TRANSFER OF TRAINING AND JOB PERFORMANCE: ANALYSIS OF DEVELOPMENT SECTOR IN PAKISTAN

The purpose of this research is to examine the relationship between training factors and job performance when training transfer mediates the relationship. This research is quantitative in nature and has employed SPSS-21 and Smart-PLS software to analyze the data and to test the hypothesized relationship between variables of the conceptual model. The research strategy involves a survey design using primary data. The findings of the research indicated a strong positive relationship between latent constructs. Moreover, the direct relationship between training factors and training transfer was significant therefore hypotheses were accepted. The indirect relationship between training transfer and job performance was significant and positive therefore hypotheses involved were accepted. The findings of the research under the study supported existing literature. Managerial implications of the research involve staff preparedness that should be ensured by working proactively, training aims should be associated with the organizational goals, and the relevance of training content should be ensured with the current job. This study enriched the understanding of the gap between training received and implications on the development sector by showing the impact of training factors and training transfer on job performance.


INTRODUCTION
Rapid Organization as a part of a global economy is facing challenges; one of the best ways to cope with the change is to improve the skill, knowledge and ability of employees (Marr, 2017).
Employees possess varied skill levels with no in-built competencies, so organizations have to 1 Lecturer, Faculty of Management Sciences, Karakoram International University, Gilgit Baltistan, Pakistan. Email: salima@kiu.edu.pk 2 Assistant Professor, Faculty of Management Sciences Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Pakistan. Email: dr.kamran@szabist.edu.pk

STATEMENT OF THE PROBLEM
Over the last two decades, organizations have been focusing on human resource development (HRD) by investing in professional development and training programs. The main objective of these programs is to improve employee skills, knowledge and abilities towards the achievement of a specific job and organizational outcomes. However, past trends suggest a poor application of learned skills towards the achievement of objectives. Therefore, without proven results organizations are least concerned to invest in HRD programs. It is a challenge for HRD professionals to design effective training programs that ensure learned knowledge at the workplace, to achieve desired outcomes.
The research under the study is focused on the development sector where stockholder organizations are involved in the capacity building of their manpower by providing extensive training programs. Employee responses are taken to analyze the mediating role of training transfer in the relationship between training factors and workplace job performance. Organizations' are investing huge amounts of money in trainings to get the desired outcomes. Out of this training investment, only a smaller percentage resulted in desired outcomes. Therefore the transfer of learning that comes from the training is considered a training problem that needs to be sorted out (Blume, Ford, Baldwin, & Huang, 2010). Firms wanting to improve investment in trainings and get the desired outcomes, need to pinpoint and develop factors that cause the transfer of learning at the workplace (Friedman & Ronen, 2015). Training transfer is considered as a measure of training effectiveness (Shi & Liu, 2015), therefore firms are focusing on evaluating the transfer of DOI: 10.52633/jemi.v4i1.148 [30] training at the workplace because this factor leads to organizational success. The problem arises when employees are unable to transfer training at the workplace to get the desired outcomes. Thus, it is important to know how training transfer is playing a role to get the desired job performance outcomes.
This study intends to analyze how training factors lead to training transfer at the workplace and consequently how it leads to job performance. Besides, the direct impact of training factors (individual characteristics, training design and work environment) on training transfer and the indirect impact of training factors on job performance when training transfer mediates the relationship will be analyzed.

RESEARCH OBJECTIVES
Through the review of literature, the following research objectives could be drawn.
1. To analyze the effect of trainee characteristics, workplace environment and training design factors on training transfer and the extent to which each factor contributes to training transfer.
2. To analyze the mediating impact of training transfer in the relationship between training factors (individual characteristics, work environment and training design) and job performance.

RESEARCH QUESTIONS
RQ1: What is the Impact of trainee characteristics, workplace environment and training design factors on training transfer? RQ2: What is the impact of training factors (individual characteristics, work environment and training design) on job performance when training transfer mediates the relationship?

