Transfer of learning for cabin crews at Singapore Airlines

Learning & Development: A case of Transfer of Learning for Cabin Crews at Singapore Airlines 15/04/2015

Executive Summery

This is a study that delves into the issue of the transfer if learning from training programs for newly recruited cabin crews in Singapore airline. The study was conducted based on primary and secondary data. Primary data was collected from a survey among the trainee cabin crews of the airline as well as from line managers, service managers and training managers. The study reveals that there is a general lack of transfer among the cabin crew in the airline. The study has indicated a general lack of transfer of learning in Singapore Airlines as is evident from the survey and interviews as well as study of literature. The lacking in transfer is due to a number of hindrances that are outside the scope of training. Behaviors and attitude of seniors and peers, lack of proper evaluation of transfer of learning, faulty curriculum to an extent, lack of coordination between various departments and the limited role of the line managers are some of the reasons for the lack of transfer of learning in the company.

A number of recommendations have been made for the enhanced transfer of learning for the company. these include updating the curriculum, increasing coordination between departments, better evaluation of transfer of learning and greater role of the HR in evaluating and conduct of the raining in pace of the cabin crew managers.

Contents

Introduction 3

The Research question 7

Aims and Objectives Objective Statements to answer the research question 7

Literature Review 8

Introduction 8

Early Research on Transfer of Learning 9

Factors to effective Transfer of Learning 12

Operationalizing Transfer and Measurement 14

Theory and Research on Factors Affecting Transfer 17

Conclusion 21

Research Methodology 22

Introduction 22

Approaches to Methodology 23

Outline of research Method and the Research Onion 24

Data collection 27

Sample selection and Size 29

Obstacles in Research 31

Ethical Considerations in Research 31

Limitations of the study 32

Conclusion 33

Findings, Critical Analysis & Discussion 34

Introduction 34

Singapore Airlines outlook to training 35

Cabin Crew Training Policies & Practices 36

Enabling learning Transfer through Motivation 39

Survey Findings 40

Discussions of findings 43

Employee Engagement and Motivation 43

Job Satisfaction Affecting Learning Transfer 44

Effect of Learning Transfer of Colleagues 45

Training Relevance to Real Life Situations 46

Evaluation of Training at Singapore Airlines 46

Factors Hindering Learning Transfer 48

Conclusion 49

Conclusions and Recommendations 49

Introduction 49

Recommendations 50

Scope for Further Research 53

Conclusion 55

References 56

Appendices 61

Introduction

The effective and continual applying of knowledge, skills and attitudes that are acquired during the process of classroom learning and training to the practical field or job is termed as transfer of learning. The application of the knowledge, skills and attitudes that are learned from experiencing a situation on similar situations with effectiveness is also called transfer of learning (Leberman, McDonald and Doyle, 2006). Experts believe that combination of classroom learning and practical experience and its application expedites the learning process.

In the modern times, the transfer of learning generally refers to the process where transfer sources or the past experience of tackling a situation is effectively extended to the tackling of a new situation that is also known as the target of the transfer.

The theoretical approaches and frameworks that are applied for the process of transfer of learning are can be categorized into four broad principles. They are

The division of transfer of learning into various categories by the taxonomical approach (Haskell, 2001)

The focus driven approach of the development and contributions of different disciplines that is application domain driven

The faculties transfer models that involve the examination of the psychological functions to transfer and The revelation, comparison and contrasting of theoretical and empirical traditions that is driven by concept evaluation (Haskell, 2001).

The classroom is the first place to practice transfer of learning. The transfer of new skills and knowledge to the job can be made much easier by this method. The use of the previous learning for better performance in a new situation is affected by the efficient transfer of learning. If this transfer of learning from previous situations does not happen to learning from new situations, then learning process for every new situation would have to begin from scratch (Kneppers et al., 2007).

The process of transfer of learning is facilitated by the inclusion of task variations along with the teachings and the learning materials in the classroom or in training. This facilitates the enhancement and hastens the transfer process when compared to just simple classroom teaching to the job environment. The process of task variations enables a learner to get accustomed to a situation where the learner can use the learning from and ply the same to the job (Demirer and Sahin, 2013).

A deeper understanding of a task and quick learning is possible when a part of the previously learned knowledge and skills are brought into play in a new learning session. Therefore, it can be said that a positive and effective transfer of learning is possible when the transfer of learning is practiced in a number of conditions and environments. The introduction of variations however creates a bottleneck in the learning transfer process in the beginning, as there is some degree of confusion about the application of previously learnt knowledge and skills (Kneppers et al., 2007). However, the process hastens up soon enough with the efficient application of previously acquired knowledge and skills. This creation of task-based transfer of knowledge is necessary to enable the learners to learn the transfer of their knowledge and skills acquired to practical situations. The environment of the training or learning for a job needs to be conducive to this aspect of knowledge transfer to enable the smooth transfer of knowledge and skills by the trainees to the job at hand.

The two main principles that are useful in the efficient transfer of knowledge and skills learned in a classroom environment aided by task variations is to ensure that the variations are not too easy and the transfer of learning is progressive and yet happens at a rapid pace so that the learners do not lose focus of the transfer.

This process of transfer of learning is beneficial in transferring the learned skills and knowledge to new situations. It can be said that the transfer of knowledge and skills to a job is a continuous process. As a learner, an employee should always be open to learning. While for new employees that transfer of knowledge and skills would happen for the first time after they undergo training and learning process to get them job ready, for experienced employees, the transfer of previously acquired knowledge and skills from previous experiences and their transfer and use in a new situation is a continuous process (Demirer and Sahin, 2013). The learning process from situations and conditions enables employees to be able to transfer the knowledge and skills to tackle and solve new situations and problems.

There are several theories that are associated with the transfer of knowledge and skills to a new situation or job. These theories deal with the process of learning and transfer.

The near and far learning transfer theory deals with the process of application of the knowledge and skills acquired previously to situations. The near transfer of skills and knowledge happens when a learner or an employee uses a set of pre-acquired skills and knowledge to situations in the same way every time (Kneppers et al., 2007). This process of learning transfer is applicable for repetitive tasks or tasks that require the same procedure to be followed every time and in the order. The advantage of this type of learning transfer is that it is easy to train and transfer and has a high success rate owing to the repetitive nature of the transfer. However, the disadvantage is that this style of transfer does not allow the adaptation of the skills and knowledge previously acquired to changes in situations and scenarios (Cree and Macaulay, 2000).

