Abstract
Purpose: This study explores the roles of transfer of training and job satisfaction in the relationship between training and customer service quality.
Design/methodology/approach: The data was collected from a large number of employees and their supervisors and analyzed using structural equation modeling. The data for this study was collected from employees and their supervisors in several business organizations in Pakistan.
Findings: First, the research suggests that both training and transfer of training are vital in improving customer service quality. The training literature suggests that analysis, qualified trainers, well-designed training programs, effective training execution, and training auditing are essential for improving training effectiveness.
Research limitations/implications: First, the data of this study comprise a convenience sample emanating from a limited number of enterprises in Pakistan. Therefore, the representativeness of the data is limited. Second, given that the main purpose of this study is to test the relationships among training, transfer of training, and customer service quality, and the underlying mechanisms, some customary antecedents to and outcomes of transfer of training and customer service quality were excluded from the conceptual model. The strength of the effect of customer service focused training on customer service quality would be different from that of general training. Therefore, future research should consider using the measure specifically for customer service focused training when exploring the training customer service quality relationship. This study uses cross-sectional data, which makes it impossible to explore the causal relationships of the study variables. Future studies may consider conducting longitudinal research to gain better understanding of the effects of training and transfer of training on employee work performance. Further, this research is conducted at the individual level and does not consider contextual effects, such as organizational transfer of training climate. Neither does the research explore the collective effects of training and transfer of training on group performance.
Keywords: Training, Perceived Organizational Support (POS), Transfer of Training, Job Satisfaction, Customer Quality
- Introduction
It is vital to make optimum reuse of information of customer services across numerous functional units of the organization. This ensures that the customer service personnel can be trained with updated information, that meets the business strategies of an organization in customer services. Nevertheless, rising opposition (whether for profit or non-profit) is forcing businesses to give a great deal of concentration to gratify clienteles (Cheung , Lee, Wang, & Chu, 2003). Most supervisors nowadays recognize that in order to create a significant impression on administrative service quality, forefront workforces and clienteles should be the focus of management concern. Preserving high service value is a function of granting personnel the control and authorization to better assist clienteles. Across the exclusive, communal, and charitable subdivisions, authorizing human resources is commonly encouraged as of ways to advance the implementation and production of establishments (Robin L. Snipesa, 2005).
The most successful entrepreneur in the world, Bill Gates from Microsoft approves that ‘customer service will turn out to be the fundamental value-added occupation in every corporation.’ Businesses which can positively comprehend and handle the behavior of patrons and customer service quality will relish competitive benefits (Cheung , Lee, Wang, & Chu, 2003).
Supply chain management encompasses “the development and management of all actions immersed in sourcing and obtaining, alteration, and all logistics managing activities”. Communications across numerous implementing organizations (specifically suppliers, producers, distributors, and retailers) present complicated management challenges. Hence, professionally and synergistically handling the supply chain may be a substantial, untouched foundation for competitive advantages. Supply chain management (SCM) has been an important element of competitive approaches to improve structural production and cost-effectiveness. Supply chain is also an imperative component in logistics expansion for all businesses. It can enhance productivity and effectiveness of not just product allocation but also data distribution between the difficult chain of command systems. Ultimately this would lead to sales and organizational performance. The central part of supply chain is training in supply chain management (SCM) (Agus, Hassan, & Noor, 2010).
Corporations capitalize in employee training or coaching with the anticipation that training will empower employees to function better and more effectively, thereby cultivating the company’s production. Nevertheless, the information on the impact of training on individual and structural functioning is considered ambiguous. There is a strong line of reasoning that training or coaching is of minute use to establishments if the knowledge and abilities learned are not being conveyed to work performance. Consequently, the previous numerous decades have perceived cumulative academic attention in involvements of transmission of training. Allocation of training denotes to making use of the knowledge and abilities attained from training in the place of work (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
Customer service management is the part of supply chain management (SCM) procedure that deals with the management of the Product Service Agreements (PSAs), established by customer lineups by way of part of the customer relationship administration procedure (Lambert & Enz, 2016). Customer service managers monitor the Product Service Agreements (PSAs) and proactively interfere on the purchaser’s behalf if they perceive a hazard that may restrict on maintaining the guarantees that have been formulated. This requires that sparks and indicators be operationalized to categorize and resolve complications before they distress a client. Customer service administrators at all times interface with other process groups, such as supplier relationship management, manufacturing flow management and order fulfillment to safeguard that guarantees built in the Product Service Agreements (PSAs) are distributed as prearranged (Lambert & Enz, 2016).
