Learning mechanisms in time-bounded training interventions: differential effects of reciprocal vicarious learning and transactive memory systems

Abstract

Abstract

Purpose This study aims to examine how two learning mechanisms – reciprocal vicarious learning (RVL) and transactive memory systems (TMS) – translate training intervention quality into learning outcomes and perceived individual job performance in a time-bounded international training program. Design/methodology/approach A structural model linking overall intervention quality to RVL, TMS, knowledge acquisition, knowledge application, innovative work behavior and perceived individual job performance was tested using survey data from 150 participants in Korea’s Knowledge Sharing Program. Data were analyzed using partial least squares structural equation modeling. Findings Of 11 hypotheses, eight were supported. RVL significantly predicted both knowledge acquisition and knowledge application, whereas TMS did not significantly predict either outcome. Knowledge application and innovative work behavior – rather than knowledge acquisition alone – emerged as proximal drivers of perceived individual job performance. The model explained 74.3% of the variance in perceived performance. Practical implications Program designers should structure opportunities for peer-based experiential exchange, support postprogram knowledge application through follow-up mechanisms and encourage innovative use of learned content in participants’ work settings. Originality/value This study contributes to training transfer theory by specifying learning mechanisms through which intervention design shapes posttraining outcomes. It also refines TMS theory by identifying temporality as a boundary condition: participants may develop initial expertise awareness without that awareness maturing into a functionally effective coordination mechanism within a limited interaction window. These findings offer empirically grounded insights for designing learning-oriented practices in organizations.