Far transfer of learning refers to the application of the knowledge and skills acquired previously to changing situations. This transfer of learning requires the adoption and adaption of guidelines for the transfer in changing situations. This style is suited for transfer of the knowledge and skills acquired previously to situations that vary and required changes to be made in the transfer order of skills and knowledge. The style is suited for application of transfer of learning for situations that are varied and different from one another. The advantage of this style of transfer of learning is that this allows the learner to adapt the skills to varying situations. However, the process of transfer of knowledge for this style is difficult to achieve and the success rate is generally lower than that of near transfer process (Demirer and Sahin, 2013).

Another theory for transfer of learning is the Low Road/High Road Theory. Low road transfer theory is the development of skills and knowledge to a high degree of automation. Achieving such automaticity requires the learner to indulge in a good deal of practice of the application of transfer often in varied settings. Some examples of low road transfer of learning are tying of shoelaces, typing on a key board and steering a car (Day and Goldstone, 2012).

High road transfer of learning is referred to the process of transfer that requires the cognitive understanding and purposeful and conscious analysis of a situation and the transfer of learning from various disciplines to the situation or task (Day and Goldstone, 2012). The theory entails the use of purposeful creation of ideas for transfer of knowledge and skills and then the conscious application of the idea through the transfer process. This is necessary to tackle new situations or problems with ideas

This study would deal with the aspect of transfer of learning acquired during the training of cabin crew at Singapore Airlines. The study would try to understand the training and the learning process of the cabin crew in the airline and the way the crew transfers the knowledge and skills acquired during training to the practical job. The study would also inspect how the training and learning modules for cabin crew help in the process of transfer of knowledge.

The Research question

Applying the theory to practice: Do the current practices used by Singapore Airlines help newly appointed cabin crew transfer their learning when in a practical environment?

Aims and Objectives Objective Statements to answer the research question

Investigate about the training disciplines, the methods/techniques and the structure implemented in the initial training of newly appointed cabin crew.

Explore the evaluation model of the induction and initial training used at Singapore Airlines

Review the practical facilitation and obstacles/challenges that cabin crew face during their practical implementation of their induction and initial training.

Examine the measurement of transfer of learning employed at Singapore Airlines

Literature Review

Introduction

This chapter would deal with the critical analysis of the research and published work that has been done in regards to the issue of transfer of learning in the professional context. The chapter would deal with the start of the research on the topic and then go on to analyze the present literature and research issues related to the topic as well as look into the various aspects of the issue that the researchers have identified (Demirer and Sahin, 2013). The chapter would look into the recommendations and the suggestions that researchers have given on the issue with respect to professional application of training methods and techniques and the transfer of the knowledge and skills acquired during the training program.

The study is concerned about the transfer of learning and knowledge and that is acquired during employee training to real life job situations and problems. The study deals with the various processes of training and learning and the transfer of skills.

Early Research on Transfer of Learning

The learning of new knowledge, skills, attitudes or other characteristics in a particular environment or the training and classroom situation is considered to be the formal process of employee training. The aim of such learning through training is to enable the employees to transfer the knowledge and skills acquired to the performance situation or an environment that is different from the training environment (Goldstein and Ford, 2002).

It is expected that the employees would transfer and apply the knowledge and skills acquire during training to the job related problems and situations. However, experts claim that in many cases, the employee fail to carry the knowledge on to the job and are unable to apply the learning to job. For example, a study by Rackman and Ruff (1991) showed that more than 87% of the learning in a training module was lost by employees at Xerox in a period of just one month from the completion of the training module (Rackham and Ruff, 1991). Researchers like Baldwin and Ford (1988) note some related research that claim that just about 10% of the knowledge gained in trainings are transferred to the job. With the billions of dollars that industries spend every year on training, the actual loss due to non-transfer in terms of money can be easily estimated (BALDWIN and FORD, 1988).

While trying to understand the factors and the process of transfer of learning, literature has noted the importance to understand the issues of carry-over from training to the performance situation. In the positive terms, the transfer of learning to practical situations is defined by researchers Baldwin and Ford (1988) as the degree of application of the knowledge, skills and attitudes acquired during training (BALDWIN and FORD, 1988). This transfer of learning has further been identified to be transferred in two ways-'near' and 'far' situations. In the 'near' situation, the setting of the practical situation is very similar to that of the training conditions and tasks undertaken during training. In the 'far' situation, the situation is different and keeps changing in relation to that of the training situation or conditions. In the 'near' transfer of learning, an employee generally has to conduct a repetition of the application of the knowledge and skills acquired from training to the situations that do not change in the practical work (Haskell, 2001). In terms of the study, this can be defined by the job of cabin crew taking care of the meals of the fliers. I the 'far' transfer of knowledge, an employee has to adapt the knowledge and skills learned according to situations that keep changing. An example would be the application of skills to tackle a medical condition on the airplane that would probably be different for every situation (Haskell, 2001).

This brings the discussion to the dynamics of transfer that ensures effective and optimum transfer of learning from training to practical job situations and minimizing of losses of transfer (Demirer and Sahin, 2013). Though the field of applied psychology had been dealing with the transferability of training since the early part of last century, specific research into the issue of transfer in the context of formal organizational training started in the 1970's.

Mosel (1957), one of the earliest to study re issue in the present context identified three conditions to ensure the transfer of learning (Levins, 2010). The conditions comprise of the presence of useable content of the program, the necessity of the trainee to learn and the behavioral change in the trainee to apply the knowledge and skills acquired to real life job situations. Thus Mosel noted that the trainees not only need to be motivated to learn but also to be motivated enough to apply the knowledge and skills (Levins, 2010). Motivation can be achieved by using either formal or informal reward structure at work. The overall work atmosphere and the attitude of the organization towards innovation also contributes to the degree of transfer of acquired knowledge and skills in training.

In another study done by Ruth Salinger (1973), the researcher noted that the conditions for efficient learning during training and their transfer to the job include issues like lack of upper management awareness of training benefits that results I faulty planning, budgeting and reinforcement of training and haphazard training programs given lack of interest of upper management (Demirer and Sahin, 2013).

Various new and untested action strategies for meeting transfer problems were suggested by a number of research work on the subject during the late 1970's and 1980's. The researchers preferred to term the transfer of knowledge as the 'neglected half' of training program. The works stressed on the fact that the success of a training program for employees depended not only on want was taught I the training classrooms but to the degree to which the trainees were able to transfer the learning to the job. The research identified a number of work site related factors that were beyond the control of the trainer or the teacher that influenced the success of the training program (Lyons, 2009).

Two different schools of thought explaining the success of transfer of learning and training in the early research period were identified by Jelsma, van Merrienboer and Bijlstra (1990). The first school believed that the training needed to have as much as possible similar conditions and identical elements to that in the actual work or job to ensure efficient transfer of learning. The second school of thought however stressed on the course of the training to be such that a learned procedure would be able to fully be understood and then applied to other situations (Jelsma and van Merrienboer, 1990). The school believed the transfer of learning was possible if the basics of the training were appropriate to be applied to different situations.

