Transfer of Training is one of the areas which have received attention of researchers and academicians, it is good to understand the real idea of transfer of training at global corporate cultures because it’s one of the less studied area of organizational behavior. The current study is going to see the effect of supervisor support on transfer of training by taking job satisfaction as mediating variable. One of the main organizational concerns is Transfer of Training which intends to measure the actual degree of training that is realistically applied by trainees after completion of their training program. Different skills implied by employees in any company are important for success of that company. Training is seen an essential step in improving employee performance and their Job Satisfaction, therefore large sums of money are spend on training but it is important for employers to see whether the training programs are fruitful or it is an unnecessary expense on part of the organization. For any institution training and related Job Satisfaction are important parts of an organization’s human resources and well trained employees are known to perform their routine duties better. When support from the Supervisor to its employees is strong it helps in improving quality of work along with employees increased Job Satisfaction. Supervisors are mediators in a company; their role is to carefully fit employees to their work. Their responsibilities are monitoring employee performance, performing periodic assessments of employees work and provide feedback for more improvement in their work for better contribution and commitment to the company.

This study will be conducted to examine in detail, further insight into the relationship between Supervisor Support on Transfer of Training, a mediating role of Job Satisfaction at GSK. Study will give identification of the problems which are being faced by the employee and management to provide a clear path for consistently improving the relationship between Supervisor Support and Transfer of Training through mediation of job satisfaction. This study will highlight the areas of management practices which play pivotal role in enhancing organizational performance through individual competence and to develop and deploy individual talent and it will help, some extent to training department and managers of GSK to have an idea what actually employees feel and perceive about GSKs training program, supervisor support and resultant level of job satisfaction. Decisions’ makers of different organization, will incorporate management policies to enhance employee performance by sharpen the skills , competencies and capabilities would be benefited by this study and also Pakistan pharmaceuticals industry get the best practiced followed in this study and to identify the areas for improvement with immediate intentions.

Perceived Supervisor Support and Job Satisfaction

Employees often struggle when they have a demanding job with impending family responsibilities that awaits them at home and a Supportive Supervisor will help them, to balance their job properly, hence boosts Job Satisfaction (Rucha, 2013). Eder and Eisenberger (2008), and Avery et al. (2008) explain another aspect of supervisor, to have an important social role as well. The position of supervisor itself gives them authority, but at the same time with non-managerial employees they have less social distance. Due to this reason they are perceived as the upper managements representatives by employees, whether or not that is actually true (Avery et. al 2008). Under a Supportive Supervisor employees have stronger job commitment and usually, they are more loyal to the company and having clear understanding of the work as well as family life (Rucha, 2013). Given the importance of work and family related issues among workforce it is like a blessing to have a Supportive Supervisor which serve as a characteristic of effective family friendly workplaces. The study presented in Supervisor Supportiveness, a paper of talent study is conducted to help and minimize gap of job demand with the help of both effects of Job Satisfaction and Supervisor Support (SS) on Transfer of Training. Generally in every organization, the role of supervisors is perceived very crucial on the part of job execution of subordinates and to provide formal criticism about workers’ job execution and to focus employees’ measure of job satisfaction (Mathew& Jazac 1990). As supervisor is regarded as the true representative of the organization and responsible to make a bridge between employees and top management and make cooperation with them to help them, manage their issues and evaluate their execution during job candidly, so strong bounded encouragement exist when supervisor compel them ,than any other social group.( wayne and Green, 1993).

Job satisfaction can be defined as “how people feel about their jobs and different aspects of their jobs, essentially, it is the extent to which people like or dislike their jobs” (Spector, 1997).Job Satisfaction is usually elaborated as mental, emotional, and behavioral reactions to job and deep analysis of feature of job as well as specific job relevance issues (Locke, 1976). Job Satisfaction broadly speaking is comprises of nine major factors , supervision, , promotion, pay, contingent rewards, benefits gained, appreciation, policies and procedures during operations , how to interact with coworkers and verbal and non verbal communication within the organization (Specter, 1997). In organizations where managerial relations are dominated by top hierarchy and no support is provided to the reporting employees, this is a mere glimpse of job dissatisfaction (Pursley, 1974).Those supervisors who implement organizational standard operating procedures to their followers are regarded as main figures of the organization, because they exercise flexible approach at the individual level (Ellison, 2004).. In Transfer of Training during a job, the most important factor is Supervisor Support as it is assumed by studies conducted by Baldwin and Ford (1988); a substantial quantity of study was established to see the relationship between Transfer of Training and Supervisor Support and usually this relationship is direct and positive. Xiao (1996) conducted a quantitative study between working women in different production assemblies such as electronics manufactures organization, the outputs of this study clearly indicated that an amount of employee supervision is vital and positive dimensions of Transfer of Training results.

