Mediating role of emotional intelligence between organizational climate, and transfer of learning among civil service employees

Abstract

Purpose

Despite the enormous investment in employee training, training effectiveness is often hampered by insufficient transfer of learning (TOL) among trainees, making the return on training investment suboptimal. The challenge of effective TOL among employees is enormous, including personal and organizational factors, and research exploring this is inconclusive. This study aims to investigate organizational climate and TOL and the mediating role of emotional intelligence.

Design/methodology/approach

Applying identical elements and social cognitive theories, the study used multistage sampling techniques through purposive, convenience and simple random sampling collected using validated measures of the study constructs formed into a survey questionnaire. Multiple Regression and Process Macro were used to analyze the data.

Findings

Results revealed significant relationships between formalization, performance feedback, employee participation, innovation and flexibility with TOL. Organizational climate dimensions jointly and independently predicted TOL. However, only formalization was inversely related to TOL. Emotional intelligence partially mediates the relationship between organizational climate dimensions and TOL. The study recommends the need for managers to encourage autonomy, creativity and flexibility and provide honest and valid feedback to foster the TOL.

Originality/value

By addressing the limitations of other studies, this study advances knowledge by underlining the significance of including and further exploring the mediating role of trainees’ emotional intelligence on the relationship between organizational climate (formalization, performance feedback, employee participation, innovation and flexibility) and TOL.

Citation

Oluwafemi, O.J. and Ametepe, P.K. (2023), "Mediating role of emotional intelligence between organizational climate, and transfer of learning among civil service employees", Journal of Workplace Learning, Vol. 35 No. 5, pp. 417-431. https://doi.org/10.1108/JWL-11-2022-0159