These theories were named as the identical theory and principles theories of transfer of training respectively by Yamnill and McLean (2000).These were named based on the approach to the training program that ensured the transfer of learning (Yamnill and McLean, 2001).

Factors to effective Transfer of Learning

As discussed earlier, literature has shown that the transfer of learning is dependent on a number of factors not always related to the training. However, researchers have been able to broadly identify some of the factors that influence the transfer of learning.

C. Kirwan (2009) noted that the similarity between the learning environment and the environment where the trainee would implement the knowledge and skills acquired are important for effective transfer of learning. Such similarity can be in the form of similar physical environment that can include training setting, types of people present and types of tasks performed that would be close what the trainees would encounter on the job (Kirwan, 2009). With relation to the study, a training program that can mimic the actual airplane environment or conduct part of the training in an actual aircraft can go a long way to create permanent impressions in the mind of the trainees. Similarity can also be created by the simulation of certain emotional reactions in the student trainee that are most likely to be evoked in the original work context. Such emotional reactions can be related to stress, failure, etc. (Kirwan, 2009). Another way of creating similar environment in training is the matching of the cognitive processes in the performance situations in a training situation. Such similarity can be created by presenting similar problems in a way that is generally presented in the real life situation.

Research has demonstrated that the more similarity between the raining and the application environment tends to increase transfer of learning. Therefore, the perception needs to be present in the training program that would contain essential and unvarying elements between situations. According to K. Schneider (2014) if the elements in training and in the real life job situation are unchanging, transfer of learning is facilitated. As an example, researches have pointed out that if the cues in the practical environment are similar to that in the training program, knowledge and skill transfer is most likely to be of a high degree (Schneider, 2014). The linking of new learning and newly acquired skills and knowledge to old tasks can increase the transferability of learning. Transfer is better if the original learning is more complete. This indicates quality is necessary in training.

Researchers like J. Park and T. Wentling (2007) claim that the existence of prior knowledge and consideration of the prior knowledge acquired by a trainee is essential to build a base for the new learning. The identification and labeling of any similarities between the training and performance situations is also essential for effective transfer. The appropriate motivational setting for trainees needs to be ascertained and aligned with the actual on the job conditions that are expected. The original learning also needs to be undertaken to the fullest degree and no t only concentrate on the creation of similar environments (Park and Wentling, 2007).

The ADAPT model of Jelsma, Van Merrienboer and Bujlstra (1990) is another theoretical approach to efficient transfer of learning. The theory states that strong original learning would ensure string transfer of learning. Strong original learning can be ensured by strong training program design that can be aided by the use of what the researchers termed as the Apply Delayed Automation for Positive Transfer (ADAPT) model. This model stresses on the proper access to the learning encoded in memory to enable the use of new skills and knowledge. Schematization or the automatic performance to easy accessing of information should be also incorporated in the training module. A variety of training practices were also indentified by the researchers to that would be helpful in the creation of automatic or schematic performance (Jelsma and van Merrienboer, 1990).

Therefore transfer of learning can be influenced by a number of factors according to researchers. The factors that researcher identified to be having an effect on the transfer of learning are training motivation, training design, and the conditions at the workplace.

Operationalizing Transfer and Measurement

The ability to measure transfer as a dependent variable is essential to conduct an examination of the transfer theories and methods. Kirkpatrick's (1975) four-level model of training evaluation is a very useful method that is used to obtain an understanding of the measurement of transfer of learning in the professional context by evaluating the success of a training module (Ritzmann, Hagemann and Kluge, 2013). Krikpatrick helped identity four methods or criteria that can measure the success of training program. These included the post-program participant reactions to the training program soon after the program ends, the quantity that was learnt, and the degree of possibility of transfer of the learning to the job through behavioral change and achievements for the organization by the training program. The researcher claimed that the four assessment criteria were related to each other. The question however remains about the measurement of the amount of transfer. Unless there are evidences that there had been transfer of learning acquired during training programs, the success of the training program cannot be ascertained (Ritzmann, Hagemann and Kluge, 2013).

Over the years, there have been a number of variables that have been used to measure the extent of transfer of learning. These variables can be broadly categorized into three broad categories- measurement of learning outcomes, selfreported measures of change post the learning program and established measures of performance estimation (Mestre, 2005)..

Learning transfer can be assessed by the test of how to trainees respond to task situations. Task situations are created and incorporated in the training program that essentially replicates situations in the actual workplace (Larsen-Freeman, 2013). Trainees would be required to identify and transfer their knowledge and skills acquired during training in response of the tasks in the training program. The strategies that the trainees adopt to tackle the tasks would indicate the transfer of learning. Such learning outcomes can also be used at the end of the training program by creating simulated situations and urging trainees to apply learning transfer to tackle the situations. A similar strategy was used by Erickson (1990) to measure the learning transferability of civilian graduates of a U.S. Navy personnel management training program retained after a 3 to 6 months of training. The competency of the program and the transfer of learning were assessed by the use number of times a trainee used a strategy form the learning module to tackle the situation (THOMPSON, BROOKS and LIZARRAGA, 2003).

Another assessment method of transfer is the selfreport measures. This is the assessment of the trainees themselves about their self-rating in certain changes in behavior that they would apply on the job. This can also be done in a number of ways (Middleton and Baartman, n.d.). Employees undergoing training can report about their assessment about themselves in relation to the job performance that the trainees experienced after training completion. In general a retrospective behavioral measurement is used by the researchers to measure the self-assessment by the trainees themselves. The trainees can assess themselves by the frequency of the use of the assertiveness skills that were taught in the training program in relation to the use of such strategies and skills before the training. Researchers have also made self-assessment of the employees undergoing training by their assessment of the degree of improvement of efficiency at work after completion of the training program (Demirer and Sahin, 2013).

Keeping a diary that contains checklist of activities performed during the training and after the training was another way of self-assessment of trainee employees. Measuring the changes in attitude of employees who have undergone training gives an indication of the transfer of learning and it applicability of the learning (Mestre, 2005). There are other indicators of performance measures after training that can indicate the degree of transfer of learning. These are termed as rated measures of performance. Subordinate perceptions of manager (trainee) job performance, supervisory observations of performance where supervisors are asked to rate employees who have undergone training and learning, the reaction and performance of a task away from the training setting to a simulated setting, using of action plans that are prepared by trainees after the end of a program to assess transfer of learning and the observed performance on the job by the supervisor or the manager in charge of monitoring the performance of employee who have undergone training (Lyons, 2009).