Training Transfer Overview
The additional experience in a new situation is measured as the transfer of training (Kilbrink et al., 2018). Transfer of training is one of the core factors to improve employee competencies and professional skills, however desired outcomes cannot be attained due to challenges arising (Starks, 2019). Various factors hinder the process of transfer of training, from training, received to the achievement of organizational objectives. Irrespective of constraints in the transfer of training, employees should perform efficiently to achieve sustained competitive advantage (Ma & Chang, 2013). The training research has moved beyond training effectiveness to the successful training transfer (Bai, li, Bai, & Ma, 2018). The effectiveness of the transfer of training depends upon the

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Volume 4, Issue 1, January 2022 [31] self-efficacy of the trainee, pre-training motivation, the extent of learned capability out of a training session and transfer of that capability to the workplace (Ma & Chang, 2013). Literature suggests that trainees learned skills in the training are transferred only up to 10 to 20 percent (Ma & Chang, 2013).
According to Bukar and Ibrahim (2021), the success of a training program depends on the two perspectives, educational and economic, where educational perspective is providing a learning environment to enhance individual knowledge and competencies while educational perspectives are related to the application of learned skills to the workplace. Transfer of training is a concept based on an economic perspective.

Themes in the Transfer of Training
Baldwin and Ford (1988) (Grossman & Sales, 2014). This model suggests certain factors to be considered in the process of transfer of training to get the desired outcomes, involving trainee characteristics, training design factors and work environment factors (Starks, 2019). Input factors indicate the expectations and experience of trainees from a training program (Leornardo, 2015) The transfer is the third level in Kirkpatrick's (2011) model of training evolution which is most applicable to assess transfer of training based on trainee's performance and to equate training input factors with outcomes (Starks, 2019). Further, this level demonstrates the confirmation of the achievement of the first two levels of reaction and learning, therefore, it provides a realistic picture to management about the skills, knowledge and abilities needed to ensure transfer.

Job Performance
Job performance represents the task yield of an organization, individual or a group (Na-Nan & Sanamthong, 2019). Further, the organization expects individuals to deliver expected output where employee potential is enhanced through heavy investments in training and development. Employee job performance refers to the conduct established by the employer to meet organizational goals (Fogaça et al., 2018). Moreover, job performance is employee conduct or behaviour in the context of a certain job-related task. Two aspects of job performance are mentioned in the literature, behavioural and outcome perspectives. The behavioural approach is related to the performance of given job-related tasks, whereas the outcome aspect is viewed as a result of that behaviour (Pandey, 2019).

Influence of Individual Characteristics on the Transfer of Training
Research studies in organizational training fall into one of three categories (Leonardo, 2015). The research under the study is focused on individual characteristics of self-efficacy and training retention. According to Grossman and Sales (2014), training utility, self-efficacy and intellectual ability have a strong association with the transfer of training. Trainee characteristics and trainee attributes play an important role while transferring the learned skill from the training to the workplace (Saleh, 2011). The above given evidence leads the study to suggest that:

H1:
There is a significant positive relationship between individual characteristics and training transfer.

Influence of Workplace Environment Factors on Transfer of Training
This research involves certain work environment factors such as supervisor support and opportunity to use. These factors can encourage the transfer of training. According to Bhatti et al. (2013), supervisor support is a core element to bring training success by transfer of training Supervisor's support as a work environment factor can be in the form of per and post-training, support related to training material and passionate support (Putter, 2013). Supervisors involved in training need identification for employees by pinpointing progress areas and motivating employees to be a part of a training program and applications of learned skills at the job (Qureshi & Hamid, 2017). The impact of organizational factors on the transfer of training and its outcomes in terms of supervisor support and feedback is hypothesized in this study. Kia & Ismail (2013) investigated and proved the relationship between training transfer and all dimensions of the work environment.
The given the study to suggest that: H2: There is a significant positive relationship between work environment factors and training transfer at the workplace.

Influence of Training Design Factors on Transfer of Training
Training design must be compatible with the job requirements to achieve positive workplace outcomes. Transfer of learning is dependent on resemblance and dissimilarity of contents and conditions of the learning environment and actual job. Further, it depends upon the learning process (Kilbrink et al., 2018). More knowledge of job content leads to increased interest in the performance of daily tasks (Ellstrom & Ellstrom, 2014). Bhatti et al. (2013) researched training design factors that play role in the process of training. Self-efficacy plays a mediating role in training designed factors and transfer motivation (Fatima & Siddiqui, 2019). The transfer must be compatible with the job requirements to achieve positive workplace outcomes. Motivation and self-efficacy are important factors in training design that provokes an employee to transfer the learned skills on the job (Bhuiyan et.al, 2017). Based on the given knowledge following can be hypothesized: H3: There is a significant positive relationship between training design factors and training transfer to the workplace.

