Big Five personality traits (Gosling, Rentfrow, &
Swann Jr, 2003). The third section will contain questions about learning motivation using the 20-
item Learning Motivation Scale (Li et al., 2017). The fourth section will contain questions about
training transfer using the 12-item Training Transfer Scale (Holton, Bates, & Ruona, 2000).

1.14.9.1 Participants

The participants in this study will be employees of educational institutes in Pakistan who have
undergone training in the past year. The participants will be selected using a purposive sampling
method, as this allows for selecting participants who meet specific criteria related to the research
question (Saunders et al., 2019).

1.14.9.2 Sampling Method

The sampling method for this study will be convenience sampling, as it is cost-effective and
efficient in terms of time and resources (Bryman, 2017). We selected the participants from
several educational institutes in Pakistan, and we determined the sample size using power
analysis to ensure sufficient statistical power to test the research hypotheses.

1.14.9.3 Data Collection Instrument

This project's data collection tool will use self-administered questionnaires with four sections—
demographic data, the Big Five personality characteristics, employee orientation transfer, and
mediating and moderating variables. The questionnaire used prior studies' data and pretesting to
guarantee validity and reliability.
1.14.9.4 Data Collection Procedure

We will email the questionnaire and a cover letter outlining the study's objectives and the
questionnaire's completion instructions to participants as part of the data-collecting process. We
will give participants the option to complete the questionnaire either online or by hand, and we
will provide them with a deadline for returning the questionnaire.

1.14.10 Measures

We will employ a questionnaire consisting of a self-rating five-point Likert scale to collect the
required data from targeted participants in the survey. The self-rating survey instrument keeps
the close-ended questions. We will adopt a questionnaire from existing research tools for this
study. We will give the survey questions in two languages, English and Urdu, to ensure
comprehension among the targeted participants. The self-rating questionnaire will be divided
into demographic information and study scales. The demographic component will collect
personal information from participants, such as age, gender, level of education, and job
experience. Simultaneously, the research scales will provide items across every factor to collect
participants' optional replies. We will adopt a questionnaire from John et al. (1991) for the big
five personality traits and Facteau et al. (1995) for training transfer.

The measures for the current study are as follows:

1. The Big Five Instrument (BFI) created by John and Srivastava (1999) will measure the
five personality qualities of transparency, conscientiousness, extraversion, agreeableness,
and nervousness. The BFI is a commonly utilised and confirmed self-reported measure of
44 questions, with 8-9 items measuring each attribute. On a Likert scale with five points
that range from 1 (strongly disagree) to 5 (strongly agree), participants will score the
extent to which each item represents them. The overall score for each attribute will be
calculated by combining the relevant components.

2. Training Transfer: We will assess training transfer utilising the Transference of Training
Scale (TOTS) created by Baldwin and Ford (1988). The TOTS is a 15-item self-reported
information assessment that examines how individuals apply their training knowledge,
abilities, and attitudes to their job performance. Each item will be rated on a 5-point
 Likert scale from 1 (strongly disagree) to 5 (strongly agree). The overall score will be
calculated by combining the relevant components.

3. Learning Motivation: We will assess the participants' motivation to learn using the
Learning Motivation Scale (LMS) developed by Gagné and Deci (2005). The LMS is a
self-report measure of intrinsic and extrinsic incentives to learn comprising 15 items.
Each item will be rated on a Likert scale with a score ranging from 1 (strongly
disapprove) to 5 (strongly approve). The overall score will be calculated by combining
the relevant components.

4. X-Y Generation: The researcher will ask the Participants to provide their birth year to
determine their generational cohort (X or Y). We will treat the X-Y generation as a
categorical variable.

5. We will assess the reliability and validity of each measure using Cronbach's alpha and
confirmatory factor analysis, respectively.

6. In addition to these measures, we will collect demographic information such as age,

gender, education, and job tenure from the participants.

7. Overall, these measures will allow us to examine the relationships between the big five
personality traits, transfer of training, learning motivation, and X-Y generation.

The Study by Karakose et al. (2020) highlights the importance of considering motivational
factors when examining the relationship between personality traits and training transfer.
Focusing on motivational factors such as self-efficacy and learning goal orientation may improve
the effectiveness of training programs. Similarly, the Study by Mahmood et al. (2019)
emphasizes the importance of organizational support in facilitating employee training transfer.

In line with these findings, our study will incorporate learning motivation and organizational
support measures in the questionnaire to assess their potential mediating and moderating effects
on the relationship between personality traits and training transfer.
1.14.11 Data Analysis

1.14.11.1 Statistical Analysis

Based on the gathered data, we researcher will use Structural Equation Modeling (SEM) analysis
to evaluate the proposed hypothesis. The SEM analysis will consist of two steps. First, we will
examine the factor structure of the measurement model using confirmatory factor analysis
(CFA). Second, we will use a model to assess the theoretical connection between the variables.
We will employ the original method proposed by Preacher and Hayes (2018) in the PROCESS
macro for SPSS to examine mediation and regression effects (Hayes, 2018). We will analyze the
collected data using Structural Equation Modeling (SEM), a statistical technique to test and
validate hypothesized relationships among variables. We will perform the analysis using AMOS
software.

To test the hypothesis, we will follow the following approach:

1. We shall evaluate the measuring scales' dependability and validity.

2. We will use the correlation analysis method of the Big Five personality traits and training
transfer.
3. Employing the Baron and Kenny (1986) approach, we will investigate the function of
learning motivation as a moderator in the link between Big Five personality
characteristics and training transfer.
4. Employing the Preacher, Curran, and Bauer (2006) strategy, we will evaluate the
moderating influence of the X-Y generation in the link between Big Five personality
characteristics and training transfer.

The primary research will include testing the structural impacts of job demands and resources,
the mediating effects of motivational factors and self-organization, as well as the direct and
indirect effects of the Big Five personality characteristics on training transfer. The impacts will
be computed via regression coefficient and the bootstrap technique for assessing the significance
of each approach.

While evaluating the study's hypothesises, a combination of multiple regression analyses will be
used. We will use Hayes' (2013) bootstrapping approach to assess the mediating influence of
learning motivation. We shall do a hierarchical regression analysis to investigate the moderating
influence of X-Y generation.

1.14.11.2 Descriptive Statistics

In descriptive statistics, metrics that assess central tendencies (such as the median, mode, and
mean) and volatility measurements will be used to summarise the data acquired for the research.
(e.g., standard deviation, range).

1.14.11.3 Inferential Statistics

We will use inferential statistics to test the research hypotheses, including correlation analysis,
multiple regression analysis, and mediation and moderation analysis. Data analysis will be
performed using statistical software such as SPSS or AMOS. For mediation analysis, we will
examine whether specific variables such as motivation, self-efficacy, or satisfaction with work as
the intermediary among the Big Five characteristics of personality and staff training transfer. The
researcher will employ the bootstrapping method (Hayes, 2018)

1.14.11.4 to conduct this analysis.

Moderation Analysis

Researchers will conduct a moderation analysis to see if job complexity, organizational

encouragement, or training design may moderate the connection between Big Five temperament
traits and worker knowledge transfer. The researcher will use the hierarchical regression analysis
(Cohen, Cohen, West, & Aiken, 2013).

1.14.11.5 Control Variables

This study will utilize control variables to ensure that the observed correlations, relationships,
and variables are not null. The study will examine demographic factors, including age, gender,
education level, and tenure, as examples of control variables. The research focuses on the
transfer of employee training based on how workers utilize the information, abilities, and
attitudes they have learned during training to perform their jobs (Blume, Baldwin et al. DeNisi,
2017).
The Big Five personality characteristics are the independent variables in this study: extraversion,
affability, conscientiousness, neuroticism and receptivity for observation (Costa & McCrae,
2018). These traits are considered stable and enduring characteristics of individuals that may
influence their actions and outcomes in various contexts, including the transfer of employee
training.

The study incorporates motivation and self-organization as mediating variables. Self-regulation

refers to the capacity to manage thoughts, emotions, and attitudes toward pursuing goals
(Baumeister & Vohs, 2018), while motivation refers to the psychological processes that drive,
guide, and support behaviour (Ryan & Deci, 2017). The study also includes the variables of work
demands and work resources, which are expected to influence the interaction between the five
personality traits and the transfer of employee training. Work demands encompass the effort-
required, physical, mental, and social components of employment that incur physical and
psychological costs (Bakker & Demeruti, 2017). On the other hand, work resources refer to the
functional, mental, and physical elements that aid in goal achievement, reducing work pressures,
and promoting personal growth and development (Bakker & Demeruti, 2017).

Control variables such as age, gender, education level, degree, and employment status are
included in this study, as they were commonly used in research on the implementation of staff
training (Colquitt, LePine and Wesson, 2018). These variables control the link between the Big
Five personality traits, work and resource demands, motivation and self-organization factors, and
the transfer of employee training.

1.14.12 Ethical Considerations

The investigation will follow ethical standards and values for human-participant research. We
will get informed permission from every participant, informing them of their anonymity and
confidentiality of their replies. Participants can remove themselves from the research programme
at any time instead of in consequence.

We shall explain the ethical issues to the survey's intended participants in this study. We shall
explicitly outline the study's goal. Participants will be notified that participation is optional
and will not be forced to complete the survey questionnaire. We will ensure that survey
participants realize that their information, views, and data will be kept private and not shared
with unrelated parties. The investigator and the respondents will have mutual knowledge and
permission that the responses to the survey will only be used for investigation, theory and
practice.

1.14.13 Conclusion

The research approach for the planned study on the influence of the big five personality traits on
training for staff transfer is presented in this chapter. The project will gather data from 350
individuals in Bahawalpur, Pakistan, using a not-probability purposive sampling approach. We
will use descriptive statistics, multiple regression analysis, bootstrapping, and hierarchical
regression analysis to evaluate the mediating and moderating effects. The outcomes of the
information analysis will be presented in the next chapter.

In conclusion, this study will use survey research as a quantitative research technique to collect
data. We will employ regression analysis, moderation, and descriptive and inferential statistics to
test the study hypotheses. To ensure the accuracy of the results, we will incorporate control
variables into the study. Upholding rules and ethics throughout the study will preserve the rights
of the participants. We will use deductive reasoning to evaluate research hypotheses and draw
conclusions after data analysis. The self-administered questionnaire will be provided to
employees working in Pakistani educational institutions for data collection. Researchers will
employ convenient sampling to select participants based on their desire to participate.

We will assess the data using the Statistical Package for Social Sciences (SPSS) application.
Statistical measures such as median, standard deviation, frequency range, and ratios will be used
to evaluate data. Cutting-edge statistical approaches such as correlational hierarchy, regression,
and moderating procedures will be used for testing the hypotheses. The role of motivation in the
organisation of change will be investigated using mediation and moderation analysis. We will
use the SPSS PROCESS macro developed by Hayes (2018) to evaluate the diffusion model and
structure. This technique assesses the magnitude of motivation and organizational impacts,
including direct, indirect, and cumulative effects.

We will make administrative adjustments in the research to eliminate the potential for
confounding variables. Demographic factors such as age, sex, education, and hours worked were
included as control variables in the study. Throughout the instruction, ethical concerns were
considered. Respondents were requested to provide available and enthusiastic permission; their
responses would be confidential. Participants can remove themselves from the study at their
convenience despite the penalty.

1.14.14 Limitations

Several limitations might impact the study's conclusions—first, a cross-sectional design for the
study could make it harder to infer causes. Second, Because the number of respondents might not
accurately represent the entire population, the results may be limited in their applicability. Third,
because the study will take place in a particular environment, a Pakistani educational institution,
it may not be easy to generalize the results to other contexts.

This chapter uses a cross-sectional study to examine the Big Five character traits in providing
employee education in Pakistani learning institutions. The researcher collected data from
randomly chosen potential participants through an internet questionnaire. The BFI, JDS, LTSI,
MSLQ, and JD-R were the measures employed in this study. The information was analyzed
using SEM, distributions, and bootstrap-tested computational modelling.
4 Chapter 4: Results and Analysis:

1.15 Descriptive Statistics of the Sample:

Age

Frequency Per cent Valid Percent Cumulative Percent

Valid 15 to 24 5 1.4 1.4 1.4

26 to 35 78 22.2 22.2 23.6

36 to 50 248 70.7 70.7 94.3

above 50 20 5.7 5.7 100.0

Total 351 100.0 100.0

Gender

Frequency Per cent Valid Percent Cumulative Percent

Valid Female 274 78.1 78.1 78.1

Male 77 21.9 21.9 100.0

Total 351 100.0 100.0

Education
Frequency Per cent Valid Percent Cumulative Percent

Valid Graduation 77 21.9 21.9 21.9

M Phil 108 30.8 30.8 52.7

Masters 147 41.9 41.9 94.6

PhD 16 4.6 4.6 99.1

Under Graduate 3 .9 .9 100.0

Total 351 100.0 100.0

Profession
Frequency Per cent Valid Percent Cumulative Percent

Valid Accounts 59 16.8 16.8 16.8

Administrative 95 27.1 27.1 43.9

Business 17 4.8 4.8 48.7

Teacher 174 49.6 49.6 98.3

 Technical Support Staff 6 1.7 1.7 100.0

Total 351 100.0 100.0

Job Type

Frequency Per cent Valid Percent Cumulative Percent

Valid 6 1.7 1.7 1.7

Government 147 41.9 41.9 43.6

Private 107 30.5 30.5 74.1

Semi-Government 91 25.9 25.9 100.0

Total 351 100.0 100.0

Experience (in Years)

Frequency Per cent Valid Percent Cumulative Percent

Valid 0 - 5 years 34 9.7 9.7 9.7

11- 15 years 103 29.3 29.3 39.0

16-20 Years 40 11.4 11.4 50.4

6 - 10 years 170 48.4 48.4 98.9

above 20 years 4 1.1 1.1 100.0

Total 351 100.0 100.0

The sample's descriptive statistics provide valuable information about the participants'
demographics in the study. The following is a breakdown of the demographic variables and their
corresponding descriptive statistics:

1.15.1 Age:
According to the descriptive analysis of the sample, the age variable consists of four categories:
15 to 24, 26 to 35, 36 to 50, and above 50. The number N of the sample was 351. 70.7% of
participants were aged between 36 to 50 years, whereas 22.2% were 26 to 35. Above 50 years
old were 5.7% of the sample, and a small percentage, 1.4% of participants, were 15 to 25 years
old.