According to Mestre, (2005), the extent to which material covered in a training situation is used in a task performance should be the primary guideline for measuring transfer. The discussions above have indicated a number of criteria for the measurement of learning transfer. The assessment of learning retention is seen as the measures of learning that are made at the end of a training program (Middleton and Baartman, n.d.). The retained capacity to use learned skills and knowledge during a training program can be assess by this method. However, this method can also indicate the potential for transfer but is limited at not indicating the actual transfer of knowledge and skills acquired during training. The inherent possibility of common rating and attribution errors in the self-reports by employees undergoing training plagues the method to an extent and challenges the validity of the method. Assessment of the use of trained skills on task performance that can range from task simulations to actual observations of performance on the job are stronger measures to identify the extent of learning transfer after completion of a training program. The measures that are able to detect changes in task performance in actual, field operating conditions are the optimum measures of assessment of transfer of learning (Middleton and Baartman, n.d.).

Theory and Research on Factors Affecting Transfer

Various theories about what factors or practices that tends to affect the transfer process of learning have been researched and developed over the years. The review aims to look at factors and issues and theories that can increase transfer of learning.

Researcher Xiao (1996) developed a formula the factors affecting transfer knowledge and indicates the transfer. This formula denotes the transfer as X in relation to the amount of learning achievement from the training indicated as TA (Xiao, 1996). Factors to the transfer like the worker's commitment is denoted as WC, motivation of the trained to apply the knowledge and skills as OC, the similarity or the matching of the training to the job situation as MC, the rewards received by the employee for the learning and the transfer of learning as RC, and the supervisor and per support as SC and PC respectively. Xiao claimed that the transfer of learning or X was a function of all the factors of transfer of learning. His formula was X= f (TA, WC, OC, MC, RC, SC, PC). The research would use empirical methods to ascertain the exact value of the each factor and their weight (Xiao, 1996).

Holton, Baldwin and Naquin (2000) propose and developed a model of approach that can be applied to individual and team performance alike to measure performance after employees undergo a training program. According to the model, the factors that affect the transfer of knowledge and skills acquired during training are the learning or training process itself, the content and design of the learning program, ability, motivation, prior experience of the trainees, etc. The entry conditions, the quality of the training, and the nature of post-training job experience can be improved through proper interventions. The figure below explains the model in detail (Holton, Baldwin and Naquin, 2000).

There can be interventions made to improve the entry conditions, the quality of the training, and/or the nature of post-training job experience.

Managing the Learning Transfer System (Holton, Ford, and Naquin, 2000)

Organizational Interventions

Preconditions Support

Learner or Team Individual or Learning Event or Process

Content, Design

Ability Team

* Motivation Performance

* Individual differences

* Prior experience

Preparation Maintenance

Learner or team Interventions

The research done over the years on the transfer of learning can be broadly grouped into three variables- the characteristics of the trainees, the experiences of the trainees prior to attending a training program, the overall atmosphere at the workplace, characteristics of training design and the delivery and post-training experiences of the trainees (Cree and Macaulay, 2000). Examination of the factors indicates their importance and role in the transfer process.

The characteristics of the trainees and their attitude towards a training program are critical in determining how much the trainees learn during the training process. Such characteristics can be motivation, traits, personality characteristics, beliefs and expectations and the individual abilities of the trainees themselves. These characteristics would tend to influence the transfer process also (Day and Goldstone, 2012).

It has been established already that new learning is based on the previous training and learning that an individual possess. Therefore, for a successful training program it is essential that the trainees have some basic knowledge about the issues to be undertaken in the training program so that he trainers and the trainees can build upon the previous knowledge and the experience. One of the major focuses to pre-training ability is the communications to the trainee about the training. The training outcomes and the transfer of relearning would have the best chances if the participation is voluntary and not forced, the realistic nature of the program and a positive endorsement by the trainee and the promotion of the training as an opportunity and the purpose of the training is remedial or for advancement (Cree and Macaulay, 2000). All these factors decide how well a trainee performs during the training and the degree and motivation for the transfer of learning by the trainee after the completion of the training.

The general atmosphere at the workplace too needs to be supportive to the transfer of learning for an employee. The existence of an organizational climate that facilitates transfer of learning is critical to employees taking real advantage of training and learning. Factors like supervisor and peer support, personal outcomes from the training, opportunity for the employee to use the training and learning, supervisory sanctions and rewards policy with respect to the training, resistance to transfer skills by the employee in case such transfer violated workplace norms and the perceived content validity of the training (Haskell, 2001).

Conclusion

The extensive literature review on the issues related to transfer of training and learning throws up light on the importance of the methods of training, role of the curriculum design and content o the training and the learning process, the impediments to transfer of learning and knowledge and skills acquired during training and the various theories and models that assist better transfer of knowledge and skills to be applied in the real life job scenario.

The review shows that for any company, it is important to design a training curriculum that bears resemblance to the original job context and the inclusion of task assignments during training. The review has indicated that importance of the kind of learning transfer that the trainees are expected to undertake at work and designing of the curriculum and training module according to the requirements (Haskell, 2001).

The importance of motivation of trainees to undertake training courses and the motivation to apply the transfer of knowledge and skills to the practical work has been elaborated upon in the literature review. The review also stresses on the importance of measurement of the transfer of knowledge (Kirwan, 2009). Though it is somewhat unclear form the review about the exact model of measuring learning transfer, effective measuring of the success of a training program can give meaningful insight into the transfer of learning by trainees to the real life job scenario. The review also stressed the importance of original learning, promoting greater acquisition and retention of learned skills to ensure better transfer of knowledge and skills acquired in training (Demirer and Sahin, 2013). Transfer is increased by the design of the training courses according to goals and relapse prevention techniques.

The review indicates that apart from the curriculum design and the proper mode of training, the overall atmosphere and the actual working conditions and the corporate culture of the organization often decide the degree of transfer of learning. Organizations that promote innovation and generation of new ideas are more suited to the employees applying learning transfer to jobs and reap benefits of training programs. The next chapter would also show the research design for the study and details the questionnaires and the analysis of the same (Kirwan, 2009). Both quantitative and qualitative analysis of the data would be done.

Research Methodology

Introduction

Methodology is defined as the process that is used by researchers to collect information and data about an issue or a topic so that the research can be concluded and the researcher can arrive at a decision. Both primary and secondary research methods are included in research methodology. However, other forms of gathering and collecting information can also be undertaken (Samuels, Biddle and Emmett, 2009).

The process of systematic and theoretical application and analysis of data is often also referred to as methodology. An analysis of the methods and the principles that are used in a study of a particular issue or a field of study forms the basis of research methodology. Methodology comprises of issues like the paradigm of a subject or an issue, the possible models of theories and the approach to quantitative and qualitative techniques (Jha, 2008).