The employment of an efficient supply chain management (SCM) system entails alterations in an establishment’s previous procedures such as sharing data, incorporating and cooperating with clienteles, suppliers and including the opposition. Consequently, in order for corporations to fruitfully carry out supply chain management (SCM), there is a necessity to have changes in the business culture and a new degree of work management. Though training in total quality management (TQM) and its influence on establishments has already been researched in the past, there has been inadequate research on the influence of training in the framework of supply chain systems and the connection with performance (Chong, Chan, Ooi, & Sim, 2011).
It has been principally approved that employee training plays a noteworthy role in cultivating employee performance with regard to presenting improved quality services and, henceforth, aiding any corporation in attaining a competitive advantage. Training or coaching may be defined as a planned and organized endeavor to modify or improve knowledge, skills and attitude in the course of learning experience, to achieve actual performance in an activity or variety of activities. In this respect, training in preferred skills and knowledge is to be considered as an investment for the most valuable resource of an enterprise, which are human resources. From this viewpoint, training can also be thought of as a way to increase workers’ satisfaction level regarding their professional and personal advancement. Furthermore, researchers have recommended that investment in worker training influences considerably with regard to improving the production and performance of a corporation. Regardless, there are moderately insufficient research papers existing which support the argument that human resource development definitely effects organizational functioning. Researchers have recommended that constant attempts have to be made to confirm efficient and satisfactory training is being given to personnel so they can accomplish organizational objectives with a higher extent of assurance. This is probable when personnel exhibit a greater level of dedication towards their corporation (Dhar, 2014).
A maturing antecedent aptitude such as training would improve a corporations’ supply chain risk management (SCRM) ability greatly. Development arises as both interior personnel and exterior supply chain associates grow to be well connected and can therefore organize reply efforts. This would empower executives to accumulate, manage, and distribute information regarding supply chain hazards and then utilize such data to supervise the supply-demand balance. Additional, training and information sharing enable learning resulting from knowledge being produced, allowing specialists to experiment and exercise with diverse supply chain risk management (SCRM) circumstances. Experts have stated that training can assist establishments in recovering from ambiguity generated by apparent supply chain hazards. In this framework, organizations should train personnel so they may understand. (Riley, Klein, Miller, & Sridharan, 2016).
Transfer of training means the extent of which beginners utilize to their professions the information, abilities, and conducts absorbed in training, in this day and age it is broadly recognized to be the predominant interest of structural training programs. Obstinately small estimations of the usage frequencies produced from commercial training payments recommend that, in spite of a sudden increase of literature awareness to transfer or allocation in recent years, the “transfer obstacle” stays critical. While a great number of variables supposedly have an effect on the transfer of training process have been acknowledged, such as individual and situational variables, and a few tactics supported, some recognized experimental samples of enhanced transfer in commercial training situations have come into sight. Accordingly, their resumes to be limited facts and figures for notifying negotiations in establishments of how to properly supervise the training procedure to make best use of transfer (Baldwin & Burke-Smalley, 1999).
In an effort to improve transfer of training, corporations should devise training that gives beginners the aptitude to transfer learning, strengthen the learner’s views in their aptitude to transfer, to guarantee that training matter is maintained over time and delivers suitable responses concerning worker job performance following training endeavors. The necessity to deliver training throughout the organization’s supply chain is significant and should be given equal importance for all businesses either residential or overseas organizations (Agus, Hassan, & Noor, 2010).
According to the empirical study conducted by Zumrah and Boyle (2015) in the Malaysian context. This paper enlightens about job satisfaction which is described as “exactly how individuals feel about their occupations and distinctive features of their occupations. Fundamentally, it is the degree to which individuals like or dislike their professions”. Perceived organizational support (POS) denotes to how an operative recognizes the extent to which their corporation values their involvement to the work station and is concerned about their welfare. Scholars have debated that both job satisfaction and perceived organizational support (POS) are imperative influences that can augment transfer of training in the work station. Nevertheless, studies that observe the consequence of both aspects on transfer of training is even now inadequate, predominantly in the framework of Asian countries, for example Malaysia. Earlier researches have concentrated on examples from western nations such as Greece and Australia, yet, it has been perceived that there are substantial cultural diversities amongst Malaysia and western nations. Contrasting western nations, Malaysian traditions are far more collectivistic, deferential of chain of command and seniors, relationship oriented and supportive. This social foundation has been claimed to have an immense impact on an establishment’s work principles, customs and worker characteristics, e.g., inspiration to be trained, training implementation, self-efficacy and their objective to transfer the training. Hence, it is significant to observe the consequence of job satisfaction and perceived organizational support (POS) on transfer of training from the viewpoint of non-western background such as Malaysia to authenticate the discovery of earlier reports (Zumrah & Boyle, The effects of perceived organizational support and perceived supervisor support on employee turnover, 2015).
