| Abstract: |
Introduction: To stay competitive in dynamic environments, organizations must integrate formal and informal learning. Training transfer refers to the application of knowledge and skills acquired in formal training to the workplace, whereas knowledge sharing refers to the informal dissemination of learned content to colleagues after training. Understanding the antecedents of these processes is essential for maximizing the long-term impact of training. Methods: Drawing on a two-study design, we examined antecedents of training transfer and knowledge sharing at the individual, training, and organizational clusters. Study 1 (N = 537, German-speaking employees) explored the factor structure of antecedents, while Study 2 (N = 507, U.S. employees) used a two-wave, time-lagged design to test predictive relationships in joint structural equation models. The study particularly focused on motivation and volition as underlying mechanisms linking antecedents to both training transfer and knowledge sharing. Results: Several antecedents across the individual, training, and organizational clusters predicted motivation to transfer and/or motivation to share, although the pattern of effects differed across clusters and processes. At the individual cluster, growth orientation, training reflection, goal clarity, and knowledge sharing self-efficacy emerged as relevant predictors. At the training cluster, transfer design, training materials, content applicability, and exchange within the training group showed process-specific effects. At the organizational cluster, peer support and feedback were relevant across both processes, while supervisor support and transfer capacity showed more specific associations. Across all models, motivation was positively associated with volition, and both motivation and volition were associated with the respective post-training behavior. Discussion: A central contribution lies in highlighting post-training knowledge sharing, an informal process critical for sustaining organizational learning yet rarely studied. Training transfer and knowledge sharing were predicted by overlapping antecedents, with both processes operating through motivation and volition. This shows how formal and informal learning can be shaped by common mechanisms, fostering sustainable workplace learning. The results underscore the value of integrating both perspectives to advance theory and guide interventions. [ABSTRACT FROM AUTHOR] |