There is a difference in the terms methodology and methods. While methodology generally describes the approach and rational for choosing a method to conduct the research and data collection, method is the specific tools that are used in research to collect data and information and analyzing them to arrive at a conclusion. Methodology cannot be used to arrive at conclusions or results while methods are the tools used for research to arrive at a conclusion about a research topic (Kumar, 2005). Methodology is essentially the explanation of the approach taken for a research and can comprise of a single method or a conglomeration of a number of methods that can be used to work together. On the other hand, methods of research are useful in getting answers to questions associated with a particular issue. Methodology is used to help a researcher to pin point the best method or a combination of methods that can be best suited for a research (Kumar, 2005).

Approaches to Methodology

There are two basic approaches to research methodology-quantitative and qualitative.

Quantitative approach: this type of approach to research methodology takes the help of the paradigm concept of positivist and postpositivist which also form the basis of this approach. This approach deals with the physical collection of primary and secondary data with the aim of converting those data into the statistical forms which are then analyzed and studied using statistical and mathematical methods to arrive at a conclusion. This approach to research necessitates the maintenance of objectivity during the data collection period as well as during the analysis which ensures that the personal behavior or attitude of the researcher does not create bias in the data collection or in the analysis of the data collected (6. P. And Bellany, 2012).

Qualitative approach: The use of the social constructivist concept to focus on the reality which is socially constructed as the prime basis of a research, such an approach to research is termed as qualitative. Understanding of the human behavior and the experiences that the human have undergone is the prime idea during the period of data collection and analysis. This is the prime objective of the research approach. Such an approach does not only depend on statistical data evaluation but also takes into active consideration human emotions and behavior. This research approach attempts to understand the complex nature of the human behavior while also attempting the unraveling the complexities associated with human emotions (Weinberg, 2002).

The major difference between the two methods is that the use of statistical data and analysis in quantitative research approach leaves no scope for unraveling and expressing the emotions of the respondents. The qualitative research approach allows researchers to conduct research with a greater degree of freedom to express their emotions. The qualitative approach allows respondents to freely express their emotions and is not required to choose from a preset group of answers prepared by the researcher (Kumar, 2005). This provides the researcher a certain degree of a relaxed atmosphere.

Outline of research Method and the Research Onion

The research has made use of the research onion that has been useful for the researcher to arrive a conclusion about the research topic. The aim of adopting the research onion was to have a proper conduction of research work. Positivism concept was the philosophy of research chosen. With the aim of obtaining a detailed and in-depth knowledge of the knowledge associated with the research topic, the descriptive design of research methodology was chosen. Acquiring a complete knowledge about the research topic which was possible by gathering information and data from various sources was necessary to deduce any conclusive result from the research and therefore the research made use of the deductive approach for research (Welman et al., 2005). Both primary and secondary data collection methods were used for the research. Data in the form of interviews and answered questionnaires were used along with data and information from published work in the form of books, journals and articles form credible sources were extensively collected. The information that was available online in the public domain was also put to use (Federman, Hanna and Rodriguez, 2003).

Complying to the requirements of the research onion, the study used both deductive and inductive approaches to the research.

Deductive Approach: the deductive approach for a research implies that the study starts with a general point-of-view and then goes on to analyze data from secondary sources to arrive at a particular point-of-view. The approach is based on secondary information gathered and collected from various literary sources available in the public domain. In this approach a research aims to arrive at a logical conclusion by logically following the available facts in the public domain (Welman et al., 2005).

Inductive Approach: Empirical observations are used in this approach to arrive at a result. The data and the information that are analyzed to arrive at a conclusion are generally collected from primary sources through interviews and face-to-face interactions. Generalized observations are used to gather information and data and then analyzed to arrive at the conclusion and forming of a theory. Unlike in the deductive approach, the research in this approach starts off with a specific idea and then goes on to form a generalized induction or conclusion (Jha, 2008).

Taking help of the research onion has helped the researcher to obtain detailed and elaborate results successfully. The adoption of the research onion helps in the application of varied techniques at every step or layer of the onion. The research onion is designed to allow a research work to be conducted in varying steps with varied techniques applicable at every step or layer that is suitable for the entire research or any particular aspect of the research. Allowing the researcher a logical and smooth path for the research and understanding of the pattern and the path of the research that is suited for a specific research is the whole mark of the research onion ((International Journal of Social Research Methodology: Theory & Practice, 2012).

The research opinion basically outlines the research methodology based on six parameters of research. These are:

Philosophy: philosophy of research defines the researcher's belief about the collection, interpretation and analysis of data and information. Positivism, Realism, interpretative, Objectivism, Subjectivism, Pragmatism, Functionalist, Interpretative, Radical humanist, Humanist and structuralist are the basic philosophies that research follows (Welman et al., 2005).

Approaches: as discussed earlier, the research onion helps to ascertain the best possible approach for the research. Such approaches to the research can be one or more of the following-deductive approach, inductive approach, quantitative approach and qualitative approach.

Choices: the research onion also allows a researcher to choose the best option by indicating the best way to approach a research. Such choices for a researcher can be mono, mixed or multi-methods. The use of more than two methods or approaches is referred to as multi-choice approach ((Ketchen, Boyd and Bergh, 2007). This study has adopted a mixed research method to find out the possible outcome of the transfer of learning at the Singapore Airlines.

Time Horizons: Every research work need to be conducted within a specified time period either allotted by an agency or institution or self-specified by the researcher. The research onion allows the researcher to assess the possible time that would be required for the effective completion of the research by assessing the time required for each of individual tasks in the research work (Weinberg, 2002). This allows the research to be planned and organized to get the best results.

Procedures: Research onion also indicates the best procedure to conduct research and collection of data and information and the tools for analysis of the data. Experiments, survey, action research, case study, grounded theory, ethnography and archival research are some of the procedures for research.

Technology: the onion also identifies the technological support that would be necessary for supporting research aspects like collection of data and analysis. For example in this study, it the need for statistical calculation help was assessed for analysis of primary data.

Data collection

This study took help of both primary and secondary data collection methods. Primary data was collected through surveys and interviews of cabin crew and the line manager of the Singapore Airlines. Other interviews were conducted with the training manager - service, and training manager -- induction of the airline. The interviews were semi-structured. T the pilot stage the questionnaires were initially completed by around 20 cabin crew. This formed the basis of the data collection and the analysis to arrive at a result. The survey among the cabin crew of the airline was done in way that it covered the entire gamut of trainee cabin crew for the airline. Cabin crew who were in their first three months of training, those who were between three and six months of their training and those cabin crew who had completed their probationary period of six months were surveyed to obtain their views on the transfer of learning in the airline. The survey had both closed and open ended questions for the cabin crew and the questionnaire were self-filling where the cabin crew answered the question themselves by hand.