Influence of training transfer on Job performance
Transfer of training is defined as the extent to which the participant of the training acquires a sustained change in the way work is performed due to the change in skill knowledge and ability (Wenzel & Cordery, 2014). Training leads to improved self-confidence and competence level, more knowledge of job content that leads to increased interest in the performance of daily tasks.
Training has improved employees' problem-solving ability and critical analysis, assumed more responsibility to perform their job than before, improved work methods (Ellstrom & Ellstrom, 2014). Transfer learning leads to two outcomes individual workplace learning outcomes and organizational learning outcomes, where the prior involve improved competence and confidence with the motivational and desire to learn, development of leadership and management skills and the latter involve two main themes of enhanced professional practice and organizations gain, being able to integrate HRM with organizational strategy (Crouse, Doyle, & Young, 2011). Based on it is hypothesized as below: H4: There is a significant positive relationship between training transfer and job performance.

Influence of Trainee Characteristics on Job Performance when Training Transfer Mediates the Relationship
The findings of the study confirm the significant relationship between cognitive and behavioural changes with company performance (Dermol & Čater, 2013 cognitive ability are impacting training transfer (Grossman & Sales, 2014). According to Bhuvanaiah & Raya (2015) employees obtain motivation to transfer the learned skills at the workplace from the manager, immediate boss and self-motivation. When the employee is motivated to transfer, it leads to training transfer at the workplace (Kim-Soon et al, 2014). Job performance is considered an outcome because it can be achieved as a result of a certain behaviour (Pandey, 2019). The given evidence leads the study to suggest that: H5: There is a significant relationship between trainee characteristics and job performance when training transfer mediates the relationship.

Influence of Work Environment on Job Performance when Training Transfer Mediates the Relationship
Skills and knowledge gained after training cannot be transferred to the workplace even after having a strong training design in the absence of a conducive work environment (Grossman & Sales, 2014). Work environment factors involve supervisory and peer support, opportunities to apply skills, and workplace climate. Learned skills and knowledge will be immaterial and elapsed if management will not prove a supportive work environment (Obaid et al., 2016). Successful transfer of training leads to professional development, improved skill knowledge and ability, and improved employee retention (Bai, li, Bai, & Ma, 2018) Based on the above literature, the following assumption can be hypothesized:

H6:
There is a significant relationship between work environment and job performance when training transfer mediates the relationship.

Influence of Training Design on Job Performance when Training Transfer Mediates the Relationship
Training design involves training design, method and trainer skills to enable trainees to acquire and transfer skills at the workplace (Alias, Ong, Rahim, & Hassan, 2019). Further training competence is found the greatest contributor in achieving training goals. Training design is an important element in the transfer process and consequently in achieving positive learning outcomes (Grossman & Sales, 2014). Ghosh et al. (2012) found a connection between training contents and achieving positive organizational outcomes. Job performance with reference to behavioural and outcome perspective is elaborated as a positive organisational outcome Pandey (2019). Therefore, the intention of the study based on the given argument above is to test the following:

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Volume 4, Issue 1, January 2022 H7: There is a significant relationship between training design and job performance when transfer training mediates the relationships.

CONCEPTUAL FRAMEWORK
The conceptual model in figure 1 is formed based on the themes in the transfer of training and empirical review.

Variable Author Description
Training Transfer (Kilbrink et al., 2018) The additional experience in a new situation is measured as a transfer of training. (Starks, 2019) Transfer of training is the execution at the workplace of what is learned in a specific period of time. (Ma & Chang, 2013).
The effectiveness of the transfer of training depends upon the self-efficacy of the trainee, pre-training motivation, the extent of learned capability out of a training session and transfer of that capability to the workplace. (Bukar & Ibrahim, 2021) The success of a training program depends on the two perspectives, educational and economic (Alton, 2017) Defined one kind of transfer as a transfer from learning to application. The other two kinds of training transfers; transfer from old learning to new learning and transfer from previous understanding of knowledge to new learning. Training Factors (Individual Characteristics) (Leonardo, 2015) Research in organizational training falls into one of these three categories: input, output, and maintenance factors.
Grossman & Sales (2014) The training utility, self-efficacy and intellectual ability have a strong association with the transfer of training. (Ford, 2009).
Individuals' post-training willingness to learn has a strong impact on training transfers. (Bhatti, 2010) Rules of transfer, conditions of transfer and stimulus change has an impact on TOT.