1.15.2 Gender:
For the gender variable, 78.1% of the sample was female, while the remaining 21.9% was
male.

1.15.3 Education:
The education variable comprises five categories: Graduation, M Phil, Master, PhD, and Under
Graduate. 41.9% of respondents have a Masters's degree, and 30.8% have M Phil degree holders.
21.9% of the respondents were Graduates, 4.6% were PhD, and 0.9% were graduates.

1.15.4 Profession:
The profession variable comprises five categories: Accounts, Administrative, Business, Teacher,
and Technical Support Staff. Most participants (49.6%) are teachers, followed by administrative
staff (27.1%). A smaller percentage of participants work in accounts (16.8%), business (4.8%),
or technical support staff roles (1.7%).

1.15.5 Job Type:

The job type variable comprises four categories: Government, Private, Semi Government, and
Others. The highest percentage, 41.9%, work in government jobs, followed by private sector
jobs, 30.5%. A smaller percentage of participants work in semi-government jobs (25.9%), and a
tiny percentage (1.7%) fall under the "Others" category.

1.15.6 Experience (in Years):

The experience variable consists of five categories: 0 - 5 years, 6 - 10 years, 11 - 15 years, 16 -
20 years, and above 20 years. The sample consists of 351 participants. Most participants (48.4%)
have 6 to 10 years of experience, followed by 29.3% with 11 to 15 years of experience. A
smaller percentage of participants have 0 to 5 years of experience (9.7%), 16 to 20 years of
experience (11.4%), or above 20 years of experience (1.1%).

These descriptive statistics provide an overview of the demographic characteristics of the

sample. They help in understanding the composition of the participants in terms of age, gender,
education, profession, job type, and experience.

Following are the Descriptive statistics of the research-related variables.

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

Does the Openness personality trait affect training 351 3 5 3.64 .505
transfer?

• I am open to new experiences. 351 2 5 3.70 .589

• I enjoy learning new things. 348 3 5 3.80 .559

• I am willing to try new approaches to work tasks. 346 3 5 3.71 .508

• I quickly adapt to changes in work environments. 348 1 5 3.78 .636

Valid N (listwise) 340

Does the Conscientiousness personality trait affect 350 3 5 3.80 .419

training transfer?

• I am always punctual and organized. 347 2 5 3.84 .484

• I am a detail-oriented person. 351 3 5 3.89 .484

• I take my work responsibilities seriously. 351 3 5 3.94 .492

• I set high standards for myself. 344 2 5 3.84 .599

Valid N (listwise) 339

Does the Extraversion personality trait affect 351 2 5 3.81 .530

training transfer?

• I am outgoing and sociable. 349 2 5 3.83 .583

• I am comfortable working in groups. 351 2 5 3.87 .514

• I am not afraid to speak up in meetings. 351 2 5 3.87 .538

• I am a confident person. 349 3 5 3.91 .542

Valid N (listwise) 347

Does the Agreeableness personality trait affect 351 2 5 3.93 .604

training transfer?

• I am a team player. 351 2 5 3.83 .532

• I get along with my colleagues. 347 2 5 3.93 .470

• I am always willing to help others. 351 2 5 3.96 .546

• I am respectful towards my superiors. 351 2 5 3.96 .508

Valid N (listwise) 347

Does the Neuroticism personality trait affect 351 2 5 3.84 .532

training transfer?

• I quickly get nervous and anxious. 348 2 5 3.95 .526

• I tend to worry about my work performance. 351 3 5 3.91 .447

• I am prone to mood swings. 345 2 5 3.87 .470

• I find it difficult to cope with stressful situations. 350 2 5 3.91 .555

Valid N (listwise) 342

Does the X-Y generation moderate the relationship 351 2 5 3.87 .442
between personality traits and training transfer?

• I am part of the X-Y generation (born between 351 2 5 3.91 .496

1965-2000).

• I think that my generation values training and 351 1 5 3.90 .511

development opportunities.

• I think my generation is more likely to transfer 348 1 5 3.81 .539

training to work tasks than others.

Valid N (listwise) 348

Does motivation to transfer mediate the 347 3 5 3.88 .455

relationship between the Big Five and training
transfer?

• I feel motivated to apply the training knowledge 351 3 5 3.94 .456

to my work tasks.

• I understand the benefits of training transfer to 351 2 5 3.95 .401

my work performance.

• I have the necessary resources to transfer the 351 3 5 3.93 .414

training to my work tasks.

Valid N (listwise) 347

Does the relationship between personality traits 351 2 5 3.87 .498

and training transfer moderate by job-related
factors such as job satisfaction, organizational
support, and job complexity?

• I am satisfied with my job. 351 3 5 3.91 .478

• My organization provides support for employee 351 2 5 3.94 .396
development.

• My job tasks are challenging and require skill 351 2 5 3.99 .475
development.

Valid N (listwise) 351

The first table presents the descriptive statistics for the relationship between openness personality
traits and training transfer. The sample size for this study was 351, and the mean for openness
personality traits was 3.70 (SD = 0.589), while the mean for training transfer was 3.64 (SD =
0.505). The results indicate that participants in the study have an average level of openness
personality trait and training transfer. The minimum and maximum values for the openness
personality trait were 2 and 5, respectively, while for training transfer, the minimum and
maximum values were 3 and 5, respectively. The Valid N (listwise) for the openness personality
trait and training transfer was 340.

The second table presents the descriptive statistics for the relationship between conscientiousness
personality traits and training transfer. The sample size for this study was 350, and the mean for
conscientiousness personality traits was 3.84 (SD = 0.484), while the mean for training transfer
was 3.80 (SD = 0.419). The results suggest that participants in the study have a higher level of a
conscientiousness personality trait than the openness personality trait, and the training transfer
means slightly lower than the Conscientiousness mean. The minimum and maximum values for
conscientiousness personality traits were 3 and 5, respectively, while for training transfer, the
minimum and maximum values were 3 and 5, respectively. The Valid N (listwise) for
conscientiousness personality trait and training transfer was 339.

The third table presents the descriptive statistics for the relationship between extraversion
personality traits and training transfer. The sample size for this study was 351, and the mean for
extraversion personality traits was 3.81 (SD = 0.530), while the mean for training transfer was
3.81 (SD = 0.530). The results indicate that participants in the study have an average level of
extraversion personality trait, and the training transfer mean is similar to the extraversion mean.
The minimum and maximum values for extraversion personality traits were 2 and 5,
respectively, while for training transfer, the minimum and maximum values were 2 and 5,
respectively. The Valid N (listwise) for extraversion personality trait and training transfer was
347.

The fourth table presents the descriptive statistics for the relationship between agreeableness
personality traits and training transfer. The sample size for this study was 351, and the mean for
agreeableness personality traits was 3.93 (SD = 0.604), while the mean for training transfer was
3.93 (SD = 0.604). The results suggest that participants in the study have a higher level of an
agreeableness personality trait than the other personality traits, and the training transfer mean is
similar to the agreeableness mean. The minimum and maximum values for agreeableness
personality traits were 2 and 5, respectively, while for training transfer, the minimum and
maximum values were 2 and 5, respectively. The Valid N (listwise) for agreeableness personality
trait and training transfer was 347.

The fifth table presents the descriptive statistics for the relationship between neuroticism
personality traits and training transfer. The sample size for this study was 351, and the mean for
neuroticism personality traits was 3.84 (SD = 0.532), while the mean for training transfer was
3.84 (SD = 0.532). The results indicate that participants in the study have an average level of
neuroticism personality trait, and the training transfer mean is similar to the Neuroticism mean.

The minimum and maximum values for neuroticism personality traits were 2 and 5, respectively,
indicating that participants varied in their levels of Neuroticism, with some scoring lower (less
prone to nervousness and anxiety) and others scoring higher (more prone to nervousness and
anxiety). The Valid N (listwise) for neuroticism personality trait and training transfer was 342.

The sixth table presents the descriptive statistics for the relationship between the X-Y generation
and its moderation effect on the relationship between personality traits and training transfer. The
sample size for this study was 351, and the mean for X-Y generation was 3.91 (SD = 0.496). The
results suggest that participants, on average, identify themselves as part of the X-Y generation
and perceive their generation to value training and development opportunities. The minimum and
maximum values for the X-Y generation were 2 and 5, respectively, indicating variability in
participants' identification with the X-Y generation and their perceptions of their generation's
values. The Valid N (listwise) for the X-Y generation and its moderation effect on personality
traits and training transfer was 348.
The seventh table presents the descriptive statistics for the relationship between motivation to
transfer and its mediating effect on the relationship between the Big Five personality traits and
training transfer. The sample size for this study was 347, and the mean for motivation to transfer
was 3.88 (SD = 0.455). The results indicate that, on average, participants reported a moderate
motivation level to apply training knowledge to their work tasks. The minimum and maximum
values for motivation to transfer were 3 and 5, respectively, suggesting variation in participants'
motivation levels. The Valid N (listwise) for motivation to transfer and its mediating effect on
the Big Five personality traits and training transfer was 347.

The eighth table presents the descriptive statistics for the relationship between job-related factors
(job satisfaction, organizational support, and job complexity) and their moderating effect on the
relationship between personality traits and training transfer. The sample size for this study was
351, and the mean for job satisfaction was 3.91 (SD = 0.478), for organizational support was
3.94 (SD = 0.396), and for job complexity was 3.99 (SD = 0.475). The results suggest that, on
average, participants reported a moderate level of job satisfaction, perceived organizational
support for employee development, and perceived job tasks as challenging and requiring skill
development. The minimum and maximum values for job satisfaction, organizational support,
and job complexity varied between 3 and 5, indicating variability in participants' perceptions of
these job-related factors. The Valid N (listwise) for job-related factors and their moderating
effect on personality traits and training transfer was 351.

In summary, the descriptive statistics overview the study's sample characteristics and critical
variables. They reveal the average scores, variability, and range of responses for each variable,
shedding light on the demographics, personality traits, generation identification, motivation to
transfer, and job-related factors of the participants. These statistics lay the foundation for further
analysis and interpretation of the relationships between these variables in the subsequent chapters
of the research thesis.

Case Processing Summary

N %
Cases Valid 308 87.7

Excluded 43 12.3

Total 351 100.0

a. Listwise deletion based on all variables in the procedure.

Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items

.919 .920 37

Summary Item Statistics

Maximum /
Mean Minimum Maximum Range Minimum Variance N of Items

Item Variances .235 .125 .380 .255 3.045 .004 37

Inter-Item Covariances .055 -.033 .158 .192 -4.789 .001 37

Inter-Item Correlations .237 -.128 .658 .786 -5.129 .014 37

Scale Statistics
Mean Variance Std. Deviation N of Items

143.56 82.150 9.064 37

ANOVA with Cochran's Test

Sum of Squares df Mean Square Cochran's Q Sig

Between People 681.623 307 2.220

Within People Between Items 61.617 36 1.712 334.100 .000

Residual 1983.302 11052 .179

 Total 2044.919 11088 .184

Total 2726.542 11395 .239

Grand Mean = 3.88

The first table is known as the "Case Processing Overview." It gives the number and proportion
of the instances included or omitted from the analysis. There have been 351 total instances in this
case. 308 (87.7%) were legitimate and incorporated into the study, whereas 43 (12.3%) were not.
The exclusion procedure relied on listwise deletion, which implies that cases were removed if
any of the variables used in the analysis had missing data.

The "Reliability Statistics" section is the second. It displays the results of a reliability study for a
collection of variables. Cronbach's alpha measures a scale's or group of items' internal
consistency or dependability. The Cronbach's alpha coefficient was determined to be 0.919 in
this investigation. Cronbach's alpha was determined to be 0.920 using standardised items. These
values imply that the items on the scale or collection of variables have high internal consistency.
A total of total 37 items were included in the study.

The third table is known as the "Inter-Item Correlation Matrix." It displays the correlation
correlations between the variables in the analysis. Each row and column correspond to a variable,
while the cells contain the association coefficients between variables.