Secondary data was collected from the various policies and programs of the Singapore Airlines that are available in the public domain (Gay, Mills and Airasian, 2012). The secondary data also comprised of previous research done on the subject of learning transfer. Data about the various policies and practices at the Singapore Airlines about new cabin crew induction and training were collected from the company documents that were available publicly. The internet was used to collect such secondary data about the airlines. Data was also collected about the evaluation and the course content for the trainee cabin crew. Such data was evaluated qualitatively to obtain an understanding about the various process and practices of induction and training at the Singapore Airlines. The research used and paid equal importance to secondary and primary data and their analysis was done to arrive at a result.

The sources of secondary data were published reports, books, journals, government reports, reports by various organization, official company reports and data available in the public domain, published papers by colleges and universities websites and e-journals. The research also used the internet o find data and secondary information about the issue from written materials (Snider and Nathens, 2010).

The research has tried to establish the methods of training at the Singapore Airlines and the practices of training, the means of measurement of training success and the degree of applicability of transfer of learning acquired during the training process to practical job settings and when the trainees join the actual job (Sedgwick, 2013). For this several theories and models of learning transfer were studied through the critical evaluation of literature on this issue. Such data helped to form an idea about the best practices on the issues of transfer of learning to practical settings that have come up from research work. This also helped to compare the practices of raining and induction at Singapore Airlines with the best practices that have emerged from the research (Gay, Mills and Airasian, 2012). Extensive library work was done to gather secondary data on the issue. The core issue of the study- transfer of learning to practical job environment was the focus of the literature review and secondary data collection. The most recent of the data sources were used and recent and updated information and data were gathered. Internet research was also done with the aim of saving of costs and time (Creswell and Plano Clark, 2007).

While choosing secondary data several aspects were kept in mind. The basis of the selection was elements like authority, seminal, currency and relevance of the published works available in public domain. Authorized agencies like reputed universities, books published by reputed publishers and journals of well-known organizations were selected for collection of data as these are considered to be credible and authoritative sources. Such data were collected that have been useful in increasing knowledge about the issue of transfer of learning and data that were of recent nature (Sedgwick, 2013). Relevance to the issue was also kept in focus while selecting secondary data sources.

Sample selection and Size

For this study the snowball sampling technique was adopted. This is a form of non-probability sampling technique. In this type of sampling the judgment of the researcher is the prime focus. Such sampling is necessary when there is difficulty in reaching a substantial number of population are difficult or are hidden (Kothari, 2004). In this case this was exactly the case as it was difficult to convince the airline to conduct relevant interviews and hence the snowballing sampling technique would be used. The reasons for using the techniques are related to the difficulty in reaching the desired population. It can also be used for cases where there are no lists available for choosing a sample. This technique is also apt for use in situations where the desired population is reluctant in coming forward for a survey. Moreover surveying sections of societies that are unknown or secretive in nature can also be done by the snowballing sampling technique. In the research topic, there were several hindrances and one of them was to gain access to the desired number of cabin crew for the survey (Sedgwick, 2013). Hence, the snowballing sample technique was used.

The advantages of using of snowballing sampling technique are evident from the above discussion. The sampling technique enables researchers to reach out to populations who are otherwise not readily available for surveys and hence an extrapolation technique is used for analysis after a snowball sample survey (Sedgwick, 2013). Due to the unavailability of the desired number of members for survey, the sampling technique chooses samples for survey that would be representative of the entire group. This is one of the advantages of snowball sampling techniques. In this case, the samples were chosen in such a way that they represent the entire population. In this case, cabin crew was chosen from three different training periods to lend a complete view to the research from among the limited samples for survey that were available.

The prime disadvantage of this technique is it does not include units for inclusion in the sample that are based on random selection and hence the determination of sampling error is very difficult (Sedgwick, 2013). This also leaves scope for errors in the statistical inferences form the sample surveys. Therefore many researchers consider this technique not be representative of the entire population (Kothari, 2004).

Obstacles in Research

The prime obstacle in the research was the non-cooperation of the airline authorities. It was very difficult to convince the airline authorities about the availability of the cabin crew and the line managers and trainers for interviews. The primary reason put forward by the airline authorities was that the busy schedules of the employees and the trainees. The cabin crew was difficult to get together and they were often available at odd times, which created obstacles for the research. Though the interviews were relatively short-around 30 minutes to two hours each, the interviewees were reluctant to part with information and they held back information. The reason put forward by the people interviewed was that the information was confidential and sensitive. Many even flatly refused to answer questions citing this problem. The problem was noted and due precautions were taken. However, this caused considerable obstacles to the research.

Ethical Considerations in Research

Some norms and regulations and ethical considerations need to be followed in every research. These norms for research have been developed over the years for research. Apart from this there are some regulations that researchers need to follow during the research (Pimple, 2008).

For primary data collection, voluntary participation is a must for respondents. There was no question of forced participation as the airline identified and lowed permission for the interviews and the survey. It was also assured to the airline authorities that the information that was gathered from the interviews and surveys would not be used in any other form except for the research and that the information would not be misused in any form. Thus, confidentiality of information was strictly maintained (Pimple, 2008).

While collecting data from secondary sources regulations and norms were followed. Data protection norms for internet sources were maintained and proper credit was given to published and non-copyrighted works available in the public domain (Pimple, 2008). Wherever needed the authors and concerned agencies and publishers were informed about their work being used in the research.

Limitations of the study

The factors that arise from the research design or methodology and which have the tendency to influence the outcome and interpretation of a research are known as limitations of a study or research. Internal factors of the research as well as external factors are considered as research limitations.

In this research the limitations were:

The sample size: the choice of the sample for primary data is one of the most important considerations. The sample needs to be directly linked to the research objective and the questions. In this research, this can be a problem as the snowballing techniques for sample selection was followed and hence the results can be affected by the disadvantages associated with this method of sample selection. It may be argued that too small a sample cannot be representative of the entire population (Kalof, Dan and Dietz, 2008).

Getting access to relevant people and documents: This has been a limitation of the research as the desired number of cabin crew for the survey were not possible to be contacted due to the restraints imposed by the airline authorities. The details have been explained in the 'Obstacles to Research' section.

Personal Bias: Limitations can also arise from personal bias of the researcher. In this research all possible measures were taken to ensure that there was no personal bias in involved (Kalof, Dan and Dietz, 2008).