Bhatti et al. 2013)
Supervisor support is a core element in bringing training success through the transfer of training (Çifci, 2014) A conducive work environment leads to positive transfer of learned skills on the job. (Leonardo, 2015 Input factors indicate the expectations and experience of trainees out of a training program. Curry et al. (2005) Only 34% is transferred after a year of training received, 44% after six months and 64% transferred immediately after a training program. (Qureshi & Hamid, 2017) Training requires identification for the employee by pinpointing progress areas and motivating the employee to be a part of a training program and applications of learned skills at the job Job Performance (Na-Nan & Sanamthong, 2019). Job performance represents the task yield of an organization, individual or group. (Fogaça et al., 2018) Job performance is affected by various factors such as individual's characteristics, work environment, organizational environment.

Baldwin and Ford
Consists of input factors, output factors and conditions of transfer.
Three components of training input, training output and maintenance where trainee (individual) characteristics, training design and work environment factors are subcategories of training input factors (Çifci, 2014).

Kirkpatrick
Involve reaction, learning, transfer and results.
Most applicable to assess the transfer of training based on trainee's performance and to equate training input factors with outcomes (Starks, 2019).

learning transfer system (LTSI)( 2000)
Holton III Theoretically based, a generalizable instrument to be used in diagnosing an organization's strengths and weaknesses for learning transfer Suggest certain factors to be considered in the process of transfer of training to get the desired outcomes, involving trainee characteristics, training design factors and work environment factors (Starks, 2019).

Woodworth & Thorndike
Explains the positive correlation between the similarities between training and performance environments and the level of training transfer.
Explains the relationship between training performance environment and training transfer.

Figure 1. Conceptual Model
Adopted from: Baldwin and Ford (1988); Velada et al. (2007); Obaid et al. (2016) The basic argument of the research under study involves the investigations of the mediating effect of transfer of training in the relationship between training factors and job performance. This model sketches three elements as training factors are, trainee characteristics, training design and work environment leading to training transfer and job performance. These factors are vital to achieving organizational outcomes and individual ability (Grossman & Sales, 2014 ability due to wrong utilization and application of training concepts, therefore this model provides authentic and proven elements that lead to training transfer in different contexts. This study is based on the principle of identical elements suggested by Woodworth and Thorndike (1901) that elaborates the relationship between two elements, training and performance environment, and transfer of training. Further, these elements should be similar to ensure the successful transfer of training to the workplace. According to identical elements theory, successful transfer of learning is possible when the components of two settings are alike (Tracey & Mandel, 2012).

Research Approach
According to Bell et al. (2018), there are two approaches to research, deductive and inductive, where the research approach describes the relationship between existing theory and the research.

Research Type
Descriptive, exploratory, and explanatory are three different types of research (Saunders et al., 2009). The study is quantitative in nature thus is explanatory. This research intends to explain the causal relationship between latent construct of transfer factors, training transfer and job performance, thus qualifies as being an explanatory research

Research Strategy
The research strategy is the general plan for answering the research questions that involve researchers philosophical understanding and research objectives, the existing knowledge and the amount of time and other resources available (Saunders et al., 2009) and archival research. Since this research is a quantitative study, the analysis is done based on the survey using primary data from the employees working in different organizations.

Research Method
Under the research method, based on the research question, the collection of data and its analysis is prepared by the researcher. This research is conducted using a quantitative method where primary data analysis is done using a questionnaire from different employees working in various organizations.

Sampling and Selection Technique
A sample is the smaller portion of the total population under analysis (Polit & Beck, 2010). It is important to obtain and generalize information regarding all cases out of which samples are drawn (Saunders et al., 2009) Because of lack of time and lack of a proper database in the development sector, data was collected on the basis of convenience. The second justification is accuracy where the desired level of data was collected to achieve significant results. Online data for the research under the study is collected due to the COVID situation. The inclusion criteria for the target sample were made based on the following points: • The sample comprised only employees of NGOs working in Karachi.
• Sample choice was based on the assumption that employees have prior job-relevant training experience.
• Inclusion of only those employees who are willingly responding and interested in participating.
• There will be no monetary benefits paid to the respondents. This is a quantitative study where descriptive statistics were conducted using SPSS version 21.

Analytical Techniques
The research type of the study is explanatory where causal effect between variables is involved therefore using PLS version 3.0 by Ringle and Wende. and., Becker (2015) was employed to analyze the validity, reliability and for confirmatory factor analysis and hypothesis testing.
Data were analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM) to understand the relationship between constructs and the indicators (Nitzl et al., 2016). The research under study involve a mediator, therefore the mediation effect (indirect effect) was analyzed through bootstrapping to know the size of mediation. The mediating effect occurs when the third variable affects the relationship between the dependent and independent variables (Nitzl et al., 2016). The analysis was performed using Baron and Kenny 1986 approach.