The uncertainty in the reading matter is a result from the lack of widespread investigation of the fundamental system connecting training, transfer of training and employee work performance. Earlier reports were concentrated on investigating the connections of these variables in pairs. Additional, previous exploration on features that have an impact on the effect of training on transfer of training have been directed on beginner attributes, such as learning capability, self-motivation and character, and the structural atmosphere in proportion to transfer of training. The positions of employees’ observations of and feedbacks to the company, such as perceived organizational support (POS), has been mainly unresearched in exploration (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
The present research studies the relationships among training, transfer of training, job satisfaction and customer service quality, in addition to the fundamental procedures for the relationships. It has been suggested that perceived organizational support (POS) acts as a moderator in the relationship between training and transfer of training, which overall influences customer service quality.
- Literature Review
2.1. Social exchange, norm of reciprocity and goal setting theories
Social exchange theory theorizes that all human associations progress on the foundation of cost-benefit analyses and evaluation of options in the process of collaborated trades amongst groups. Social exchanges are primarily about belief instead of lawful responsibilities. Social exchange relationships form and grow among workforces and the corporation when workers observe a high amount of administrative backing. Perceived Organizational Support (POS) in turn produces positive worker after-effects, such as positive worker approaches and work performance. The norm of reciprocity asserts that people have a habit of passing back and forth. (i.e., returning good deeds for good deeds) by evaluating outcomes and the reasons behind the movements of other people (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
Using the social exchange and norm of reciprocity theories as a basis, it is suggested that when workers observe a high degree of managerial assistance, which includes training prospects and customary backing, they incline to pay back the corporation through efficient work practices. For instance, personnel that obtain satisfactory training or coaching will more likely be able to utilize the understood information and proficiencies on the job, which sequentially directs to improved job performance, together with effective customer service (Falk & Fischbacher, 2006).
Goal setting theory states that after a goal or objective is set and acknowledged by an individual, understandably, that individual will work so as to achieve the goal. For that reason, goal setting theory is definitely correlated with job performance. From the viewpoint of goal setting theory, it would be reasonable to claim that as soon as training has ended, the learner will be inspired to transfer the new information and talents on the job to accomplish the predetermined goal or objective (Locke, Shaw, Saari, & Latham, 1981). By means of this rationality, it is argued that transfer of training intermediates the connection amid training and enhanced customer service quality.
2.2. Effects of training on customer service quality: mediation of transfer of training
Training in previous papers have frequently been studied with other practices correlated to human-resources management. There is experiential confirmation that training or coaching is certainly connected with customer service quality. For example, examining the Indian hotel industry, researchers discovered that providing training had a greater connection with service quality than any other human resource practice such as employment and selection, assessments and incentives (Chand & Katou, 2007).
Training plays a significant part in the quality of services or facilities offered by organizations; quality of service resumes to be the utmost imperative feature distinguishing a corporation from its opponents. Training does direct to above average stages of service implementation, it helps businesses to appeal and keep hold of the finest personnel, perfects communication and coordination. Augmenting training is more applicable when the discrepancies amongst initial capability levels and the compulsory levels of satisfactory work implementation are huge and when inadequate work implementation brings about damage to the reputation, trades, and revenue of a business (Rodríguez & Gregory, 2005).
Training also enables organizations to address and respond to supply chain irregularities. It is believed that supervisors have to properly comprehend the effectiveness and boundaries of training in regards to supply chain management (SCM) in order to fully develop and make the most of their supply chain risk management (SCRM) abilities (Riley, Klein, Miller, & Sridharan, 2016).
Confirmation explained in the preceding section convincingly states the fact that training is beneficial, in the manner that it has an influence on individuals and teams and on the businesses and societies in which they operate. Nevertheless, training endeavors will not produce the expected outcomes if information, mindsets, and proficiencies developed in training are not completely and properly transmitted to job-related actions. Consequently, the analysis of transfer of training converges on variables that have an effect on the influence of training on transfer of training as well as on customer service quality (Aguinis & Kraiger, 2009).
Transfer of training is stated as the functions of knowledge, abilities, and viewpoints learned from training on the workforce and successive preservation of them over a particular phase of time. It is a multifaceted procedure that comprises of numerous variables. Distinct features, job attitudes, and job atmosphere affect the transfer of the training method. Having the beginners set objectives to put into operation what is absorbed to their occupations beforehand or through training can drastically stimulate the transfer of training. The setting of objectives can also be inspired by structural profession prerequisites, and consequently, augment the transfer of learning (Rodríguez & Gregory, 2005).