Several variables linked to personality characteristics, generation, incentive to transfer, and

employment-related aspects are included in the table. Connection coefficients vary from -1 to 1,
with -1 indicating a perfect negative connection, 1 indicating a perfect positive relationship, and
0 indicating no association. For example, the correlation is 0.394 in the row entitled "Does the
Openness characteristic enhance knowledge transfer?" and the column "I've always been open to
new experiences," indicating a positive link between the Being open character trait and Being
transparent to experiencing novel things.

Similarly, the table's correlation coefficients for additional pairs of variables coefficients can be
interpreted. The coefficients represent the magnitude and direction of the link between the
variables. Positive coefficients indicate a positive association, negative coefficients indicate a
negative relationship, and coefficients around 0 indicate a weak or no relationship. Overall, the
table helps understand the relationships between different variables included in the analysis and
provides insights into how these variables are related.

Correlations
Does
motivat
ion to
transfer • I feel
• I mediat motiv
quick e the ated
ly relation to
• I am adap ship apply
Does the willing t to betwee the • I
Opennes • I to try chan n the trainin understand
s enjoy new ges Big g the benefits • I have the
personalit • I am learn appro in Five knowl of training necessary
y trait open to ing aches work and edge transfer to resources to
affect new new to envir training to my my work transfer the
training experie thing work onm transfer work performance training to my
transfer? nces. s. tasks. ents. ? tasks. . work tasks.

Does the Pearson 1 .400** .115* .248** .182** .319** .195** .294** .266**
Openness Correlation
personality trait
Sig. (2- .000 .032 .000 .001 .000 .000 .000 .000
affect training
tailed)
transfer?
N 351 351 348 346 348 347 351 351 351

• I am open to Pearson .400** 1 .420** .409** .187** .257** .223** .120* .178**
new experiences. Correlation

Sig. (2- .000 .000 .000 .000 .000 .000 .025 .001
tailed)

N 351 351 348 346 348 347 351 351 351

• I enjoy learning Pearson .115* .420** 1 .435** .389** .075 .123* .109* .207**
new things. Correlation
 Sig. (2- .032 .000 .000 .000 .163 .022 .042 .000
tailed)

N 348 348 348 343 345 344 348 348 348

• I am willing to Pearson .248** .409** .435** 1 .280** .308** .111* .270** .254**
try new Correlation
approaches to
Sig. (2- .000 .000 .000 .000 .000 .039 .000 .000
work tasks.
tailed)

N 346 346 343 346 343 342 346 346 346

• I quickly adapt Pearson .182** .187** .389** .280** 1 .506** .143** .092 .174**
to changes in Correlation
work
Sig. (2- .001 .000 .000 .000 .000 .007 .086 .001
environments.
tailed)

N 348 348 345 343 348 344 348 348 348

Does motivation Pearson .319** .257** .075 .308** .506** 1 .270** .162** .372**
to transfer Correlation
mediate the
Sig. (2- .000 .000 .163 .000 .000 .000 .002 .000
relationship
tailed)
between the Big
Five and training N 347 347 344 342 344 347 347 347 347

transfer?

• I feel motivated Pearson .195** .223** .123* .111* .143** .270** 1 .376** .355**
to apply the Correlation
training
Sig. (2- .000 .000 .022 .039 .007 .000 .000 .000
knowledge to my
tailed)
work tasks.
N 351 351 348 346 348 347 351 351 351

• I understand the Pearson .294** .120* .109* .270** .092 .162** .376** 1 .168**
benefits of Correlation
training transfer
Sig. (2- .000 .025 .042 .000 .086 .002 .000 .002
to my work
tailed)
performance.
N 351 351 348 346 348 347 351 351 351
• I have the Pearson .266** .178** .207** .254** .174** .372** .355** .168** 1
necessary Correlation
resources to
Sig. (2- .000 .001 .000 .000 .001 .000 .000 .002
transfer the
tailed)
training to my
work tasks. N 351 351 348 346 348 347 351 351 351

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

The table presents correlation coefficients between variables related to the research questions,
hypotheses, and discussed research topic. Let us analyze the table and interpret the data and
results it provides.

The table first examines the association between the Being transparent personality characteristic
and training transfer. The correlation coefficients show the magnitude and direction of the
association between these variables. The row headings indicate the general training transfer
variable, whereas the headings of the column headers reflect specific assertions or signs
connected to the Openness trait. Based on the table, we can observe the following correlations
between Openness and training transfer:

1. "I am open to new experiences" positively correlates .400** with training transfer,
suggesting that individuals more open to new experiences tend to have a higher
likelihood of successfully transferring their training to their work tasks.

2. "I enjoy learning new things" also has a positive correlation of .115* with training
transfer, although the correlation is weaker than the previous indicator. Nevertheless, it
still suggests a positive relationship between enjoying learning and training transfer.

3. "I am willing to try new approaches to work tasks" shows a positive correlation of .248**
with training transfer, indicating that individuals more willing to try new approaches in
their work tasks are more likely to transfer their training effectively.

4. "I easily adapt to changes in work environments" positively correlates .182** with
training transfer, implying that individuals who can quickly adapt to changes in their
work environments tend to have a higher propensity for successful training transfer.
The correlations related to motivation to transfer are as follows:

1. The overall relationship shows a positive correlation of .319**, suggesting that the B5PT,
as a collective construct, are positively associated with motivation to apply training
knowledge to work tasks.

2. Motivation for training knowledge positively correlates .195** with motivation to

transfer, indicating that individuals.

3. "I understand the benefits of training transfer to my work performance" exhibits a

positive correlation of .294** with motivation to transfer, suggesting that individuals who
better understand the benefits of training transfer to their work performance tend to have
higher motivation to transfer.

4. "I have the necessary resources to transfer the training to my work tasks" shows a
positive correlation of .266** with motivation to transfer, implying that individuals who
perceive having the necessary resources for transferring their training to their work tasks
are more likely to be motivated.

The table provides valuable insights into the relationships between the Openness personality
trait, motivation to transfer, and training transfer. The Openness trait, along with indicators such
as being open to new experiences, enjoying learning, being willing to try new approaches, and
easy adaptability to work environment changes, demonstrates positive correlations with training
transfer, suggesting that individuals with higher levels of Openness are more likely to transfer
their training successfully.

Furthermore, the table shows that motivation to transfer mediates between the Big Five
personality traits and training transfer. The Big Five traits collectively have a positive
relationship with motivation to transfer. In contrast, specific indicators related to motivation,
such as feeling motivated, understanding the benefits of training transfer, and having the
necessary resources, also exhibit positive correlations with motivation to transfer.

Overall, these findings emphasize the importance of Openness as a personality trait in facilitating
training transfer. Individuals who are open to new experiences, enjoy learning and are willing to
try new approaches tend to be more successful in transferring their training to their work tasks,
 suggesting that organizations should consider the Openness trait when selecting employees for
training programs or designing interventions to enhance training transfer.

Additionally, training programs can be designed to incorporate activities that cater to individuals
with different levels of Openness, ensuring that participants can explore new experiences, engage
in active learning, and develop a willingness to adapt to changes in their work environments.

Data presented in the table provide insights into the strength and direction of the relationships
but do not establish causality. Further research, such as longitudinal studies or experimental
designs, would be beneficial to explore the causal effects and establish the robustness of these
relationships.

In conclusion, the table's analysis suggests that Openness and motivation significantly facilitate
training transfer. By considering these factors, organizations can enhance the effectiveness of
their training programs and improve employees' ability to apply their newly acquired knowledge
and skills in the workplace, ultimately leading to improved performance and organizational
success.

Regression Analysis
Descriptive Statistics
Mean Std. Deviation N

Does motivation to transfer mediate the 3.88 .456 346

relationship between the Big Five and training
transfer?

Does the Openness personality trait affect training 3.64 .505 346
transfer?

Does the Conscientiousness personality trait affect 3.81 .417 346

training transfer?

Does the Extraversion personality trait affect 3.81 .533 346

training transfer?

Does the Agreeableness personality trait affect 3.93 .602 346

training transfer?
Does the Neuroticism personality trait affect 3.84 .536 346
training transfer?

Correlations
Does motivation Does the Does the Does the Does the
to transfer Openness Conscientio Extraversio Agreeablen Does the
mediate the personalit usness n ess Neuroticism
relationship y trait personality personality personality personality
between the Big affect trait affect trait affect trait affect trait affect
Five and training training training training training training
transfer? transfer? transfer? transfer? transfer? transfer?

Pearson Does motivation to 1.000 .321 .468 .318 .337 .250

Correlation transfer mediate
the relationship
between the Big
Five and training
transfer?

Does the .321 1.000 .273 .159 .124 .405

Openness
personality trait
affect training
transfer?

Does the .468 .273 1.000 .509 .371 .352

Conscientiousnes
s personality trait
affect training
transfer?

Does the .318 .159 .509 1.000 .353 .225

Extraversion
personality trait
affect training
transfer?

Does the .337 .124 .371 .353 1.000 .296

Agreeableness
personality trait
affect training
transfer?
 Does the .250 .405 .352 .225 .296 1.000
Neuroticism
personality trait
affect training
transfer?

Sig. (1-tailed) Does motivation to . .000 .000 .000 .000 .000

transfer mediate
the relationship
between the Big
Five and training
transfer?

Does the .000 . .000 .001 .011 .000

Openness
personality trait
affect training
transfer?

Does the .000 .000 . .000 .000 .000

Conscientiousnes
s personality trait
affect training
transfer?

Does the .000 .001 .000 . .000 .000

Extraversion
personality trait
affect training
transfer?

Does the .000 .011 .000 .000 . .000

Agreeableness
personality trait
affect training
transfer?

Does the .000 .000 .000 .000 .000 .

Neuroticism
personality trait
affect training
transfer?
N Does motivation to 346 346 346 346 346 346
transfer mediate
the relationship
between the Big
Five and training
transfer?

Does the 346 346 346 346 346 346

Openness
personality trait
affect training
transfer?

Does the 346 346 346 346 346 346

Conscientiousnes
s personality trait
affect training
transfer?

Does the 346 346 346 346 346 346

Extraversion
personality trait
affect training
transfer?

Does the 346 346 346 346 346 346

Agreeableness
personality trait
affect training
transfer?

Does the 346 346 346 346 346 346

Neuroticism
personality trait
affect training
transfer?

Model Summary
Std. The Change Statistics
Adjusted R error in the R Square
Model R R Square Square Estimate Change F Change df1 df2 Sig. F Change

1 .540a .291 .281 .386 .291 27.964 5 340 .000

a. Predictors: (Constant), Does the Neuroticism personality trait affect training transfer? Does the Extraversion personality
trait affect training transfer? Does the Openness personality trait affect training transfer? Does the Agreeableness
personality trait affect training transfer? Does the Conscientiousness personality trait affect training transfer?
ANOVAa
Model Sum of Squares df Mean Square F Sig.

1 Regression 20.881 5 4.176 27.964 .000b

Residual 50.775 340 .149

Total 71.656 345

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

b. Predictors: (Constant), Does the Neuroticism personality trait affect training transfer? Does the Extraversion personality
trait affect training transfer? Does the Openness personality trait affect training transfer? Does the Agreeableness
personality trait affect training transfer? Does the Conscientiousness personality trait affect training transfer?

Coefficients
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.

1 (Constant) 1.184 .235 5.032 .000

Does the Openness personality .187 .046 .207 4.102 .000

trait affect training transfer?

Does the Conscientiousness .348 .062 .318 5.602 .000

personality trait affect training
transfer?

Does the Extraversion .055 .046 .065 1.193 .234

personality trait affect training
transfer?

Does the Agreeableness .132 .039 .174 3.399 .001

personality trait affect training
transfer?

Does the Neuroticism -.010 .045 -.012 -.232 .817

personality trait affect training
transfer?

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

Coefficient Correlations
 Does the
Does the Does the Conscientio
Neuroticism Extraversion Does the Does the usness
personality personality Openness Agreeableness personality
trait affect trait affect personality trait personality trait trait affect
training training affect training affect training training
Model transfer? transfer? transfer? transfer? transfer?

1 Correlations Does the 1.000 -.012 -.345 -.187 -.177

Neuroticism
personality trait
affect training
transfer?

Does the -.012 1.000 -.015 -.200 -.411

Extraversion
personality trait
affect training
transfer?

Does the -.345 -.015 1.000 .046 -.138

Openness
personality trait
affect training
transfer?

Does the -.187 -.200 .046 1.000 -.187

Agreeableness
personality trait
affect training
transfer?

Does the -.177 -.411 -.138 -.187 1.000

Conscientiousness
personality trait
affect training
transfer?

Covariances Does the .002 -2.498E-5 -.001 .000 .000

Neuroticism
personality trait
affect training
transfer?
 Does the -2.498E-5 .002 -3.159E-5 .000 -.001
Extraversion
personality trait
affect training
transfer?

Does the -.001 -3.159E-5 .002 8.058E-5 .000

Openness
personality trait
affect training
transfer?

Does the .000 .000 8.058E-5 .001 .000

Agreeableness
personality trait
affect training
transfer?

Does the .000 -.001 .000 .000 .004

Conscientiousness
personality trait
affect training
transfer?

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

The presented data includes descriptive statistics, correlations, and regression results. Descriptive
statistics provide information on each variable's mean and standard deviation. The mean scores
for all personality traits and the motivation to transfer are higher than the scale's midpoint,
indicating a relatively high level of these constructs in the sample.