Structural Equation Modeling
The

Data Collection Methods and Sources
Using Google Docs, a survey questionnaire link was sent to the respondents, where responses were self-administered. The quantitative analysis involves data collection from 253 randomly selected respondents. The frequency of the response will be categorized based on the research objectives and research questions. The respondents of this research are employees of humanitarian and development sector organizations, involving diversified employees, where extensive training is offered. Therefore, each employee is assumed to have training experience. Around 350 respondents were approached initially using snowball sampling strategy where the unit head was approached by sending an email that directs a link and asked to invite interested participants by sending the link to give their responses. All participants were volunteers so they were not provided with any kind of monetary compensation for survey instrumentation. For the purpose of collecting primary data, a self-administered questionnaire was used. The participants were asked to score responses five-point Likert scale ranging from 1 (strongly agree) to 5 (strongly Disagree). The table below represents the sources of constructs along with the number of items. Moreover, the constructs and related indicators are given in the appendix.

Pilot Study
Using Google docs, 70 questionnaires were distributed to the respondents who were meeting the preset selection criteria. Out of the 70 questionnaires, 53 were returned suggesting necessary changes in the questionnaire description by a few respondents. Results of the reliability statistics are shown in Table 4 below.  .000  The questionnaire was adapted from several sources data was then collected and analyzed using PLS-SEM to find Confirmatory Factor Analysis (CFA) and to identify the goodness of fit between data and hypothesized model. This method is used only when the investigator has a prior understanding of the core underlying variables (Byrne, 2010). According to Nor Azman (2017), the primary aim of using confirmatory factor analysis is to confirm hypothesized relationships and to authenticate measurement models. Table 7 below indicates that all items of constructs are having positive values above 0.5. Therefore, the condition of uni-dimensionality is met for all measurement models. 2014: Fornell & Larker 1981). However, factor loading above 0.6 is also acceptable (Barclay et al., 1995). We can see in table 7 above that AVE values are all above threshold values of 0.5 and factor loadings of each item are above 0.7 except TD4 which is 0.6 which is also acceptable.

Discriminant Validity
As per Fornell Larcker Criterion (FLC), discriminant validity shows that the loadings of indicators for its own latent variable should be higher than loadings of other indicators (Hair et al, 2014).
According to the FLC criteria, AVE values should be compared with inter-construct correlation.
The diagonal values of AVE Square roots should be higher.

Reliability
The average variance extracted and (AVE) and composer reliability (CR) are two required assumptions to ensure internal consistency (Blunch, 2008). Moreover, the AVE value should be greater than 0.5 and the CR value should be greater than 0.6 to meet the consistency threshold.

Predictive Relevance of the Model
The extent of this change is classified into three levels as low, moderate and substantial. The cutoff points for these levels are less than 0.2, between 0.3 and 0.6 and above 0.6 respectively (Sanchez, 2013).

Model Fitness
The Model below the fitness table indicates SRMR and NFI values as significant with SRMR at less than 0.1, that is 0.05 and NFI value as 0.8. Moreover, values of (d_ULS) are 0.9 and d-G1 and d_G2 are 0.60 and 0.52, respectively. Hence, the values are meeting the assumptions, so the regression model has strong fitness.

Hypothesis Testing
The

H1: There is a significant positive relationship between individual characteristics and training
transfer.  A favourable environment leads to successful training transfer at the workplace (Çifci, 2014). In the training research, the work environment factor was ignored initially by focusing primarily on trainee characteristics and training design. Moreover, its positive impact of training transfer and other organizational outcomes enhances its standing.

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[47] When a conductive work environment is provided to the employees with proper feedback from the management and supervisor support, employees are likely to transfer skills. According to Velada et al. (2007) work environment with reference to supervisor support and others feedback regarding the employee performance after training has a positive impact on training transfer at the workplace.

H3:
There is a significant positive relationship between training design and training transfer to the workplace.   (Çifci, 2014). Training design in terms of its application and relevance of contents to the real workplace is directly related to training transfer (Velada, 2007).