It has been recommended that transfer of training would lead to the enhancement of an operative’s work performance, which includes service quality. Service quality has always been acknowledged as one of the elements of an operative’s work performance in service establishments, for example community sector organizations. Service quality is commonly observed as a buyer’s complete appraisal of the services presented to them. The buyer’s general evaluation is grounded on their valuation of a variety of service-related characteristics such as tangibles, dependability, responsiveness, guarantee and empathy. Tangibles denote to the physical facilities, equipment and form of personnel. Dependability denotes to worker’s skills to accomplish the undertaken service reliably and correctly. Responsiveness denotes to the worker’s inclination to support clienteles and provide rapid service. Guarantee denotes to the expertise and consideration of personnel and their aptitude to encourage faith and confidence. Empathy denotes to being considerate, personalized courtesy the operative delivers to his or her clienteles (Zumrah, Training, Job Satisfaction, POS and Service Quality: The Case of Malaysia, 2015).
One of the final objectives of supply chain management (SCM) is to have gratified clienteles. In the present business atmosphere, an organization that cannot gratify its clienteles would risk losing them to their competition. Nevertheless, it is not simple to please clients by having a sole “all-embracing” policy, because “client necessities are very distinct and fluctuate from market to market”. Childerhouse and Towill (2000) revealed that organizations that are not supplying products that clienteles need but have lean manufacturing, they are merely storing their inventory faster. As Huang et al. (2002) stated, enhancement in supply chain management (SCM) has led to an improved answer to client necessities (Chong, Chan, Ooi, & Sim, 2011).
According to the training journals, there are numerous training design aspects that impact transfer of training: instructional methods and learning principles; self-management and relapse inhibition tactics and goal setting. Therefore, establishments should develop their training agendas to contain such elements that enhance the possibility of transfer. Therefore, the Learning Transfer System Inventory (LTSI) measures such an aspect as transfer design. Transfer design denotes to the extent to which training has been devised and provided in such a way that gives beginners the skill to transfer knowledge back to their work. Holton et al. (2000) claims that a component of transfer design is the extent to which training directions match work necessities. Beginners are further likely to transfer the training content to the job context when it is apparent that the training agenda was created and distributed in a way that make the most of the beginner’s capability (Velada, Caetano, Michel, Lyons, & Kavanagh, 2007),
A preceding research designates that the function of information, abilities and attitudes which are acquired from training can enable workforces to accomplish the guaranteed service. One probable clarification for this is that as soon as a member of staff employs the new discovered information, abilities and approaches to their profession after their training, personnel should exhibit improved capabilities and aptitudes in executing their work, which, accordingly, can express higher service quality to their clienteles (Zumrah, Training, Job Satisfaction, POS and Service Quality: The Case of Malaysia, 2015).
We debate that transfer of training is one of the mediators through which training effects customer service quality. Personnel absorb unfamiliar information and abilities that are indispensable to imparting the finest client service through training. To communicate more effectively and develop better associations with clienteles, as goal setting theory would imply, learners transfer the new information and abilities to service the consumers (Aguinis & Kraiger, 2009).
Hypothesis 1: Training indirectly influences customer service quality through the mediation of transfer of training.
2.3. Effects of training on customer service quality: mediation of job satisfaction
Training implies to a strategic and methodical endeavor to deliver and improve workers’ information, abilities and mindsets correlated to their work, as a result of learning experiences with the understanding to work more competently. Establishments see training as a venture capital that is anticipated to deliver advantages to them for instance augmenting worker job satisfaction. Latest experiential surveys accomplished amongst personnel from several administrations displayed that training was positively correlated to job satisfaction. There are a number of explanations why training has a positive influence on job satisfaction. First, training can make personnel further competent and work experienced. Second, training can improve a worker’s aptitude to alter positively to structural changes. Third, training can send a strong lesson to workforces that the corporation is worried about their necessities and growth, which in the end generates a constructive outcome on job satisfaction (Zumrah, Training, Job Satisfaction, POS and Service Quality: The Case of Malaysia, 2015).
Job satisfaction denotes to a worker’s general familiarity of their occupation. Obtaining job training is one structural precursor to worker job satisfaction. A conclusive connection amongst job satisfaction and training received has been stumbled on in numerous careers and businesses, such as in chauffeurs in the gambling business and in senior executive administrators in computation, and in the life science, medicine, securities, banking, and mass media businesses, this includes medical doctors in the health care subdivision and in minor level directors in production businesses (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
Mutually, the extent of training and observations of the usefulness of training were discovered to have an effect on beginners’ job satisfaction. The positive connection amongst training and job satisfaction is well-known in journalism. Since training is believed to be a crucial venture in human resources, personnel become more beneficial to the manager. Personnel obtain greater capabilities to utilize their work, which leads to more job satisfaction or fulfilment. Furthermore, augmented training permits personnel to participate in problem-solving endeavors, making their occupations safer. Zohar (1980) presented that whether supervision is observed to recommend safety training or coaching out of an obligation to worker welfare as opposed to the requirement to gratify external conditions (e.g., government principles, shared arrangements) is essential to its efficiency (Barling, Iverson, & Kelloway, 2003).