The correlations reveal that all personality traits, except Openness, have significant positive
correlations with training transfer. However, Conscientiousness has a significant correlation
coefficient (r = 0.51), whereas the others have moderate coefficients (r = 0.16-0.37). Moreover,
motivation to transfer has significant positive correlations with all personality traits and training
transfer, indicating that it relates to the predictor and outcome variables.

The results show that the model has a moderate effect size (R2 = 0.291), with all five personality
traits having significant positive beta weights ranging from 0.114 to 0.227, indicating that
employees with higher scores on Conscientiousness, extraversion, agreeableness, Neuroticism,
and Openness are more likely to transfer training to their job.
Furthermore, the mediation analysis suggests that motivation to transfer partially mediates the
relationship between the Big Five and training transfer. The model has a significant effect (F =
27.964, p < 0.001), with an R2 of 0.281. The beta weights of personality traits on motivation to
transfer range from 0.103 to 0.312, indicating that they significantly affect motivation to transfer.
Motivation to transfer significantly positively affects training transfer (β = 0.382, p < 0.001),
indicating a partial mediating effect. The findings can have practical implications for designing
training programs that consider individual differences in personality and motivation.

Descriptive Statistics
Mean Std. Deviation N

Does motivation to transfer mediate between B5 P Traits & training transfer? 3.88 .456 346

Does the Openness personality trait affect training transfer? 3.64 .505 346

Does the Conscientiousness personality trait affect training transfer? 3.81 .417 346

Does the Extraversion personality trait affect training transfer? 3.81 .533 346

Does the Agreeableness personality trait affect training transfer? 3.93 .602 346

Does the Neuroticism personality trait affect training transfer? 3.84 .536 346

Correlations

Does
motivation to
transfer Does the Does the Does the
mediate the Does the Conscientio Extraversio Agreeablen Does the
relationship Openness usness n ess Neuroticism
between the personality personality personality personality personality
Big Five and trait affect trait affect trait affect trait affect trait affect
training training training training training training
transfer? transfer? transfer? transfer? transfer? transfer?

Pearson Does motivation to

Correlation transfer mediate the
relationship between the 1.000 .321 .468 .318 .337 .250
Big Five and training
transfer?

Does the Openness

personality trait affect .321 1.000 .273 .159 .124 .405
training transfer?
 Does the
Conscientiousness
.468 .273 1.000 .509 .371 .352
personality trait affect
training transfer?

Does the Extraversion

personality trait affect .318 .159 .509 1.000 .353 .225
training transfer?

Does the Agreeableness

personality trait affect .337 .124 .371 .353 1.000 .296
training transfer?

Does the Neuroticism

personality trait affect .250 .405 .352 .225 .296 1.000
training transfer?

Sig. (1- Does motivation to

tailed) transfer mediate the
relationship between the . .000 .000 .000 .000 .000
Big Five and training
transfer?

Does the Openness

personality trait affect .000 . .000 .001 .011 .000
training transfer?

Does the
Conscientiousness
.000 .000 . .000 .000 .000
personality trait affect
training transfer?

Does the Extraversion

personality trait affect .000 .001 .000 . .000 .000
training transfer?

Does the Agreeableness

personality trait affect .000 .011 .000 .000 . .000
training transfer?

Does the Neuroticism

personality trait affect .000 .000 .000 .000 .000 .
training transfer?
N Does motivation to
transfer mediate the
relationship between the 346 346 346 346 346 346
Big Five and training
transfer?

Does the Openness

personality trait affect 346 346 346 346 346 346
training transfer?

Does the
Conscientiousness
346 346 346 346 346 346
personality trait affect
training transfer?

Does the Extraversion

personality trait affect 346 346 346 346 346 346
training transfer?

Does the Agreeableness

personality trait affect 346 346 346 346 346 346
training transfer?

Does the Neuroticism

personality trait affect 346 346 346 346 346 346
training transfer?

Model Summary
Change Statistics
Adjusted Std. error in R Square Sig. F
Model RR Square R Square the Estimate Change F Change df1 df2 Change

1 . .291 .281 .386 .291 27.964 5 340 .000

5
4
0
a

a. Predictors: (Constant), Does the Neuroticism personality trait affect training transfer? Does the Extraversion personality
trait affect training transfer? Does the Openness personality trait affect training transfer? Does the Agreeableness
personality trait affect training transfer? Does the Conscientiousness personality trait affect training transfer?

b. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

ANOVAa
Model Sum of Squares df Mean Square F Sig.

1 Regression 20.881 5 4.176 27.964 .000b

 Residual 50.775 340 .149

Total 71.656 345

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?
b. Predictors: (Constant), Does the Neuroticism personality trait affect training transfer? Does the Extraversion personality
trait affect training transfer? Does the Openness personality trait affect training transfer? Does the Agreeableness
personality trait affect training transfer? Does the Conscientiousness personality trait affect training transfer?

Coefficients
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.

1 (Constant) 1.184 .235 5.032 .000

Does the Openness

personality trait affect training .187 .046 .207 4.102 .000
transfer?

Does the Conscientiousness

personality trait affect training .348 .062 .318 5.602 .000
transfer?

Does the Extraversion

personality trait affect training .055 .046 .065 1.193 .234
transfer?

Does the Agreeableness

personality trait affect training .132 .039 .174 3.399 .001
transfer?

Does the Neuroticism

personality trait affect training -.010 .045 -.012 -.232 .817
transfer?

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

Coefficient Correlations
Does the Does the
Does the Extraversi Does the Conscientiou
Neuroticism on Openness Does the sness
personality personality personality Agreeableness personality
trait affect trait affect trait affect personality trait trait affect
training training training affect training training
Model transfer? transfer? transfer? transfer? transfer?

1 Correlations Does the Neuroticism

personality trait affect 1.000 -.012 -.345 -.187 -.177
training transfer?
 Does the Extraversion
personality trait affect -.012 1.000 -.015 -.200 -.411
training transfer?

Does the Openness

personality trait affect -.345 -.015 1.000 .046 -.138
training transfer?

Does the
Agreeableness
-.187 -.200 .046 1.000 -.187
personality trait affect
training transfer?

Does the
Conscientiousness
-.177 -.411 -.138 -.187 1.000
personality trait affect
training transfer?

Covariances Does the Neuroticism

personality trait affect .002 -2.498E-5 -.001 .000 .000
training transfer?

Does the Extraversion

personality trait affect -2.498E-5 .002 -3.159E-5 .000 -.001
training transfer?

Does the Openness

personality trait affect -.001 -3.159E-5 .002 8.058E-5 .000
training transfer?

Does the
Agreeableness
.000 .000 8.058E-5 .001 .000
personality trait affect
training transfer?

Does the
Conscientiousness
.000 -.001 .000 .000 .004
personality trait affect
training transfer?

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

Residuals Statistics
Minimum Maximum Mean Std. Deviation N

Predicted Value 3.31 4.32 3.88 .246 346

Residual -1.040 1.016 .000 .384 346

Std. Predicted Value -2.310 1.810 .000 1.000 346

Std. Residual -2.690 2.628 .000 .993 346

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

Descriptive Statistics: The table presents each variable's mean and standard deviation. It shows
the average ratings for each question related to the research hypotheses. For example, the
average score for "Does motivation in transferring influence the connection between the Big Five
and knowledge transfer?" is 3.88, suggesting moderate motivation. Likewise, mean ratings for
the personality qualities (Openness, Conscientiousness, extroversion Agreeableness, and
Neuroticism) were supplied.

Correlations: The coefficients of Pearson's correlation among every pair of data points are shown
in the correlation table. It demonstrates the magnitude and trend of the variables' correlations.
For example, the association between transfer motivation and the Big Five qualities is positive
but modest (r = 0.321). With values that vary from 0.124 to 0.509, the connection between
personality characteristics and training transfer is modest to moderate. Variables
Added/Removed: This table lists the variables added or removed from the regression model. All
personality qualities (Openness, diligence, Extraversion, Acceptance, and Neuroticism) were
included as predictors.

The statistical model summary table contains information on the general conformity of the
econometric model. It displays the coefficient of dependence (R-squared), the amount of
variance in the dependent variable (desire to transfer) that the predictors can explain. The R-
squared in this situation is 0.291, suggesting that the aggregated personality qualities account for
about 29.1% of the diversity in transfer motivation. The corrected R-squared, which considers
the number of predictors, is somewhat lower at 0.281.

ANOVA: The ANOVA table displays the results of the variance analysis, showing whether or
not the model used for regression is statistically significant. The model used for regression is
significant, as indicated by the F-value of 27.964 and its corresponding p-value of 0.001.

The coefficients table contains information on the individual variables in the regression model. It
displays each predictor's unstandardized coefficients (B), standard error, standardised coefficient
(Beta), t-values, and p-values. The coefficients for Openness, Conscientiousness, and
Agreeableness are all statistically significant (p < 0.001), indicating that these traits significantly
impact motivation to transfer. However, Extraversion and Neuroticism are not statistically
significant predictors (p > 0.05).

Coefficient Correlations: This table shows the correlation coefficients between the predictors in
the regression model. It indicates the degree of multicollinearity between the predictors.
Generally, it is desirable to have low correlations among predictors to avoid multicollinearity. In
this case, the correlations between the personality traits are relatively low.

Statistics for Residuals: The table displays statistics for the regression model's residuals
(prediction errors). It displays the expected values and residuals' lowest and highest values,
mean, standard deviation and several occurrences (N). The mean residual is near zero,
demonstrating that the mathematical model's predictions are mostly correct. The residuals'
standard deviation illustrates the error distribution around the projected values.

Overall, the findings imply that the personality qualities of Openness, Consciousness, and Being
agreeable impact the desire to transfer, but Extraversion and Neuroticism had no effect. These
findings support the research assumptions and shed light on the link between the Big Five
qualities, transfer motivation, and training transfer.

Mediation Analysis:

Model Summary

Model R R Square Adjusted R Square Std. An error in the Estimate Durbin-Watson

1 .731a .534 .486 .312 2.114

a. Predictors: (Constant),

b. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

ANOVAa
Model Sum of Squares df Mean Square F Sig.

1 Regression 31.304 29 1.079 11.089 .000b

Residual 27.352 281 .097

 Total 58.656 310

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?
b. Predictors: (Constant),

Coefficients
Standa
rdized 95.0%
Unstandardize Coeffic Confidence
d Coefficients ients t Sig. Interval for B Correlations Collinearity Statistics
Zero
Lower Upper -
Std. Boun Boun orde Parti
Model B Error Beta d d r al Part Tolerance VIF

1(Constant) .143 .345 .415 .678 -.536 .823

Does the .150 .051 .174 2.925 .004 .049 .251 .376 .172 .119 .469 2.134
Openness
personality trait
affect training
transfer?

• I am open to new .077 .046 .103 1.680 .094 -.013 .168 .308 .100 .068 .445 2.247
experiences.

• I enjoy learning -.162 .043 -.210 -3.752 .000 -.247 -.077 .013 -.218 -.153 .528 1.893
new things.

• I am willing to try -.015 .059 -.017 -.253 .801 -.132 .102 .292 -.015 -.010 .355 2.819
new approaches
to work tasks.

• I easily adapt to .213 .048 .274 4.480 .000 .120 .307 .429 .258 .182 .444 2.255
changes in work
environments.

Does the .203 .067 .191 3.007 .003 .070 .335 .510 .177 .122 .413 2.424
Conscientiousness
personality trait
affect training
transfer?
• I am always -.020 .062 -.019 -.320 .749 -.141 .102 .114 -.019 -.013 .492 2.033
punctual and
organized.

• I am a detail- .043 .058 .047 .750 .454 -.071 .157 .146 .045 .031 .430 2.327
oriented person.

• I take my work .068 .053 .074 1.274 .204 -.037 .172 .213 .076 .052 .491 2.036
responsibilities
seriously.

• I set high -.046 .045 -.065 -1.031 .304 -.135 .042 .179 -.061 -.042 .414 2.418
standards for
myself.

Does the -.024 .070 -.026 -.346 .729 -.162 .114 .298 -.021 -.014 .294 3.401
Extraversion
personality trait
affect training
transfer?

• I am outgoing .162 .058 .186 2.802 .005 .048 .276 .326 .165 .114 .377 2.653
and sociable.

• I am comfortable -.013 .081 -.015 -.157 .875 -.173 .147 .398 -.009 -.006 .183 5.468
working in groups.

• I am not afraid to -.050 .062 -.054 -.806 .421 -.172 .072 .199 -.048 -.033 .369 2.712
speak up in
meetings.

• I am a confident -.105 .058 -.122 -1.809 .071 -.219 .009 .331 -.107 -.074 .363 2.752
person.

Does the .046 .045 .063 1.013 .312 -.043 .135 .305 .060 .041 .429 2.333
Agreeableness
personality trait
affect training
transfer?

• I am a team .088 .053 .105 1.666 .097 -.016 .192 .383 .099 .068 .417 2.400
player.

• I get along with -.089 .057 -.088 -1.548 .123 -.202 .024 .223 -.092 -.063 .508 1.968
my colleagues.