H4: There is a significant positive relationship between training transfer and job performance.
This hypothesis is also accepted based on the fact that there exists a strong positive relationship between Training design and training transfer .p-value is significant with a value 0.00 less than the threshold value of less than 0.05.T-statistics is 24.4 far above the threshold value of 1.96. Data is less deviated with a value of 0.033 sense reliable. The value of the path coefficient is 0.797 above the cut-off point of 0.01. Therefore it is concluded that there is a significant positive relationship between Training Transfer and Job performance. positive outcomes on employee output that consequently leads to improved individual's job performances.
When the trainees learn a particular skill from the training and successfully implement and practice it in the real workplace, then positive outcomes are achieved where job performance is one of the core outcomes. Without the successful transfer of training skills job performance cannot be improved.  Moreover, outcome is the last level .based on the argument we conclude that training transfer leads to positive outcomes of job performance.

H6:
There is a significant relationship between work environment and job performance when training transfer mediates the relationship. Moreover, the p-value is significant with a value of 0.003 at less than 0.5 threshold values.
Therefore it is said that training transfer mediates the relationship between work environment and job performance.
The indirect impact of the work environment on job performance is hypothesized when training transfer mediates the relationship. PLS results of the study also confirm this relationship. When training transfers mediated the relationship then work environment impacts positively on job performance (Obaid et al., 2016). Trainees with a favourable approach towards the organisation and their job are the ones to achieve positive outcomes than those trainees, who have a negative approach.
H7: There is a significant relationship between training design and job performance when transfer training mediates the relationship.
The relationship between both constructs. Moreover, the p-value is significant with a value of 0.025 which is less than the threshold value. Therefore, it is said that training transfer mediates the relationship between training design environment and job performance.
The mediating effect of training transfer on the relationship between training design and job performance is statistically significant by indicating a positive relationship (Obaid et al., 2016).
Hypothesis 7 asserts the mediating relationship is confirmed by the PLS results by depicting significant results. Past research studies have revealed that training trainee has a positive intention to transfer training skill when training contents are realistic and close to the actual workplace, in this way trainees not only recall training contacts but also practice them in the actual workplace.

RESEARCH IMPLICATIONS
This research attempted to investigate the impact of certain factors on training transfer that leads to job performance. Among these factors, individuals' characteristics were taken as the first factor, with indicators of self-efficacy and training retention. The second factor was the work environment that involved indicators of feedback and supervisory support. Lastly, the third factor, training design, was validated from the previous literature and was found that these factors are strong predictors of training transfer. Furthermore, impact on job performance was validated from the results and quantitative analyses were conducted in the context of Pakistan's development sector whereas previous studies were conducted in different regional and industrial contexts.
In most organizations, stakeholders involve UN agencies and other NGOs where extensive training is provided to their diverse workforces. Hence the transfer of training and its impact on workplace outcomes is analysed based on the past or current training experiences of the employees. Study findings suggest that these factors are directly linked to training transfer at the workplace and when employees are successfully transferring skills, it leads to positive outcomes of job performance. efficacy has a strong relation with training transfer (Quinones 1995). Similarly, training retention is another important factor that leads to the successful transfer of training. Moreover, this study has certain limitations. Although the researcher has received quality data from only interested respondents but collecting a large pool of data was a hindrance due to accessibility and privacy issues. Also, as most employees of NGO's get limited contracts for the short term thus collecting information from employees with long term job experience with the same NGOs was a constraint. Additionally, as NGOs are funding based organizations, due to low funding many such organizations are downsizing, thus access to a larger pool of long-term working employees was a difficult target to meet.

FUTURE DIRECTIONS
The current study was conducted on various organisations in the development sector in Pakistan.
There are various recommendations not only for the specified sector but also for other private and public sector organizations where little to diversified trainings are provided to employees. The results show a strong positive relationship of individuals' characteristics with training transfer and a strong positive relationship of training transfer with job performance. Therefore, managers must pay attention to enhancing individuals' self-efficacy and training retention to transfer learning comes from the training at the workplace. Moreover, attention should be paid to ensuring training transfer to enhance employee productivity that is linked with organizational performance.
Job performance based on this research and past research can be improved only when successful training skill transfer has ensued, therefore training contents should be selected carefully to have close relevance with the job i.e. employees in the relative departments should be given training specifically relevant to their department according to their job roles and demands. Similarly, staff preparedness should be ensured by working proactively. Moreover, employees should be trained to respond to emergencies as mostly in NGO's they have to deal with crises in many cases. Lastly, it is emphasized that job performance is linked with overall organizational objectives therefore training objectives should be associated with the organizational goals.