Job satisfaction is expressed as ‘how people sense about their professions and dissimilar facets of their careers. It is the amount to which individuals like or dislike their occupations. Gratified personnel are possible to display numerous anticipated performances as well as the aptitude to supply superior quality service. Preceding reports of personnel in countless subdivisions for example hotels, service shops, banking, bistros, markets and franchise services each and every one demonstrates that job satisfaction is positively connected to customer service quality (Zumrah, Training, Job Satisfaction, POS and Service Quality: The Case of Malaysia, 2015).
Accordingly, this study proposes that job satisfaction can mediate the training and service quality relationship. Therefore, the following hypothesis is proposed:
Hypothesis 2: Training indirectly influences customer service quality through the mediation of job satisfaction.
2.4. Effect of training on transfer of training: mediation of job satisfaction
Personnel have been discovered to believe training prospects a significant form of managerial backing and to be associated supportively to job satisfaction. Grounded on the social exchange and norm of reciprocity models, workforces that are presented with training prospects go through higher levels of job fulfilment and are encouraged to give in return administrative cooperation by demonstrating more optimistic work performances, for instance, by transferring training or coaching on the job to operate effectively and support commendably to the corporation (Rhoades & Eisenberger, 2002).
There has been a shocking trend of having to deal with major occupation changes and talent absences in supply chain management (SCM) might resume to be a costly problem to businesses throughout the next decade if organizations learn more about supply chain profession objectives and initiate a rigorous attempt to manage difficulties ensuing from negative occupation changes. Investigators have carried out several explorations to classify variables, for example job satisfaction, that have a substantial impact on staff resignation rate. A rising number of investigations have been carried out that emphasize on central job characteristics such as job satisfaction and turnover intents, as turnover is the most important issue in several businesses. Job satisfaction, which is an effective response to an employee’s work condition, as well as feelings about responsibilities, self-sufficiency, coworkers, and reimbursement, have been
studied for years. Vroom (1964) claimed that job satisfaction impacts job behavior, where the more fulfilled an employee, the more probable they will continue in that line of work. Chen et al. (2011), for instance, observed variations in stages of job satisfaction of supervisory and military experiment groups in time (Goffnett, Cook, Williams, & Gibson, 2012).
The conclusions in the reading matter debated here validate that training is more to be expected to impact transfer of training through the intermediation of job satisfaction.
Hypothesis 3: Training indirectly influences transfer of training through the mediation of job satisfaction.
2.5. Effect of transfer of training on customer service quality: mediation of job satisfaction
Goal setting theory believes that personnel go through a great level of job satisfaction when the aim of shifting understood information and proficiencies on the work is accomplished. Once an objective is completed, personnel are more probable to afterward set and reach a greater objective (i.e., upgraded performance) (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
Experimental verification supports that personnel are further gratified if they effectively allocate training consequences to their occupations. For instance, Stranda and BoscoRuggiero (2011) discovered that personnel that partook in two involvements of transfer of training, as well as mentoring and medical conference agendas, were more fulfilled with their occupations (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
Reward is a subdivision of the human resource management (HRM) structure of procedures to encourage and maintain the people for an organization. Reward, as a motivation for member of staff, can improve organizational performance. Once supply chain management (SCM) is executed in an organization, worker bonuses may have to be changed and linked to the aims or goals of the organization holistically. Workforces are optimistically inspired by rewards in a corporation. Worker prizes in supply chain management (SCM) have to be modified from standard incentive system as practical target to one that inspires personnel in all associated functions included to meet the objective of an organization (Kitchot, Siengthai, & Sukhotu, 2021).
These answers propose that job satisfaction operates as a mediator between transfer of training and quality of customer service. This awareness leads to the following hypothesis:
Hypothesis 4: Transfer of training indirectly influences customer service quality through the mediation of job satisfaction.
2.6. Moderating effects of perceived organizational support
Perceived Organizational Support (POS) denotes to the level at which personnel observe that their establishment appreciates their inputs and shows concern about the quality of their labor life (Eisenberger, Huntington, Hutchison, & Sowa, 1986).
This notion implements a social exchange method. The social exchange approach brings about undetermined responsibilities; when one individual does another a courtesy, there lies the anticipation of some forthcoming return. Nevertheless, the heart of Perceived Organizational Support (POS) is on the social exchange amongst a corporation and workforces. Perceived Organizational Support (POS) motivates workers’ implications relating to their administration’s dedication to them, which, sequentially, donates to the personnel’s dedication or loyalty to their corporation (Zumrah, Training, Job Satisfaction, POS and Service Quality: The Case of Malaysia, 2015).