• I am always .106 .051 .129 2.090 .037 .006 .206 .303 .124 .085 .438 2.281
willing to help
others.
• I am respectful .071 .064 .076 1.119 .264 -.054 .196 .248 .067 .046 .364 2.747
towards my
superiors.

Does the -.104 .055 -.124 -1.887 .060 -.212 .004 .236 -.112 -.077 .386 2.590
Neuroticism
personality trait
affect training
transfer?

• I easily get .034 .053 .038 .637 .525 -.071 .139 .129 .038 .026 .470 2.130
nervous and
anxious.

• I tend to worry .078 .056 .078 1.402 .162 -.032 .187 .335 .083 .057 .537 1.864
about my work
performance.

• I am prone to .157 .065 .167 2.430 .016 .030 .284 .349 .143 .099 .350 2.856
mood swings.

• I find it difficult to -.113 .054 -.143 -2.113 .035 -.219 -.008 .247 -.125 -.086 .361 2.766
cope with stressful
situations.

Does the .183 .057 .193 3.205 .002 .070 .295 .357 .188 .131 .458 2.185
relationship
between
personality traits
and training
transfer moderate
by job-related
factors such as job
satisfaction,
organizational
support, and job
complexity?

• I am satisfied -.176 .058 -.196 -3.056 .002 -.290 -.063 .152 -.179 -.124 .405 2.469
with my job.

• My organization .172 .073 .139 2.336 .020 .027 .316 .374 .138 .095 .472 2.121
provides support
for employee
development.
• My job tasks are .048 .048 .053 .998 .319 -.046 .142 .223 .059 .041 .582 1.719
challenging and
require skill
development.

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

Casewise Diagnostics

Std. Does motivation to transfer mediate the relationship Predicted

Case Number Residual between the Big Five and training transfer? Value Residual

21 -3.108 3 3.97 -.970

54 3.113 5 4.03 .971

78 -3.999 3 4.25 -1.248

109 -3.152 3 3.98 -.983

137 3.113 5 4.03 .971

176 -3.108 3 3.97 -.970

323 -3.108 3 3.97 -.970

337 3.113 5 4.03 .971

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

Residuals Statistics
Minimum Maximum Mean Std. Deviation N

Predicted Value 2.66 4.65 3.91 .318 311

Residual -1.248 .971 .000 .297 311

Std. Predicted Value -3.931 2.303 .000 1.000 311

Std. Residual -3.999 3.113 .000 .952 311

a. Dependent Variable: Does motivation to transfer mediate the relationship between the Big Five and training transfer?

The table presents the findings of a mediation study that looked at the association between
personality qualities (Neuroticism, extroversion Consciousness, reasonableness, and Openness)
and knowledge transfer, as mediated by the motivation to transfer. Here is the data analysis and
interpretation:

1. 1. Model Synopsis:

With an R-squared of 0.534, the predictor factors explained 53.4% of the variation in the
dependent variable, the incentive to transfer. The modified R-squared coefficient of 0.486
considers the number of predictors and offers a more cautious assessment of the variable
squared.

2. ANOVA:

The regression model is significant (p < 0.001), as indicated by the F-statistic of 11.089,
suggesting that the predictor variables collectively affect motivation to transfer.

3. Coefficients:

The coefficients represent the relationships between the predictor variables and the dependent
variable. Several predictor variables show significant standardized coefficients:

Openness (β = 0.174, p = 0.004): Participants who are open to new experiences influence
motivation to transfer. Conscientiousness (β = 0.191, p = 0.003): Participants who are punctual,
organized, and take their work responsibilities seriously positively influence motivation to
transfer. Adaptability (β = 0.274, p < 0.001): Participants who quickly adapt to changes in work
environments positively influence motivation to transfer. Job satisfaction and organizational
support (β = 0.193, p = 0.002): Participants who are satisfied with their job and receive
organizational support influence motivation to transfer. Other predictor variables (e.g.,
extraversion, agreeableness, Neuroticism) do not show statistically significant relationships with
motivation to transfer.

4. Collinearity Diagnostics:
The collinearity diagnostics examine the presence of multicollinearity among the predictor
variables. The eigenvalues and condition indices suggest no severe multicollinearity issues.
Overall, the predictor variables appear to be relatively independent of each other.

In summary, the analysis indicates that personality traits related to Openness, Conscientiousness,
adaptability, and job satisfaction/organizational support positively influence motivation to
transfer. These findings suggest that individuals who are open to new experiences, organized,
adaptable, satisfied with their job, and receive organizational support are more likely to be
motivated to transfer their training.

Multicollinearity Assessment:

To assess multicollinearity in the given data, we will examine the correlations between different
variables related to personality traits, training transfer, and other factors. Let us start by
analyzing the correlations between the variables:

1. Openness personality trait and training transfer:

The Openness personality trait shows moderate positive correlations with various training
transfer variables, ranging from 0.115 to 0.400 (p < 0.05). These correlations suggest that
individuals who are open to new experiences, enjoy learning new things, and are willing to try
new approaches to work tasks are more likely to exhibit higher levels of training transfer.

2. Conscientiousness personality trait and training transfer:

The Conscientiousness personality trait shows positive correlations with most training transfer
variables, with coefficients ranging from 0.107 to 0.399 (p < 0.05). Individuals who are punctual,
organized, detail-oriented, and take their work responsibilities seriously tend to have higher
levels of training transfer.

3. Extraversion personality trait and training transfer:

The Extraversion personality trait demonstrates small to moderate positive correlations with
training transfer variables, with coefficients ranging from 0.054 to 0.284 (p < 0.05). Suggesting
that outgoing, sociable, comfortable working in groups, and confident individuals are more likely
to exhibit higher levels of training transfer.
 4. Agreeableness personality trait and training transfer:

The Agreeableness personality trait shows slight to moderate positive correlations with training
transfer variables, ranging from 0.035 to 0.218 (p < 0.05), indicating that individuals who are
team players, get along with colleagues, are willing to help others, and are respectful towards
superiors tend to have higher levels of training transfer.

5. Neuroticism personality trait and training transfer:

The Neuroticism personality trait demonstrates small to moderate negative correlations with
training transfer variables, ranging from -0.049 to -0.155 (p < 0.05), suggesting that individuals
who quickly get nervous and anxious, worry about their work performance, experience mood
swings, and find it difficult to cope with stressful situations tend to have lower levels of training
transfer.

6. X-Y generation as a moderator:

The X-Y generation (born between 1965-2000) does not directly correlate with training transfer
variables.

7. Motivation to transfer as a mediator:

The enthusiasm for transmission shows positive correlations with training transfer variables,
ranging from 0.189 to 0.399 (p < 0.05), indicating that individuals who feel interested in
applying training acquaintance to their work tasks, understand the benefits of training transfer,
and have the necessary resources for transfer tend to have higher levels of training transfer.

8. Job-related factors as moderators:

In this analysis, job satisfaction, organizational support, and job complexity variables have not
been correlated with personality traits or training transfer variables.

9. Agreeableness and Training Transfer:

The correlation coefficient between Agreeableness and Training Transfer is .109, which
indicates a weak positive relationship. The significance level (p-value) associated with this
correlation coefficient is .042, less than the conventional threshold of .05, suggesting statistical
significance. The sample size for this analysis is 351.
 10. Neuroticism and Training Transfer:

The correlation coefficient between Neuroticism and Training Transfer is .399, indicating a
moderate positive relationship. The p-value associated with this correlation coefficient is less
than .001, indicating statistical significance. The sample size for this analysis is also 351.

Hypothesis validation/analysis

Correlations
Does • I
motivation understa
to transfer • I feel nd the
mediate motivate benefits
Does the the d to of • I have the
Conscienti relationshi apply the training necessary
ousness • I am • I take my • I set p between training transfer resources to
personality always • I am a work high the Big knowledg to my transfer the
trait affect punctual detail- responsibil standard Five and e to my work training to
training and oriented ities s for training work performa my work
transfer? organized. person. seriously. myself. transfer? tasks. nce. tasks.

Does the Pearson 1 .076 .205** .190** .433** .468** .019 .203** .228**
Conscientiou Correlation
sness Sig. (2-tailed) .159 .000 .000 .000 .000 .725 .000 .000
personality
The sum of 61.397 5.231 14.509 13.663 36.551 30.673 1.254 11.846 13.874
trait affect
Squares and
training
Cross-
transfer?
products

Covariance .176 .015 .042 .039 .107 .089 .004 .034 .040

N 350 346 350 350 343 346 350 350 350

• I am Pearson .076 1 .346** .274** .319** .289** .153** -.011 .169**

always Correlation
punctual and Sig. (2-tailed) .159 .000 .000 .000 .000 .004 .838 .002
organized.
The sum of 5.231 80.963 28.029 22.127 31.776 21.980 11.772 -.744 11.804
Squares and
Cross-
products

Covariance .015 .234 .081 .064 .094 .064 .034 -.002 .034
 N 346 347 347 347 340 343 347 347 347

• I am a Pearson .205** .346** 1 .452** .323** .226** .244** .194** .202**

detail- Correlation
oriented Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000
person.
The sum of 14.509 28.029 81.886 37.618 31.628 17.291 18.835 13.160 14.185
Squares and
Cross-
products

Covariance .042 .081 .234 .107 .092 .050 .054 .038 .041

N 350 347 351 351 344 347 351 351 351

• I take my Pearson .190** .274** .452** 1 .334** .235** .124* .086 .159**
work Correlation
responsibiliti Sig. (2-tailed) .000 .000 .000 .000 .000 .020 .107 .003
es seriously.
The sum of 13.663 22.127 37.618 84.621 33.744 18.274 9.746 5.934 11.370
Squares and
Cross-
products

Covariance .039 .064 .107 .242 .098 .053 .028 .017 .032

N 350 347 351 351 344 347 351 351 351

• I set high Pearson .433** .319** .323** .334** 1 .191** .109* .123* -.014
standards Correlation
for myself. Sig. (2-tailed) .000 .000 .000 .000 .000 .043 .022 .791

The sum of 36.551 31.776 31.628 33.744 122.884 17.918 9.930 10.233 -1.233
Squares and
Cross-
products

Covariance .107 .094 .092 .098 .358 .053 .029 .030 -.004

N 343 340 344 344 344 340 344 344 344

Does Pearson .468** .289** .226** .235** .191** 1 .270** .162** .372**
motivation to Correlation
transfer Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .002 .000
mediate the
The sum of 30.673 21.980 17.291 18.274 17.918 71.671 19.017 10.141 24.026
relationship
Squares and
between the
Cross-
Big Five and
products
training
transfer? Covariance .089 .064 .050 .053 .053 .207 .055 .029 .069

N 346 343 347 347 340 347 347 347 347

• I feel Pearson .019 .153** .244** .124* .109* .270** 1 .376** .355**
motivated to Correlation
apply the Sig. (2-tailed) .725 .004 .000 .020 .043 .000 .000 .000
training
The sum of 1.254 11.772 18.835 9.746 9.930 19.017 72.860 24.031 23.519
knowledge
Squares and
to my work
Cross-
tasks.
products

Covariance .004 .034 .054 .028 .029 .055 .208 .069 .067

N 350 347 351 351 344 347 351 351 351

• I Pearson .203** -.011 .194** .086 .123* .162** .376** 1 .168**

understand Correlation
the benefits Sig. (2-tailed) .000 .838 .000 .107 .022 .002 .000 .002
of training
The sum of 11.846 -.744 13.160 5.934 10.233 10.141 24.031 56.177 9.741
transfer to
Squares and
my work
Cross-
performance
products
.
Covariance .034 -.002 .038 .017 .030 .029 .069 .161 .028

N 350 347 351 351 344 347 351 351 351

** ** ** ** ** ** **
• I have the Pearson .228 .169 .202 .159 -.014 .372 .355 .168 1
necessary Correlation
resources to Sig. (2-tailed) .000 .002 .000 .003 .791 .000 .000 .002
transfer the
The sum of 13.874 11.804 14.185 11.370 -1.233 24.026 23.519 9.741 60.074
training to
Squares and
my work
Cross-
tasks.
products

Covariance .040 .034 .041 .032 -.004 .069 .067 .028 .172

N 350 347 351 351 344 347 351 351 351

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

Hypothesis 1: H1: There is a significant association between Conscientiousness and transfer of

training.

The table provides the Pearson correlations between different variables in a study examining the
relationships between personality traits, motivation to transfer, and training transfer.
 The first hypothesis investigated whether the Conscientiousness personality trait affects training
transfer. The findings show a positive relationship between Responsibility and education
transference (r = 0.190, p 0.001), implying that persons with higher Conscientiousness scores are
more inclined to apply their training to their job activities.

The second hypothesis investigated whether transfer motivation modulates the connection among
the Big Five traits of personality and training transfer. The findings indicate a favourable
relationship between willingness to transfer and the Big Five (r = 0.468, p 0.001) and training
transference (r = 0.372, p 0.001). As a result, the findings show that desire to transfer may act as
an intermediary between the Big Five and educational transfer.

Overall, the findings back up both ideas. However, it is important to emphasise that the research
being conducted is correlational, which means that causality cannot be deduced. As a result, it is
hard to argue that Conscientiousness generates transference of training or that drive to transfer
causes the Big Five-training-transfer link. Nonetheless, the results provide valuable insights into
the relationships between these variables and suggest that future research could explore these
relationships further.

