Abstract:

In today’s era of disruption and rapid technological advancement, the demands for organizational competence development are on the rise (Kauffeld et al., 2019; Richter et al., 2020; Schaeffer, 2017). The acquisition of new competences and successful competency management of employees are crucial for the survival of organizations that faces rapid transformation (Cascio & Montealegre, 2016; Kauffeld, 2016; Kauffeld et al., 2019; Kraiger & Ford, 2021). Formal training is a central element in shaping employee competence acquisition and is increasingly recognized as essential (bmbf, 2020; Bonekamp & Sure, 2015; Hilkenmeier et al., 2021; Kauffeld, 2016). In recent years, informal learning in organisations has been considered particularly crucial. However, the constantly changing work environment and the increasingly complex and dynamic workplace demand new competences acquired from formal training (Bhatti et al., 2013; Bonekamp & Sure, 2015; Hurt, 2016; Richter et al., 2020). At the same time, the perspective of accompanying employees on their individual learning path and therefor combining formal and informal learning is gaining ground (e.g., Decius et al., 2023; Kauffeld, 2016; Kauffeld & Paulsen, 2018; Poell, 2017; Richter et al., 2020).

It is important to combine formal and informal learning not only for individual employees but also for the entire organization. While individual formal training is important, it is crucial that the knowledge and skills acquired are effectively shared with other employees (Kauffeld, 2016; Kauffeld & Berg, 2022). This becomes especially important as it is often not possible to include all employees in a training program due to time and financial constraints (Kauffeld, 2016). Knowledge sharing is defined as the “act of making knowledge available to others within the organization” (Ipe, 2003, p. 341).

The aim of this research is to is to bridge the gap in understanding the relationship between two critical processes for developing employee competence: training transfer and knowledge sharing. To accomplish this aim, two distinct samples and methodologies will be employed to gain a comprehensive understanding of knowledge sharing after training and its interaction with training transfer. In the first study we used questionnaire data of 537 participants to test a joint model for training transfer an knowledge sharing. In the second study we collected changes in Knowledge networks of 51 participants. Despite the acknowledged significance of both constructs, no previous research has explored their interaction. Our study highlights the crucial role of motivation and volition as mediators for both processes, as well as the impact of supervisor and peer support. Moreover, we demonstrate the significance of knowledge networks and social support in these networks in promoting training transfer and knowledge sharing. Through this research, we provide evidence of how employee competency development can contribute to organizational success via training transfer and knowledge sharing. The findings of this study provide valuable insights into both knowledge sharing and training transfer, as well as the link of formal and informal learning. Also, we offer practical recommendations to enhance employee competence development and organizational success.

Keywords:

Informal learning, social support, knowledge sharing, knowledge networks.