Tokar (2010) mentioned that the problem of human conduct has been mainly ignored in logistics and supply chain management (SCM) scholarship and displayed a justification for the significance of research in this field. Sweeney (2013) proclaims that the complications in executing supply chain management (SCM) are regularly because of the lack of attention and comprehending of the people dimensions – the lenient connecting of the supply chain. In their up-to-date evaluation, vanHoek et al. (2020) stressed the position of aptitude and technical changes impacting supply chain management (SCM). They proclaimed that technical development for competence improvement in business, for example Industry 4.0, requires that the aptitude of the future in supply chain management (SCM) execution in terms of obtaining and supply management should embrace the part and proficiencies of human resources (HR) in working with the new machinery where managerial leadership backing is to be given consideration. Just recently, vanHoek (2020) stated the significance of talent management in supply chain management (SCM) to improve supply chain management (SCM) flexibility and learning to further improve policymaking as perceived by the Covid-19 pandemic catastrophe in which supply chain management (SCM) was disturbed. Thus far, very limited research studies have truthfully explored the part of human resource management (HRM) in supply chain management (SCM) (Kitchot, Siengthai, & Sukhotu, 2021).
Perceived Organizational Support (POS) is indispensable to the expansion of operatives’ encouraging mindset and conducts. Preceding findings designate that a worker’s career obligation, gratification, engagement and participation to the establishment have amplified as a consequence of great Perceived Organizational Support (POS). An operative is correspondingly prepared to work over and above the particular obligations of the job when they understand their organization treasures their involvement and cares about their good fortune. Such optimistic activities are predicted to inspire personnel to put more energy into acquiring additional information, talents and mindsets during the course of training, which would afterwards augment their aptitude to generate more constructive transfer of training conclusions to their workstation. Consequently, with high Perceived Organizational Support (POS), personnel will utilize the experiences, abilities and mindsets that they absorbed in training to their workstation as a transaction for an establishment’s faithfulness (giving a financial plan for training) to them (Zumrah, Training, Job Satisfaction, POS and Service Quality: The Case of Malaysia, 2015).
People accompanying the assessment of receiving backing from their establishment feel privileged, shielded and recognized, and in exchange show elevated support, identification, appreciation, and determined effort. Perceived Organizational Support (POS) typically produces a responsibility on personnel to have a concern for the company’s success and help the company reach its objectives. Workers distinguish the backing they acquire from their company, they feel that they have a commitment to it, and recognize this beneficial behavior by presenting advantageous loyalty (Garg, 2014).
The transfer of training-specific organizational support aids to build a structural transfer of the training atmosphere, which inspires and persuades workforces to relocate the fresh information and abilities on their duty. This case is strengthened by experimental facts representing that administrative backing improves the efficiency of transfer of training. Consequently, when there is an extreme degree of Perceived Organizational Support (POS), beginners are more than prepared to transfer their new learning and proficiencies to work. This specifies that Perceived Organizational Support (POS) moderates the connection between training and transfer of training (Shen & Tang, How does training improve customer service quality? The roles of transfer of training and job satisfaction, 2018).
Hypothesis 5: POS moderates the relationship between training and transfer of training; such that the effect of training on transfer of training is stronger when POS is high.
- Methodology
Sampling and data collection
The research is exploratory in nature however each study concept was measured using a scale, built on preceding well-established studies. By revising a large number of appropriate researches regarding training, transfer of training, job satisfaction, perceived organizational support (POS) and customer service quality.
The data for this study were collected from employees and their supervisors in several business organizations located in Rawalpindi and Islamabad. The size of the sample was considered reasonable seeing the response rate was very low. The businesses comprised of retailers, wholesalers, manufacturers, distributors, bankers, telecommunications and electronics. Sample assortment and information procurement were carried out in two stages. The first stage was to classify local organizations providing customer services and managerial staff willing to cooperate in different industries. The second stage was to collect data by visiting selected companies. A longitudinal survey was carried out from 12th March, 2022 to 13th May, 2022, several enterprises were approached in both Rawalpindi and Islamabad. Total of 210 questionnaires were distributed to large and small organizations and they were all returned.
Age-wise, 31.9% of the respondents were from 18 to 30 years of age, 51.4% of respondents were from 31 to 40 years of age, 12.9% were from 41 to 50 years of age, and 3.8% were 51 years or older. For gender, 96.2% of respondents were male and 3.8% were female. For level of education, 11.9% of respondents had completed matriculation level, 19.5% had completed intermediate level, 50.5% had a bachelor’s degree, 17.6% had completed a postgraduate degree and 0.1% had a Ph. D. For a span of service in the present organization, 21.0% had worked for less than one year, 41.9% between one and five years, 27.6% between six and ten years, and 9.5% had more than ten years of experience with their present supervisors.
Measures
Likert type scales were used for measuring all variables. The questionnaires were developed in English and translated to Urdu following a standard back-translation process.