Conclusion

The inductive and deductive approaches to research were undertaken for the study. The research also took help of the research onion for the effective and efficient conduct of the research. The data were collected through primary and secondary sources. Primary data collection involved the survey of 10 cabin crew of the Singapore Airlines and interviews with line managers or the cabin crew manager, the training manager - service, and training manager - induction.

Secondary sources used published works and the data and information available about the policies and practices of the Singapore Airlines with regards to the training of cabin crew. Such information was also collected from internet sources. Due importance was given to the sampling technique for the survey and the formation of the questionnaire. The snowball sampling technique was used for the survey work (Jha, 2008). Adequate ethical considerations were taken. There were several obstacles to the research and data collection due to the busy schedule of the cabin crew and the managers.

The next chapter would deal with the revelations of the findings from the primary and the secondary data and information collected and the critical analysis of the data (Ketchen, Boyd and Bergh, 2007). This would help answer the research questions about the transfer of learning and the applicability of the knowledge and skills acquired during training to the job by the cabin crew of Singapore Airlines.

Findings, Critical Analysis & Discussion

Introduction

This chapter would deal with the revelations of the findings of the survey and the interviews along with the policies and practices of the Singapore Airlines regarding the training and induction of the cabin crew.

Statistical analysis would be done of the surveys and a quantitative analysis of the data would be done to find out answers to the research questions and to compare them with the policies and practices of Singapore Airlines.

A detailed discussion would be done about the results post analysis and comparison would be made to the best established practices related to learning transfer.

Singapore Airlines outlook to training

Singapore Airlines lay special emphasis of the efficient management of human resources in the company and training is an integral part of the human resource development strategy of the company. The company believes that the employee represents a 'key competitive advantage' and the company places a 'strong emphasis on the development of the employees'. The company also invests quite a lot of resources every year to train the cabin crew along with the pilots and the ground employees (Wirtz and Heracleous, n.d.).

One of the focal points in the human resource strategy of Singapore Airlines is its emphasis on employee training. The company is of the view that the significant among of money invested in resources and technology would require similarly talented and well-trained human resources to drive the technologies to provide customer satisfaction and create sustainability (http://www.singaporeair.com, 2015). Therefore, with this aim in mind, the company has developed a very comprehensive and holistic approach to developing of the human resources available in the company through training and career development programs.

The training for the new recruited cabin crew falls under what the company airline calls functional training and retraining. More than half of the financial spending for trainings is on the functional training. The company has the motto of being the best in delivery of service to the customers and this is achieved through training and retraining (http://www.singaporeair.com, 2015).

Cabin Crew Training Policies & Practices

The airline has a rigorous course for training of cabin crew. After a very strong and extensive selection process for the job, the new recruits have to undergo a strict cabin crew training and induction process (http://www.emeraldgrouppublishing.com, 2015). The cabin crew undergoes six-month training courses, which, according to the Singapore Airlines, is one of the longest and most comprehensive in the industry. The overall aim of the training course is to enable the new recruits to gain an image of authority and confidence in the passengers' minds while they provide 'gracious service' reflecting 'warmth and friendliness' (Wirtz and Heracleous, n.d.).

There is a whole gamut of aspects that Singapore Airlines trains it new crews about which include functional duties and areas, safety and security, beauty care, gourmet food, and wine appreciation. The new cabin crew is also trained in the art of conversation. The training has some situational aspects to it. Included in the training is several real life situations that newly appointed cabin crew have to undergo. For example, the course addresses how the cabin crew has to deal with very demanding customers and the emotional turmoil that a cabin crew would have to undergo in such a situation without having any assumptions and feelings about being taken advantage of. The cabin crew training documents of the Singapore Airlines notes that the cabin crew have to staff tackle situations that are difficult and take 'the brickbats' (http://www.singaporeair.com, 2015). Therefore, it can be said that the training module of for the cabin crew at Singapore airline has built in task situations that mimic difficult and stressful situations where the emotional stability of the new recruit is tested and knowledge to tackle such situations is imparted.

The training process in the airline is continuous and retraining is often a possibility. This is done to ensure that the airline maintains its high standards of service delivery and create sustainability in excellence. This is often also necessary to train and equip the cabin crew with knowledge and skills to provide quality service for new services that the airline often introduces (http://www.singaporeair.com, 2015).

To enable the cabin crew to have specific training in specific work conditions while they are inside the training class, the airline has seven training schools for the seven core functional areas of cabin crew. These functional areas are flight operations, commercial training, information technology, security, airport services training and engineering. Therefore, the curriculum as well as the delivery of the training of cabin crews at the Singapore airlines is well equipped to deliver effective learning opportunities to the newly appointed staff (Wirtz and Heracleous, n.d.). This shows that the company fulfills one of the primary requirements for effective transfer of learning-simulated training environment.

The curriculum of the cabin crew training program includes subjects and aspects like the fundamentals of social etiquette and behavior, personal grooming sessions and passenger handling skills development. Apart from this, the usual courses like attending the meal service procedures that include food and wine appreciation courses and first aid and safety procedures for the different aircraft types (http://www.singaporeair.com, 2015). These are some of the examples of the induction courses for the cabin crew. The courses are conducted often in real life simulated situations and the cabin crew is taught to handle difficult situations.

A lot of emphasis is given to the safety training of the cabin crews. The Safety Training section of the Flight Crew Training department is responsible for implementing this training. Apart for the theoretical coaching, the cabin crew is placed in real life situations by the use of aircraft equipment and an evacuation trainer where the cabin crew can learn how to react to and use the technology available during safety emergencies. Aspects of safety training include basic first aid, Cardio Pulmonary Resuscitation or CPR and firefighting techniques and lessons (Wirtz and Heracleous, n.d.). For medical emergencies CPR is practiced by the newly appointed cabin crew on dummies and the practical use of on board fire extinguishers are taught to the crew in a training room where fires are lighted on purpose to give a practical lesson at on board firefighting (http://www.singaporeair.com, 2015). Safety procedures also include several simulated emergency drills like "pitch-and-roll" capability and creation of various simulated scenarios that calls for ground evacuation of passengers in cases of emergencies. A training pool is utilized for training of new cabin crew recruits on water survival and cabin mock-up situations are used for ditching procedures, slide-raft boarding and launching, and simulated "open sea" conditions created by a wave generator. Even separate scenarios for day and night crisis situations are created. The entire curriculum of the cabin crew is primarily based on simulation of real life situations where the trainees can play the skills they learnt in the classroom to practical use. These practices are in tune with the requirements for training of cabin crew by the International Civil Aviation Organization safety training standards (http://www.singaporeair.com, 2015).

Enabling learning Transfer through Motivation

The Singapore Airline recognizes the importance of motivation of the employees to deliver quality services and create innovation and generate new ideas. The company believes that motivation can help achieve excellence from the employees and enhance the performance. Therefore, the company has in place a system of rewards and recognition.