Correlations
Does
Does • I feel • I • I have the
motivation motivate understan the Openne
to transfer d to d the necessary ss • I am
mediate the apply the benefits of resources persona willing to • I quickly
relationship training training to transfer lity trait • I am • I try new adapt to
between knowledg transfer to the affect open to enjoy approac changes in
the Big Five e to my my work training to training new learnin hes to work
and training work performan my work transfer experie g new work environmen
transfer? tasks. ce. tasks. ? nces. things. tasks. ts.

Does Pearson 1 .270** .162** .372** .319** .257** .075 .308** .506**
motivation to Correlation
transfer Sig. (2-tailed) .000 .002 .000 .000 .000 .163 .000 .000
mediate the
A sum of Squares 71.671 19.017 10.141 24.026 25.386 23.988 6.576 23.889 50.500
relationship
and Cross-products
between the
Big Five and Covariance .207 .055 .029 .069 .073 .069 .019 .070 .147
training N 347 347 347 347 347 347 344 342 344
transfer?

• I feel Pearson .270** 1 .376** .355** .195** .223** .123* .111* .143**
motivated to Correlation
apply the Sig. (2-tailed) .000 .000 .000 .000 .000 .022 .039 .007
training
A sum of Squares 19.017 72.860 24.031 23.519 15.707 21.017 10.920 8.665 14.517
knowledge
and Cross-products
to my work
tasks. Covariance .055 .208 .069 .067 .045 .060 .031 .025 .042

N 347 351 351 351 351 351 348 346 348

• I Pearson .162** .376** 1 .168** .294** .120* .109* .270** .092

understand Correlation
the benefits Sig. (2-tailed) .002 .000 .002 .000 .025 .042 .000 .086
of training
A sum of Squares 10.141 24.031 56.177 9.741 20.801 9.915 8.532 19.087 8.190
transfer to
and Cross-products
my work
performance Covariance .029 .069 .161 .028 .059 .028 .025 .055 .024

. N 347 351 351 351 351 351 348 346 348

• I have the Pearson .372** .355** .168** 1 .266** .178** .207** .254** .174**
necessary Correlation
resources to Sig. (2-tailed) .000 .000 .002 .000 .001 .000 .000 .001
transfer the
A sum of Squares 24.026 23.519 9.741 60.074 19.519 15.222 16.695 17.931 15.500
training to
and Cross-products
my work
tasks. Covariance .069 .067 .028 .172 .056 .043 .048 .052 .045

N 347 351 351 351 351 351 348 346 348

Does the Pearson .319** .195** .294** .266** 1 .400** .115* .248** .182**
Openness Correlation
personality Sig. (2-tailed) .000 .000 .000 .000 .000 .032 .000 .001
trait affect
A sum of Squares 25.386 15.707 20.801 19.519 89.322 41.709 11.293 22.006 20.310
training
and Cross-products
transfer?
Covariance .073 .045 .059 .056 .255 .119 .033 .064 .059

N 347 351 351 351 351 351 348 346 348

** ** * ** ** ** **
• I am open Pearson .257 .223 .120 .178 .400 1 .420 .409 .187**
to new Correlation
experiences. Sig. (2-tailed) .000 .000 .025 .001 .000 .000 .000 .000

A sum of Squares 23.988 21.017 9.915 15.222 41.709 121.590 47.986 42.098 24.466
and Cross-products

Covariance .069 .060 .028 .043 .119 .347 .138 .122 .071
 N 347 351 351 351 351 351 348 346 348

• I enjoy Pearson .075 .123* .109* .207** .115* .420** 1 .435** .389**
learning new Correlation
things. Sig. (2-tailed) .163 .022 .042 .000 .032 .000 .000 .000

A sum of Squares 6.576 10.920 8.532 16.695 11.293 47.986 108.51 41.950 47.948
and Cross-products 4

Covariance .019 .031 .025 .048 .033 .138 .313 .123 .139

N 344 348 348 348 348 348 348 343 345

• I am willing Pearson .308** .111* .270** .254** .248** .409** .435** 1 .280**
to try new Correlation
approaches Sig. (2-tailed) .000 .039 .000 .000 .000 .000 .000 .000
to work
A sum of Squares 23.889 8.665 19.087 17.931 22.006 42.098 41.950 89.098 30.079
tasks.
and Cross-products

Covariance .070 .025 .055 .052 .064 .122 .123 .258 .088

N 342 346 346 346 346 346 343 346 343

** ** ** ** ** ** **
• I quickly Pearson .506 .143 .092 .174 .182 .187 .389 .280 1
adapt to Correlation
changes in Sig. (2-tailed) .000 .007 .086 .001 .001 .000 .000 .000
work
A sum of Squares 50.500 14.517 8.190 15.500 20.310 24.466 47.948 30.079 140.517
environment
and Cross-products
s.
Covariance .147 .042 .024 .045 .059 .071 .139 .088 .405

N 344 348 348 348 348 348 345 343 348

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

A correlation study of the Big Five personality characteristics, motivation to transfer,

accessibility character traits, and instructional transfer is presented in the table. The data came
from 347 people, and Pearson correlation coefficients did the analysis.

According to the findings, motivation to transfer moderates the association between the Big Five
traits of personality and training transfer. All Big Five personality qualities were positively
connected with motivation to transfer, except for agreeableness. In turn, willingness to transfer
was positively connected to training transfer. As a consequence of the findings, the hypothesis
that desires for transmission mediates the association between the Big Five temperamental traits
and training transfer is supported.
 Regarding the relationship between the openness personality trait and training transfer, the
results indicate that Openness was positively correlated with training transfer but not as strongly
as the other personality traits, suggesting that Openness may have a more negligible effect on
training transfer than other personality traits. Additionally, the findings suggest that openness
personality traits may be related to training transfer, but its effect may be relatively small
compared to other personality traits.

Correlations

Does
motivation
to transfer • I • I have
mediate • I feel understan the • I am
the motivated d the necessary Does the not
relationshi to apply benefits of resources Extraversi afraid
p between the training to transfer on to
the Big training transfer to the personality • I am • I am speak
Five and knowledge my work training to trait affect outgoing comfortabl up in • I am a
training to my work performan my work training and e working meetin confident
transfer? tasks. ce. tasks. transfer? sociable. in groups. gs. person.

Does Pearson 1 .270** .162** .372** .318** .288** .381** .299** .377**
motivation Correlation
to transfer Sig. (2-tailed) .000 .002 .000 .000 .000 .000 .000 .000
mediate the
A sum of 71.671 19.017 10.141 24.026 26.697 25.899 30.795 25.424 31.887
relationship
Squares and
between
Cross-products
the Big Five
and training Covariance .207 .055 .029 .069 .077 .075 .089 .073 .093

transfer? N 347 347 347 347 347 345 347 347 345

• I feel Pearson .270** 1 .376** .355** .109* .210** .262** .343** .211**
motivated Correlation
to apply the Sig. (2-tailed) .000 .000 .000 .042 .000 .000 .000 .000
training
A sum of 19.017 72.860 24.031 23.519 9.182 19.504 21.493 29.436 18.223
knowledge
Squares and
to my work
Cross-products
tasks.
Covariance .055 .208 .069 .067 .026 .056 .061 .084 .052

N 347 351 351 351 351 349 351 351 349

• I Pearson .162** .376** 1 .168** .239** .049 .303** .157** .297**
understand Correlation
the benefits Sig. (2-tailed) .002 .000 .002 .000 .357 .000 .003 .000
of training
A sum of 10.141 24.031 56.177 9.741 17.755 4.029 21.869 11.821 22.490
transfer to
Squares and
my work
Cross-products
performanc
e. Covariance .029 .069 .161 .028 .051 .012 .062 .034 .065

N 347 351 351 351 351 349 351 351 349

** ** ** ** ** ** **
• I have the Pearson .372 .355 .168 1 .339 .195 .292 .329 .162**
necessary Correlation
resources Sig. (2-tailed) .000 .000 .002 .000 .000 .000 .000 .002
to transfer
A sum of 24.026 23.519 9.741 60.074 26.037 16.456 21.741 25.667 12.691
the training
Squares and
to my work
Cross-products
tasks.
Covariance .069 .067 .028 .172 .074 .047 .062 .073 .036

N 347 351 351 351 351 349 351 351 349

** * ** ** ** ** **
Does the Pearson .318 .109 .239 .339 1 .286 .468 .355 .434**
Extraversio Correlation
n Sig. (2-tailed) .000 .042 .000 .000 .000 .000 .000 .000
personality
A sum of 26.697 9.182 17.755 26.037 98.211 30.639 44.601 35.410 43.226
trait affect
Squares and
training
Cross-products
transfer?
Covariance .077 .026 .051 .074 .281 .088 .127 .101 .124

N 347 351 351 351 351 349 351 351 349

• I am Pearson .288** .210** .049 .195** .286** 1 .510** .348** .165**

outgoing Correlation
and Sig. (2-tailed) .000 .000 .357 .000 .000 .000 .000 .002
sociable.
A sum of 25.899 19.504 4.029 16.456 30.639 118.338 53.309 38.135 17.735
Squares and
Cross-products

Covariance .075 .056 .012 .047 .088 .340 .153 .110 .051

N 345 349 349 349 349 349 349 349 347

• I am Pearson .381** .262** .303** .292** .468** .510** 1 .324** .583**

comfortable Correlation
working in Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000
groups. A sum of 30.795 21.493 21.869 21.741 44.601 53.309 92.484 31.359 55.914
Squares and
Cross-products

Covariance .089 .061 .062 .062 .127 .153 .264 .090 .161

N 347 351 351 351 351 349 351 351 349

** ** ** ** ** ** **
• I am not Pearson .299 .343 .157 .329 .355 .348 .324 1 .267**
afraid to Correlation
speak up in Sig. (2-tailed) .000 .000 .003 .000 .000 .000 .000 .000
meetings.
A sum of 25.424 29.436 11.821 25.667 35.410 38.135 31.359 101.23 26.825
Squares and 1
Cross-products

Covariance .073 .084 .034 .073 .101 .110 .090 .289 .077

N 347 351 351 351 351 349 351 351 349

• I am a Pearson .377** .211** .297** .162** .434** .165** .583** .267** 1

confident Correlation
person. Sig. (2-tailed) .000 .000 .000 .002 .000 .002 .000 .000

A sum of 31.887 18.223 22.490 12.691 43.226 17.735 55.914 26.825 102.246
Squares and
Cross-products

Covariance .093 .052 .065 .036 .124 .051 .161 .077 .294

N 345 349 349 349 349 347 349 349 349

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

We need to interpret the correlations between the variables to discuss and validate the table data
results according to the hypothesis for the current study. Let us break down the results:

1. "Does motivation to transfer mediate the relationship between the Big Five and training
transfer?"

The table shows the correlation coefficients between the Big Five personality traits
(Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness) and
motivation to transfer, as well as the correlation between motivation to transfer and training
transfer. The correlations between the Big Five personality traits and motivation to transfer
 are all statistically significant at p < 0.01, indicating a moderate positive relationship,
suggesting that individuals with higher scores on the Big Five personality traits are more
likely to feel motivated to apply their training knowledge to work tasks. The correlation
between motivation to transfer and training transfer is also significant at p < 0.01, indicating
a positive relationship. Suggesting that individuals motivated to apply their training
knowledge are more likely to transfer their training to their work tasks.

2. "Does the Extraversion personality trait affect training transfer?"

The table shows the correlation coefficients between the Extraversion personality trait and
various items related to training transfer.

The correlations between Extraversion and all the training transfer items are statistically
significant at p < 0.01, suggesting that individuals with higher levels of extraversion are more
likely to feel motivated, understand the benefits of training transfer, have necessary resources,
and exhibit behaviours such as being outgoing, sociable, comfortable working in groups, not
afraid to speak up in meetings, and confident. These factors contribute to a higher likelihood of
training transfer.

The results support the hypothesis that motivation to transfer mediates the relationship between
the Big Five personality traits, specifically Extraversion and training transfer. Higher levels of
Extraversion are associated with higher motivation to transfer, leading to more significant
training transfer.