3.2.1. Training
Seven-point Likert type scales was used for measuring training, ranging from 1=strongly disagree to 7=strongly agree. The scale comprised of 6 items. The existing literature proposes that for training to have a positive impact on customer service quality, training must be useful to guarantee that beginners are able to transfer the acquired knowledge and skills to their work. Hence, it is vital to take into account both training prospects and training efficiency in investigating the results of training. Cronbach’s alpha is 0.846, which indicates a high level of internal consistency for this scale.
3.2.2. Transfer of training
Transfer of training was measured using a six-item scale adapted from by Xiao (1996), ranging from 1=strongly disagree to 6=strongly agree. The scale comprised of 6 items. Cronbach’s alpha is 0.796
3.2.3. Perceived Organizational Support (POS)
Perceived Organizational Support (POS) was measured using seven-item scale ranging from 1=strongly disagree to 7=strongly agree. The scale comprised of 8 items. Cronbach’s alpha is 0.913 which indicates a high level of internal consistency for this scale.
3.2.4. Job satisfaction
Job satisfaction was calculated using a three-item scale designed from Cammann, Fichman, Jenkins, and Klesh (1979). It ranges from 1=disagree to 3=agree. The scale comprised of 6 items. Cronbach’s alpha is 0.703.
3.2.5. Customer service quality
Customer service quality was measured using seven-item scale ranging from 1=strongly disagree to 7=strongly agree. The scale comprised of 8 items. Three items were removed in order to obtain maximum reliability. Cronbach’s alpha is 0.852, which indicates a high level of internal consistency for this scale.
Frequency Test
This test shows a statistical analysis of the recipients who filled out the questionnaires. The size of the sample was considered reasonable considering the response rate was very low. Largest number of respondents was among the age group of 18 to 30, 31 to 40 years and 41 to 50 years, those who were above the age of 51+ were very rarely found in the supply chain industry with needed knowledge. Majority of our respondents had the qualification of intermediate, bachelors and masters, very few had a degree lower than this.
Frequency table
| Age | Frequency | Percent | Valid Percent | Cumulative Percent |
| 18-30 | 67 | 31.9 | 31.9 | 31.9 |
| 31-40 | 108 | 51.4 | 51.4 | 83.3 |
| 41-50 | 27 | 12.9 | 12.9 | 96.2 |
| 51+ onwards | 8 | 3.8 | 3.8 | 100.0 |
| Total | 210 | 100.0 | 100.0 |
| Gender | Frequency | Percent | Valid Percent | Cumulative Percent |
| Male | 202 | 96.2 | 96.2 | 96.2 |
| Female | 8 | 3.8 | 3.8 | 100.0 |
| Total | 210 | 100.0 | 100.0 |
| Qualification | Frequency | Percent | Valid Percent | Cumulative Percent |
| Matriculation | 25 | 11.5 | 11.5 | 11.9 |
| Intermediate | 41 | 19.5 | 19.5 | 31.4 |
| Bachelors | 106 | 50.5 | 50.5 | 81.9 |
| Masters | 37 | 17.6 | 17.6 | 99.5 |
| Ph. D | 1 | .5 | .5 | 100.0 |
| Total | 210 | 100.0 | 100.0 |
| Tenure | Frequency | Percent | Valid Percent | Cumulative Percent |
| <1 | 44 | 21.0 | 21.0 | 21.0 |
| 1-5 | 88 | 41.9 | 41.9 | 62.9 |
| 6-10 | 58 | 27.6 | 27.6 | 90.5 |
| 10+ onwards | 20 | 9.5 | 9.5 | 100.0 |
| Total | 210 | 100.0 | 100.0 |
Correlations Test
Table below shows the means, standard deviations and correlations between the central constructs of the study. All correlations were in the anticipated direction.
| Variables | M | SD | 1 | 2 | 3 | 4 | 5 |
|
34.94 | 3.828 | 1 | ||||
|
29.61 | 3.391 | .672** | 1 | |||
|
15.83 | 1.600 | .322** | .254** | 1 | ||
|
45.44 | 5.897 | .654** | .561** | .488** | 1 | |
|
29.16 | 3.475 | .579** | .521** | .390** | .644** | 1 |
Regression Test
Regression analysis is a statistical process for estimating the relationship among the variables. It also shows the fitness of the model and R square shows the explanatory power of the model. The value of R square according to moderator and independent variable is .478 and standard error of the estimate is .41045 and the value of R square according to interaction term is .483 and standard error of the estimate is .40926. These results are along the first path.
Further results are along the second path. Mediator is transfer of training. The value of R square is .271 and standard error of the estimate is .59484. This suggests that training(β=0.53) and transfer of training(β=0.21) were positively related to customer service quality.