The outlook of the airline in this regards is that a system of rewards motivates an employee or a cabin crew to encourage appropriate behavior and recognize excellence (http://www.singaporeair.com, 2015). Such rewards system includes interesting and varied job content, symbolic actions applauding excellence and innovation, performance-based share options and an added variable incentives that are linked to individual staff performance and behavior. Through this culture of rewards, the airline hopes to build a stronger and more motivated and capable workforce striving toward excellence. The company's strategy for the increasing of motivation at work is based on the assumption that junior and newly appointed staff tends to be influenced by motivated seniors at work and they themselves get motivated and strive for excellence and innovation.

It has already been established that motivation is one of the on the job factors that facilitate transfer of learning to the job. In this aspect, the airline is on the right path where it can reap greater benefits from the training programs for which it expends resources.

Survey Findings

The survey was conducted on a group of cabin crew of the Singapore Airlines. The questionnaires were based on the experience of the trainees in their training period and how they felt about the course being relevant. There were also questions that were related to the motivation and job satisfaction of themselves as well as from their colleagues and how such motivation rubbed off on the respondents. Except for o ne question, all the questions were closed ended questions where the respondents had to choose between two or more answers. The results were compiled and analyzed statistically to reveal the findings of the experience of the cabin crew.

The results show that a majority of the respondents (70%) agreed to the fact that the training program and the induction program have been useful for them to get prepared for the job and that the things that they learnt would do them well when they join the work. just 20% disagreed to the proposition and 10% of the respondents stayed neutral. As discussed earlier, one of the prerequisites for effective learning and transfer of knowledge was the creation of tasks in the curriculum so that the trainees can have feel of the original situation. To a question of this nature, 60% of the respondents were of the opinion that the induction course represented a simulated effect of the real life situation when they would be on the job. However 40% were non-committal to the question and preferred to stay neutral.

Questions about the components of the training program were related to the safety, medical safety and the service orientation of the course. All the respondents replying o the survey and taking part in the training program agreed that the safety and emergency procedures as taught in the training were adequate to be utilized in critical and emergency situations on board an airplane. 30% of the respondents strongly agreed and 50% of them agreed to the fact that the medical safety training was adequate to be used ion board aircrafts with while the rest agreed to the question. 20% stayed neutral to the question. Half of the respondents agreed about the applicability and relevance of the service curriculum of the course. However 30% of the respondents did not find the training course to be relevant to the practical job settings. 20% chose to stay neutral.

Most of the respondents complained that the course did not have proper adaptation of directions of services for short flights and many of the respondents felt that shorter flights would affect the delivery of services as taught in the class due to shortage of time.

There were comments about impracticability of attention to details due to limitations of time on flight. Others commented that the short flights were not conducive to provide standardized services as taught in the training program to every passenger due to lack of time. While another respondent pointed out some of the illogical applications taught in training like wearing gloves for cleaning at all times and turning of the label towards the customer. According the respondent, this was not always possible in the real life scenario.

Learning and developing of skills and transferring the learning on to real job scenario is often dependent on the work conditions. The application of the knowledge earned during training often depends on the general real life work atmosphere. In questions related to this issue, a majority, 80%, of the respondents said that they did receive tangible support from their colleagues on board to apply their knowledge from the training for completion of jobs. 20% were not committal on this question. Response to a question about whether the trainees received similar support from the seniors at work, 60% of the respondents said yes while 40% were neutral to the question. In both the questions none strongly agreed to the answers.

60% of the respondents either agreed or strongly that job satisfaction was necessary to transfer of knowledge to complete tasks as per the knowledge gained in the training. 30% remained neutral and 10 of the respondents denied the claim made in the questionnaire.

50% of the cabin crew surveyed opined that they were always driven by relatively high job satisfaction to complete their jobs as per training instruction while 20 said they feel so sometime but not every time. 20% remained neutral while just 10% said that they were not driven by relatively high job satisfaction to complete their jobs as per training instruction

Motivation often rubs off and trainees are motivated to apply their knowledge acquired in training to on the job situations. In questions similar to this, 50% of the respondents said that the colleagues who too received training transferred the learning sometimes but not always. Just 20% said that the colleagues were able to always transfer the knowledge and skills gained at in the training to the job at hand while 20% remained neutral to the question and 10% said they used this very rarely.

All the respondents agreed to the fact that the level of job satisfaction of the colleagues was responsible directly to their ability to complete the job at hand by applying the learning from the training. Nearly half, 40% strongly agreed to the view.

Another impediment to the transfer of learning is the influence of the others at work and the culture of the corporate to transfer learning. While replying to a question about the effect of colleagues not transferring learning to the job affecting the respondent, just 20% said they were affected by the inconsistency of the colleagues, 30% said they were not affected while 50% remained neutral.

Discussions of findings

In this section we would discuss the findings from the survey in light of the possibility of transfer of learning form the training that the newly recruited cabin crew underwent.

Employee Engagement and Motivation

As has been evident from the review of literature in chapter II of the study, transfer of learning is often dependent on the engagement of the employee undergoing training in the real life job situation. The transfer is also dependent on the motivation of the employees. Such motivation can come from the attitude and the confidence that a trainee receives from the seniors and colleagues at work. Individuals are often seen to be affected by what the colleagues do in their immediate surroundings as well as the support and the confidence that they receive from the seniors. In the training program surveyed in this study it is evident from the findings that the curriculum and the attitude support is available both from peers and seniors for trainees undergoing training. A vast majority of the trainees agreed that they were helped in their completion of the job according to the instructions and direction delivered in the training. This means that there is enough scope with respect to peers and senior support for transfer of learning.

In the secondary data collected about Singapore airlines, it has been stated that the company supports and lays great emphasis on the training and development of skills. The entire management supports training and its application on the job. This is the reason of most of the seniors and peers giving adequate support to new cabin crew to apply transfer of learning. Therefore, from the survey it can be said that there exists an atmosphere of peer and senior support for individuals to transfer learning from the training to the job at hand. (Appendix 1)

Job Satisfaction Affecting Learning Transfer

One of the prerequisites of transfer of learning is the interest and the motivation of the trainee to do so while on the job. Research has established that one of the factors that motivate employees and staff is job satisfaction (Cree and Macaulay, 2000). If an employee is happy at work, that employee would be more inclined and encouraged to apply the knowledge and skills acquired from training to real life situations on the job. The results of the survey show that a majority of the trainees agree that they are drive by job satisfaction to complete a job according to what they were taught in the training. This means that the satisfied and happy employees were more inclined to transfer their learning to real life work situation. This is because such employees are motivated by the job satisfaction.