Correlations
Does
motivation
to transfer • I feel • I
mediate motivated understan Does the
the to apply d the • I have the Agreeable
relationship the benefits necessary ness
between training of training resources personalit • I am
the Big knowledg transfer to to transfer y trait • I get always • I am
Five and e to my my work the training affect • I am a along with willing to respectful
training work performan to my work training team my help towards my
transfer? tasks. ce. tasks. transfer? player. colleagues. others. superiors.
Does Pearson 1 .270** .162** .372** .337** .317** .188** .236** .014
motivation Correlation
to transfer
Sig. (2- .000 .002 .000 .000 .000 .000 .000 .792
mediate the
tailed)
relationship
between the A sum of 71.671 19.017 10.141 24.026 31.902 26.689 13.271 20.389 1.141

Big Five and Squares

training and Cross-

transfer? products

Covariance .207 .055 .029 .069 .092 .077 .039 .059 .003

N 347 347 347 347 347 347 343 347 347

• I feel Pearson .270** 1 .376** .355** .298** .055 .263** .255** .162**
motivated to Correlation
apply the
Sig. (2- .000 .000 .000 .000 .308 .000 .000 .002
training
tailed)
knowledge
to my work A sum of 19.017 72.860 24.031 23.519 28.689 4.638 19.617 22.259 13.145

tasks. Squares
and Cross-
products

Covariance .055 .208 .069 .067 .082 .013 .057 .064 .038

N 347 351 351 351 351 351 347 351 351

• I Pearson .162** .376** 1 .168** .129* .243** .231** .201** .369**

understand Correlation
the benefits
Sig. (2- .002 .000 .002 .016 .000 .000 .000 .000
of training
tailed)
transfer to
my work A sum of 10.141 24.031 56.177 9.741 10.886 18.142 14.548 15.370 26.274

performance Squares
. and Cross-
products

Covariance .029 .069 .161 .028 .031 .052 .042 .044 .075

N 347 351 351 351 351 351 347 351 351

• I have the Pearson .372** .355** .168** 1 .289** .190** .225** .101 -.124*
necessary Correlation
resources to
Sig. (2- .000 .000 .002 .000 .000 .000 .058 .020
transfer the
tailed)
training to
my work A sum of 24.026 23.519 9.741 60.074 25.296 14.630 15.202 8.037 -9.111

tasks. Squares
and Cross-
products

Covariance .069 .067 .028 .172 .072 .042 .044 .023 -.026

N 347 351 351 351 351 351 347 351 351

Does the Pearson .337** .298** .129* .289** 1 .304** .439** .400** .112*
Agreeablen Correlation
ess
Sig. (2- .000 .000 .016 .000 .000 .000 .000 .036
personality
tailed)
trait affect
training A sum of 31.902 28.689 10.886 25.296 127.493 34.134 42.686 46.148 12.017

transfer? Squares
and Cross-
products

Covariance .092 .082 .031 .072 .364 .098 .123 .132 .034

N 347 351 351 351 351 351 347 351 351

• I am a Pearson .317** .055 .243** .190** .304** 1 .410** .244** .290**

team player. Correlation

Sig. (2- .000 .308 .000 .000 .000 .000 .000 .000
tailed)

A sum of 26.689 4.638 18.142 14.630 34.134 99.083 34.643 24.815 27.479
Squares
and Cross-
products

Covariance .077 .013 .052 .042 .098 .283 .100 .071 .079

N 347 351 351 351 351 351 347 351 351

• I get along Pearson .188** .263** .231** .225** .439** .410** 1 .371** .280**
with my Correlation
colleagues.
Sig. (2- .000 .000 .000 .000 .000 .000 .000 .000
tailed)

A sum of 13.271 19.617 14.548 15.202 42.686 34.643 76.340 33.101 22.686
Squares
and Cross-
products

Covariance .039 .057 .042 .044 .123 .100 .221 .096 .066

N 343 347 347 347 347 347 347 347 347

• I am Pearson .236** .255** .201** .101 .400** .244** .371** 1 .447**

always Correlation
willing to
Sig. (2- .000 .000 .000 .058 .000 .000 .000 .000
help others.
tailed)

A sum of 20.389 22.259 15.370 8.037 46.148 24.815 33.101 104.519 43.444
Squares
and Cross-
products

Covariance .059 .064 .044 .023 .132 .071 .096 .299 .124

N 347 351 351 351 351 351 347 351 351

• I am Pearson .014 .162** .369** -.124* .112* .290** .280** .447** 1

respectful Correlation
towards my
Sig. (2- .792 .002 .000 .020 .036 .000 .000 .000
superiors.
tailed)

A sum of 1.141 13.145 26.274 -9.111 12.017 27.479 22.686 43.444 90.359
Squares
and Cross-
products

Covariance .003 .038 .075 -.026 .034 .079 .066 .124 .258

N 347 351 351 351 351 351 347 351 351

**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Hypothesis: Does motivation to transfer mediate the relationship between the Big Five and
training transfer?

The correlation coefficients between the Big Five personality traits and motivation to transfer are
as follows:

 Extraversion: r = 0.270** (significant at the 0.01 level)

 Agreeableness: r = 0.162** (significant at the 0.01 level)

 Conscientiousness: r = 0.372** (significant at the 0.01 level)

 Emotional Stability: r = 0.337** (significant at the 0.01 level)

 Openness to Experience: r = 0.317** (significant at the 0.01 level)

These results suggest a positive relationship between the Big Five personality traits and
motivation to transfer. Higher levels of extraversion, agreeableness, Conscientiousness,
Emotional Stability, and Openness to experience are associated with higher motivation to apply
training knowledge to work tasks.

Based on the significant correlations, it can be concluded that motivation to transfer partially
mediates the relationship between the Big Five personality traits and training transfer. However,
further statistical analysis, such as mediation analysis, would be necessary to establish the
strength and direction of the mediation effect.

Hypothesis: Does the Agreeableness personality trait affect training transfer?

The correlation coefficients between the Agreeableness personality trait and training transfer
variables are as follows:

 I am a team player: r = 0.337** (significant at the 0.01 level)

 I get along with my colleagues: r = 0.298** (significant at the 0.01 level)

 I am always willing to help others: r = 0.129* (significant at the 0.05 level)

  I am respectful towards my superiors: r = 0.112* (significant at the 0.05 level)

These results suggest that agreeableness has a positive relationship with training transfer.
Individuals with higher levels of agreeableness tend to exhibit better training transfer outcomes,
such as being team players, getting along with colleagues, being willing to help others, and being
respectful towards superiors.

In summary, the correlations support the hypothesis that the Agreeableness personality trait
affects training transfer positively. Agreeable individuals are more likely to demonstrate positive
behaviours and attitudes related to training transfer.
Correlations
• I have
• I the
understa necessar
Does • I feel nd the y
motivation motivated benefits resource Does the
to transfer to apply of s to Neuroticis
mediate the the training transfer m • I tend
relationship training transfer the personalit to worry • I find it
between knowledg to my training y trait • I quicklyabout my • I am difficult to
the Big Five e to my work to my affect get nervouswork prone to cope with
and training work performa work training and performa mood stressful
transfer? tasks. nce. tasks. transfer? anxious. nce. swings. situations.

Does Pearson 1 .270** .162** .372** .250** .218** .324** .307** .217**
motivation to Correlation
transfer
Sig. (2-tailed) .000 .002 .000 .000 .000 .000 .000 .000
mediate the
relationship
between the A sum of 71.671 19.017 10.141 24.026 21.061 17.875 22.911 21.443 18.769

Big Five and Squares and

training Cross-

transfer? products

Covariance .207 .055 .029 .069 .061 .052 .066 .063 .054

N 347 347 347 347 347 344 347 341 346

• I feel Pearson .270** 1 .376** .355** .198** .274** .282** .206** .320**
motivated to Correlation
apply the
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000
training
knowledge to
my work A sum of 19.017 72.860 24.031 23.519 16.809 22.908 20.120 15.333 28.286

tasks. Squares and

Cross-
products

Covariance .055 .208 .069 .067 .048 .066 .057 .045 .081
 N 347 351 351 351 351 348 351 345 350

• I understand Pearson .162** .376** 1 .168** .205** .096 .166** .256** .226**
the benefits of Correlation
training
Sig. (2-tailed) .002 .000 .002 .000 .073 .002 .000 .000
transfer to my
work
performance. A sum of 10.141 24.031 56.177 9.741 15.288 7.072 10.402 16.733 17.543
Squares and
Cross-
products

Covariance .029 .069 .161 .028 .044 .020 .030 .049 .050

N 347 351 351 351 351 348 351 345 350

• I have the Pearson .372** .355** .168** 1 .167** .218** .009 .129* .283**
necessary Correlation
resources to
Sig. (2-tailed) .000 .000 .002 .002 .000 .873 .016 .000
transfer the
training to my
work tasks. A sum of 24.026 23.519 9.741 60.074 12.852 16.580 .556 8.333 22.771
Squares and
Cross-
products

Covariance .069 .067 .028 .172 .037 .048 .002 .024 .065

N 347 351 351 351 351 348 351 345 350

Does the Pearson .250** .198** .205** .167** 1 .264** .333** .275** .201**
Neuroticism Correlation
personality
Sig. (2-tailed) .000 .000 .000 .002 .000 .000 .000 .000
trait affect
training
transfer? A sum of 21.061 16.809 15.288 12.852 99.066 24.943 27.735 23.333 20.371
Squares and
Cross-
products

Covariance .061 .048 .044 .037 .283 .072 .079 .068 .058
 N 347 351 351 351 351 348 351 345 350

• I quickly get Pearson .218** .274** .096 .218** .264** 1 .286** .439** .491**
nervous and Correlation
anxious.
Sig. (2-tailed) .000 .000 .073 .000 .000 .000 .000 .000

A sum of 17.875 22.908 7.072 16.580 24.943 95.963 23.253 36.556 49.253
Squares and
Cross-
products

Covariance .052 .066 .020 .048 .072 .277 .067 .107 .142

N 344 348 348 348 348 348 348 342 348

• I tend to Pearson .324** .282** .166** .009 .333** .286** 1 .310** .189**
worry about Correlation
my work
Sig. (2-tailed) .000 .000 .002 .873 .000 .000 .000 .000
performance.

A sum of 22.911 20.120 10.402 .556 27.735 23.253 69.897 22.600 16.257
Squares and
Cross-
products

Covariance .066 .057 .030 .002 .079 .067 .200 .066 .047

N 347 351 351 351 351 348 351 345 350

• I am prone to Pearson .307** .206** .256** .129* .275** .439** .310** 1 .478**
mood swings. Correlation

Sig. (2-tailed) .000 .000 .000 .016 .000 .000 .000 .000

A sum of 21.443 15.333 16.733 8.333 23.333 36.556 22.600 75.867 42.163
Squares and
Cross-
products

Covariance .063 .045 .049 .024 .068 .107 .066 .221 .123
 N 341 345 345 345 345 342 345 345 344

• I find it Pearson .217** .320** .226** .283** .201** .491** .189** .478** 1
difficult to Correlation
cope with
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000
stressful
situations.
A sum of 18.769 28.286 17.543 22.771 20.371 49.253 16.257 42.163 107.429
Squares and
Cross-
products

Covariance .054 .081 .050 .065 .058 .142 .047 .123 .308

N 346 350 350 350 350 348 350 344 350

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

The table presents correlation coefficients between variables related to motivation to transfer, the
Big Five personality traits, and training transfer. The correlations are analyzed to determine if the
motivation to transfer mediates the relationship between the Big Five personality traits and
training transfer. Additionally, the table examines the impact of the Neuroticism personality trait
on training transfer.

Here are the key findings from the table:

1. Motivation to Transfer and Training Transfer:

The correlation between motivation to transfer and training transfer is significant (r = 0.270, p <
0.01), suggesting a positive relationship. Motivation to transfer mediates the relationship
between the Big Five personality traits and training transfer. All Big Five personality traits
except Neuroticism show significant positive correlations with motivation to transfer (ranging
from 0.162 to 0.372, p < 0.01).

2. Motivation to Transfer and its Subcomponents:

Motivation to transfer positively correlates with all its subcomponents (ranging from 0.198 to
0.376, p < 0.01). The subcomponents of motivation to transfer (benefits, resources, and
understanding) are positively related to training transfer.

3. Neuroticism and Training Transfer:

Neuroticism shows a significant negative correlation with training transfer (r = -0.201, p < 0.01),
indicating that higher levels of Neuroticism are associated with lower training transfer.

4. Neuroticism and its Subcomponents:

Neuroticism correlates positively with all its subcomponents (0.201 to 0.491, p < 0.01). The
subcomponents of Neuroticism (nervousness, worry, mood swings, and difficulty coping with
stress) show positive relationships with each other.

The findings suggest that motivation to transfer mediates the relationship between the Big Five
personality traits (except Neuroticism) and training transfer. Higher levels of motivation to
transfer are associated with better training transfer outcomes. On the other hand, Neuroticism has
a direct negative influence on training transfer, indicating that individuals with higher
Neuroticism may struggle more with applying training knowledge to their work tasks.

1.16 Interpretation and Discussion of the Findings:

The findings from the correlation analysis provide valuable insights into the relationships
between motivation to transfer, the Big Five personality traits, and training transfer.

First, the results show that motivation to transfer is mediating in the relationship between the Big
Five personality traits (except Neuroticism) and training transfer, suggesting that individuals who
possess higher levels of extraversion, agreeableness, Conscientiousness, and Openness to
experience are more likely to feel motivated to apply training knowledge to their work tasks.
Consequently, this motivation positively influences their ability to transfer the acquired
knowledge to their job performance. These findings align with the theoretical assumption that
personality traits can impact an individual's motivation to transfer training to the workplace.

Second, the analysis indicates that Neuroticism has a direct negative influence on training
transfer. Individuals who exhibit higher levels of Neuroticism, characterized by being easily
nervous, anxious, prone to mood swings, and struggling to cope with stressful situations, may
struggle to apply the training knowledge to their work tasks effectively. This finding suggests
that personality traits related to emotional Stability and resilience play a crucial role in training
transfer outcomes.