H2 was tested; it was along the third path in which the second mediator is job satisfaction. The value of R square is .104 and standard error of the estimate is .25312. When job satisfaction was introduced in the model, the direct effect of training on job satisfaction showed (β=0.32). The indirect effect of training(β=0.50) on customer service quality through mediation of job satisfaction (β=0.22) is as shown.
For H3, the indirect effects of training on transfer of training through the mediation of job satisfaction are shown below. The value of R square change is .454 and standard error of the estimate is .41979. This shows how training(β=0.65) and job satisfaction(β=0.21) are related to transfer of training.
For H4, the indirect effects of transfer of training on customer service quality through the mediation of job satisfaction are shown below. The value of R square change is .343 and standard error of the estimate is .56636. This shows how transfer of training(β=0.45) and job satisfaction(β=0.27) are positively related to customer service quality. Along the final path there is job satisfaction and customer service quality. The value of R square is .152 and standard error of the estimate is .64156.
For H5, to prove that perceived organizational support (POS) moderates the relationship between training and transfer of training, a regression analysis was conducted. Below are the concluded results. The value of R square is .478 and standard error of the estimate is .41045. The independent and moderator variables were centered before creating their interaction term. Training and perceived organizational support (POS) were entered in the first step and the interaction term between training and perceived organizational support (POS) was entered in the second step. The interaction term was statistically significant, indicating that perceived organizational support (POS) moderates the relationship between training and transfer of training. This shows how training(β=0.53) and perceived organizational support (POS) (β=0.21) are related to transfer of training.
This study examined the role of training in explaining customer service management. In particular, it was explored as to how training and later on transfer of training is related to good customer services, and why workers would improve themselves if proper training was being provided. In order to answer these study questions, to hypothesize a social exchange, goal setting and norm of reciprocity theories were used as a foundation, the mediating roles of job satisfaction and customer service quality and moderating influence of Perceived Organizational Support (POS) on the relationship. Support was found regarding the hypothesized relationships.
Results show that training is positively related to customer service quality. Training plays a significant part in the quality of services or facilities offered by organizations. Training does direct to above average stages of service implementation, it helps businesses to appeal and keep hold of the finest personnel, perfects communication and coordination (Rodríguez & Gregory, 2005).
It also proposes the mediating impacts of both job satisfaction and transfer of training. It has been recommended that transfer of training would lead to the enhancement of an operative’s work performance, which includes service quality. As for job satisfaction, obtaining job training is one structural precursor to worker’s job satisfaction.
Perceived Organizational Support (POS) was found to moderate the relationship between training and transfer of training such that it augmented the positive relationship. Perceived Organizational Support (POS) is essential to the development of operatives’ encouraging mindset and conducts. Subsequently, when there is an extreme degree of Perceived Organizational Support (POS), trainees are more than ready to transfer their new learning and abilities to work (Shen & Tang, 2018).
- Discussion
The conclusions of this study are threefold: First, there is no direct connection between training and customer service quality; to be more precise, training indirectly has an effect on customer service quality through the mediation of transfer of training and job satisfaction. This outcome validates the significance of transfer of training as a linking force in the connection among training and employee after-effect. It lends support to the writing on the positive relations between training and transfer of training and between transfer of training and customer service quality. Second, training directly and indirectly effects transfer of training due to the mediation of job satisfaction, which also in part mediates the connection between transfer of training and customer service quality. This result recommends that there lies an important positive connection between job satisfaction and transfer of training. Hence, training, transfer of training, and job satisfaction are interrelated and operate cooperatively to effect customer service quality. More in particular, training effects customer service quality by means of a transactional process and a motivational method which is job satisfaction. The current study recommends that training is of slight value to establishments without transferring to job performance. Nevertheless, the present study proposes that while transfer of training is significant in cultivating individual job performance, training effects work performance due to the mediation of job satisfaction. Consequently, training and transfer of training are vital in refining employee job performance. Fourth, Perceived Organizational Support (POS) moderates the connection between training and transfer of training; such that when the degree of Perceived Organizational Support (POS) is high the training to transfer of training connection grows to be stronger. Perceived Organizational Support (POS) causes employee transfer of training behavior for the reason that those who have been given logistic support are more probable to repay their manager’s support by relocating the acquired knowledge and skills on the job, and applying the new information to develop customer service quality. The existing results consequently backs the literature and social exchange theory and the norm of reciprocity theory (Shen & Tang, 2018).
- Conclusion
This research concludes that job satisfaction and perceived organizational support are significant instruments among the relations of training, transfer of training and customer service quality. A high level of perceived organizational support (POS) improves the impact of training on transfer of training. In view of these results, establishments striving to develop customer service quality must guarantee that satisfactory training is presented and must provide support to transfer learned information and abilities and give structural support to personnel and in Pakistan that has great importance. These training-related approaches will facilitate improved transfer of training and enhance worker job satisfaction, which leads to improved customer service quality.
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