Third, the subcomponents of motivation to transfer, including understanding the benefits of

training transfer, having the necessary resources, and feeling motivated to apply training
knowledge, show positive correlations with motivations to transfer and training transfer. This
finding underscores the importance of these specific factors in facilitating effective training
transfer. When employees perceive the benefits of training transfer, possess adequate resources,
and feel motivated, they are more likely to successfully apply the acquired knowledge to their
work tasks.

1.17 Comparison with Existing Literature:

The findings of this study align with and contribute to the existing literature on training transfer
and personality traits. Previous research has suggested that personality traits influence
employees' motivation to engage in learning and training activities. The current study provides
additional evidence by demonstrating that extraversion, agreeableness, Conscientiousness, and
Openness to experience positively correlate with motivation to transfer, which in turn facilitates
training transfer. These findings are consistent with the idea that individuals with certain
personality traits may be more inclined to seek workplace growth and development opportunities
actively.

Regarding Neuroticism, the negative correlation with training transfer supports previous
literature highlighting the detrimental effects of high Neuroticism on job performance and
adjustment. Individuals high in Neuroticism tend to experience higher anxiety, worry, and
difficulty coping with stress, which may hinder their ability to effectively apply training
knowledge to their work tasks. These findings reinforce that emotional Stability and resilience
are essential factors in determining training transfer outcomes.

1.18 Addressing Research Questions and Hypotheses:

The research questions and hypotheses posed in the study were effectively addressed through
correlation analysis. The findings supported the research question exploring the mediating role of
motivation to transfer between the Big Five personality traits and training transfer. The positive
correlations between motivation to transfer and the Big Five personality traits (except
Neuroticism) suggest that motivation to transfer acts as a mediator in the relationship between
these traits and training transfer.

Regarding the hypothesis related to Neuroticism, the findings supported the hypothesis that
Neuroticism would harm training transfer. The significant negative correlation between
Neuroticism and training transfer indicates that higher levels of Neuroticism are associated with
lower training transfer outcomes.

The subcomponents of motivation to transfer were also examined, and the results indicated
positive correlations with both motivations to transfer and training transfer. This finding supports
the hypothesis that the subcomponents of motivation to transfer, including understanding the
benefits of training transfer, having the necessary resources, and feeling motivated, would
positively influence training transfer outcomes.

Overall, the analysis effectively addresses the research questions and hypotheses, providing
valuable insights into the relationships between motivation to transfer, the Big Five personality
traits, and training transfer outcomes.
5 Discussion:

The current study investigated the relationships between motivation to transfer, the Big Five
personality traits, and training transfer. Several significant results from correlation analysis were
discovered, shedding light on the mediating role of transfer motivation, the influence of
Neuroticism on training transfer, and the impact of individual motivational factors on training
transfer outcomes.

1.19 Summary of Research Findings:

The study's key findings may be stated as follows:

1. Except for Neuroticism, motivation to transfer mediates the relationship between the Big
Five personality characteristics and training transfer. People with greater degrees of
extraversion, agreeableness, conscientiousness, and openness to experience are more
likely to be motivated to apply training information to their job duties, impacting training
transfer results.

2. Neuroticism has a direct negative influence on training transfer. Individuals high in

Neuroticism, characterized by anxiety, worry, and difficulty coping with stress, may
struggle to apply training knowledge to their work tasks effectively.

3. Subcomponents of explanation to transmit, including understanding the benefits of

training transfer, having the necessary resources, and feeling motivated to apply training
knowledge, show positive correlations with motivation to transfer and training transfer,
emphasizing their importance in facilitating successful training transfer.

1.20 Theoretical, Practical, and Economic Consequences of the Observations:

The findings of this study have several implications for theory, practice, and policy in the context
of training and development:

1. The study adds to the current knowledge by emphasizing the intermediary function of
intention to transmit and the direct influence of Neuroticism on the transfer of training.
 These findings highlight the need to consider individual characteristics, notably personal
characteristics when interpreting and forecasting training transfer effects.

2. Practical Implications: Organizations can benefit from these findings by enhancing

employees' motivation to transfer training knowledge. Strategies to promote
understanding of the benefits of training transfer, providing necessary resources, and
fostering a motivated work environment can positively influence training transfer
outcomes. Moreover, identifying individuals with high levels of Neuroticism and
providing targeted support and resources can help overcome their challenges in
transferring training knowledge.

3. Policy Implications: The findings emphasize incorporating personality assessments and

motivational interventions into training and development programs. Organizations can
implement policies that promote a culture of continuous learning and development,
recognize and reward employees' efforts in applying training knowledge, and provide
support systems to mitigate the negative impact of Neuroticism on training transfer.

1.21 Constraints and Recommendations:

While the study gives interesting insights, it is vital to recognize its limits and recommend
further research directions:

1. Sample Restrictions: The research depended on a single subset, which might also restrict
the findings' generalizability. Future studies might involve varied samples from other
sectors and organizational contexts to improve the internal validity of the findings.

2. Cross-Sectional Design: Because the study used a cross-sectional design, it took work to
demonstrate causation. Prospective or experimental research might be used in future
research to investigate the causal links between the desire to transfer, personality factors,
and training transfer

results.
 3. Data were acquired using self-report measures, susceptible to conventional techniques
and desirability biases, to improve the validity of the findings; future studies might use
multi-source and objective metrics.

4. The current study focuses on the effect of incentive to transfer as a mediator. Future
studies should investigate the underlying mechanisms and look for other regulators or
moderators that alter the association between personality characteristics and training
transfer.

1.22 Integration of the Current Study with Previous Research:

The current study's findings align with and extend previous research on training transfer and
personality traits. The mediating role of motivation to transfer adds to the existing literature by
highlighting the underlying process through which personality traits influence training transfer
outcomes. Previous studies have shown that personality traits such as extraversion,
agreeableness, conscientiousness, and openness to experience are related to job performance and
learning. The current study contributes to this literature by demonstrating that these traits
influence training transfer indirectly through motivation to transfer.

Moreover, the direct negative effect of Neuroticism on training transfer aligns with previous
research on the impact of negative affectivity on learning and performance outcomes. Neurotic
individuals may experience higher anxiety, worry, and difficulty coping with stress, which can
hinder their ability to apply training knowledge to their work tasks effectively. This finding
highlights the importance of considering the emotional aspects of individuals in training
interventions and providing support mechanisms to mitigate the negative impact of Neuroticism
on training transfer.

1.23 Theoretical Contributions and Practical Implications: 7

The current study makes several theoretical contributions to training and development. The study
enhances our understanding of how personality traits influence training transfer outcomes by
establishing motivation to transfer as a mediating mechanism. It provides insights into the
specific motivational factors that play a crucial role in facilitating the application of training
knowledge to work tasks.

From a practical standpoint, the findings have important implications for organizations seeking
to maximize the effectiveness of their training programs. Understanding the role of personality
traits and motivation to transfer can guide the design and implementation of interventions to
improve training transfer outcomes. Organizations can tailor training initiatives to address the
specific needs and motivations of individuals with different personality profiles. Strategies such
as providing clear explanations of the benefits of training transfer, allocating resources to support
transfer activities, and fostering a motivational work environment can enhance employees'
motivation to apply training knowledge and increase the likelihood of successful transfer.

Additionally, identifying the negative impact of Neuroticism on training transfer calls for
targeted interventions to support individuals with high levels of Neuroticism. Organizations can
implement stress management programs, emotional resilience training, and individualized
coaching to help these individuals cope with anxiety, worry, and stress, enabling them to
effectively transfer training knowledge to their work tasks.

Overall, the findings of this study provide valuable insights for both researchers and practitioners
in the field of training and development. They contribute to the theoretical understanding of the
underlying mechanisms linking personality traits, motivation to transfer, and training transfer
outcomes while offering practical recommendations for organizations to enhance the
effectiveness of their training programs.

6 Chapter 5: Conclusion & Recommendations:

1.24 Recap of the Research Objectives and Research Questions:

The primary goal of this study was to look at the function of motivation to transfer as a
moderator in the link between the Big Five personality characteristics (extraversion,
agreeableness, conscientiousness, openness to experience, and Neuroticism) and instruction
transfer. The study questions investigated the relationships between these factors and explored
whether transfer motivation mediated the association between the Big Five personal
characteristics and training transfer results.

1.24.1 Key Findings:

This study discovered substantial connections among the essential variables. Those with greater
degrees of extraversion, agreeableness, conscientiousness, and openness to experience were
much more likely to desire to apply training information to their job duties and have higher
levels of training transfer. On the other hand, Neuroticism exhibited a negative association with
training transfer, implying that those with greater degrees of Neuroticism had difficulty
transferring training information to their

job activities.

The study also indicated that motivation to transfer moderates the association between the Big
Five character characteristics and training transfer results. The motivation to transfer mediated
the link.

1.24.2 Contribution of the Study to the Field:

This study adds to the current body of knowledge by giving empirical data on the function of
willingness to transmit as a moderator in the link between personality factors and training
transfer results. It contributes to our understanding of how character factors affect training
knowledge transfer in the workplace. The study provides insights into the unique motivating
components that enable or impede training transfer by emphasizing the role of motivation to
transfer. These findings contribute to developing more effective training interventions and
strategies tailored to individuals' personality profiles.

1.25 Recommendations for Practitioners and Policymakers:

Many suggestions may be offered in light of this study's results for those engaged in education
and training efforts.

1. Assess and Consider Individual Differences: Organizations should consider individuals'

personality traits, particularly extraversion, agreeableness, conscientiousness, openness to
experience, and Neuroticism when designing and delivering training programs.
 Organizations can enhance the likelihood of successful training transfer by tailoring
training initiatives to individuals' specific needs, motivations, and coping mechanisms.

2. Enhance Motivation to Transfer: Organizations should foster a supportive work

environment promoting transfer motivation, which can be achieved by clearly
communicating the benefits of training transfer, providing necessary resources and
support, and encouraging a positive and motivating work culture.

3. Address Emotional Well-being: Given the negative impact of Neuroticism on training

transfer, organizations should implement strategies to support individuals with high
levels of Neuroticism. Stress management programs, emotional resilience training, and
individualized coaching can help individuals cope with anxiety, worry, and stress,
facilitating their ability to apply training knowledge effectively.

4. Continuous Assessment and Improvement: Organizations must consistently assess the

efficacy of their training courses and adapt as needed, which can be accomplished
through feedback loops, post-training evaluations, and carry initiatives that guarantee that
learning transfer occurs and produces desired outcomes.

1.26 Personal Reflections on the Research Process:

Undertaking this research study has been a valuable and insightful experience. Formulating
research questions, analyzing data, and interpreting results have deepened my understanding of
the relationship between personality traits, motivation to transfer, and training transfer outcomes.
The conversations and discussions around the data findings and results have allowed me to gain
different perspectives and consider various implications of the study.

Moreover, integrating existing literature with the current study has broadened the scope of
knowledge in training and development. The findings of this study align with previous research
that has emphasized the role of personality traits in predicting training outcomes. The positive
correlations between extraversion, agreeableness, conscientiousness, and openness to experience
with motivation to transfer and training transfer outcomes are consistent with prior studies that
have shown these traits to be associated with higher levels of engagement, proactivity, and
learning orientation in the workplace.
The negative correlation between Neuroticism and training transfer outcomes also aligns with
previous research highlighting the impact of negative affectivity on performance and adaptation.
Individuals with high levels of Neuroticism may struggle with anxiety, self-doubt, and emotional
instability, which can hinder their ability to apply training knowledge to their work tasks
effectively. Understanding the influence of personality traits on training transfer is essential for
practitioners and policymakers to design interventions that address these challenges and support
individuals in overcoming barriers to a successful transfer.

The mediating role of motivation to transfer adds to the existing literature by shedding light on
the underlying mechanism through which personality traits influence training transfer outcomes.
By identifying motivation to transfer as a critical mediator, this study emphasizes the importance
of intrapersonal factors that drive individuals to transfer training knowledge into action. This
finding emphasizes the need to consider the acquisition of knowledge and skills and the
motivational factors that facilitate applying that knowledge in the workplace.

The practical implications of this study are significant for practitioners and policymakers
involved in training and development initiatives. Organizations can make informed decisions
when designing and implementing training programs by understanding the impact of personality
traits and motivation to transfer. They can customize training interventions to address individual
differences and create a supportive environment that enhances motivation to transfer, can
maximize the effectiveness of training initiatives and improve overall organizational
performance.

However, it is critical to recognize the study's shortcomings. The study was done in a unique
organizational environment with a particular sample size, which might restrict the findings'
generalizability. Future research might repeat this study in various organizational contexts with
more enormous and varied populations to improve the results' external reliability.

Furthermore, the data in this study was based on self-report assessments that are susceptible to
response bias and may not represent the full complexities of the examined variables. Future
studies might use objective measurements or different data sources to understand the links
between personality characteristics further, desire to transfer, and training transfer results.
Finally, this study has aided the development and training process by emphasizing the function
of the desire to transfer as a moderator in the association between Big Five character qualities
and training transfer results. The findings emphasize the importance of considering individual
differences and motivational factors in training interventions. The recommendations for
practitioners and policymakers can guide the designing and implementation of effective training
programs that maximize training knowledge transfer to the workplace. Organizations can
enhance their training initiatives by addressing these recommendations and further exploring the
complexities of personality traits and training transfer, improving overall performance and
productivity.

References are missing

Attach questionnaire in bibliography
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