According to a study conducted by (Facteau, et al., 1995) to see the effects of Supervisor Support on Transfer of Training findings, include a pre training motivation of trainees, and outcomes of trainee’s dependent variable. The results of the study show positive correlation between Supervisor Support and transfer outputs. However Supervisor Support for training can be positively effects the employee’s motivation as well as Job Satisfaction to learn something new but might be has indirect effect on Training Transfer outcomes. Therefore the relationship has been dig out between Supervisor Supports with transfer outputs in the study somehow depends on motivation of trainee to learn which might not have a direct relationship. This applies on the effects of Supervisor Support with transfer outcomes, not to be concluded as direct but also indirect as well in transfer outcomes could be affected by Supervisor Support due to its influence on more than one variable Nijman (2004).Several studies have been conducted in the past to study the outcomes of Supervisor Support and its relationship or impact on Transfer of Training level because training does not come cheap to the organization and it is a huge investment and employer is always persistent about positive outcomes of the training (Nijman et al., 2006).

Different skills implied by employees in any company are important for success of that company, training is seen as an essential step in improving employee performance and their Job Satisfaction, therefore large sums of money are spend on training but it is important for employers to see whether the training programs are fruitful or it is an unnecessary expense on part of the organization. This study will be conducted to examine in detail the relationship between Supervisor Supports and Transfer of Training a mediating role of Job Satisfaction at GSK.

Training processes at GSK.

GlaxoSmithKline is a leading research based pharmaceutical company Worldwide and rank number 1 in Pakistan. Mission is to improve the human life. GSK nurtures a vibrant knowledge culture, which flourishes on innovation and suppleness. GSK arranges various trainings session, seminars, and workshops to train its employees. After Initial employee orientation programs, GSK also arranges ITC (Initial training center) in Karachi for 24 days. This training helps employees to sharpen their skills, abilities, behaviors, and professional inventories. To measure the level of Transfer of Training, GSK conduct knowledge assessment through quizzes and rating of quality of interaction with Health Care Professionals of its employees. This differentiates GSK from rest of the companies in Pakistan. Most of the leadership programs tend to be with a vision of creating and nurturing leaders for tomorrow.

Problem Statement

In order to achieve high individual performance and to increase organizational efficiency and effectiveness, Pharmaceutical Companies have invested in human resource development activities like training. However these companies have not much focused on employees’ ability to Transfer Training, moreover supervisor support is not given much importance in this regard to enhance employee Job Satisfaction level. This study will be conducted to examine how Supervisor Support, when given to the trainee, increases the ability to transfer the trained skills. Along with to, reinforce and support the trainee’s belief, in their ability for knowledge and skill utilization at the workplace. Training is considered as effective, not only for meeting training objectives but also to make sure that employees execute, at work place, what was learnt ,( Welxley and Latham 2002). After the training session, most of the employees should be well equipped to grasp the knowledge as well as skills, required to increase set execution level, along with high Job Satisfaction level. But the impact of training depends on the smooth running and facilitation provided during that training process. For the purpose of successful Transfer of Training, the help of Supervisor Support coupled with highest Job Satisfaction level of employees is the expected outcome, for the Pharmaceutical Companies such as Glaxo Smith Kline in Pakistan.

Background

Transfer of Training is defined, as the point to which employees are able to easily apply their newly learned skills into their jobs, (Baldwin & Ford, 1988). Since past 20 years significant research has been conducted to study Transfer of Training, Baldwin and Ford (1988) proposed a wide-ranging model of training effectiveness (Ford &Weissbein, 1997; Burke & Hutchins, 2007; Weissbein, Huang, Ford & Schmidt, 2011). Researchers have reasoned that Job Satisfaction is significant element that can help, to boost Transfer of Training at workplace (Baldwin & Ford, 1988; Cheng & Hampson, 2008; Elangovan & Karakowsky, 1999; Thayer & Teachout, 1995).Transfer of Training is always helpful, for implementation of new skills, as well as techniques and knowledge which is acquired by receiving, on the job training and its resultant maintenance, over a specific time frame. The definition of Transfer of Training explains that, the practice in which trainees effortlessly and continuously, strategically apply their learned skills in their routine job at their workplace (Noe, 2005). It has been explored by Noe, (2005) that Transfer of Training mainly occurs at two levels, first level is known as generalization training, refers to a trainee’s ability to apply learned capabilities (motor skills, verbal knowledge, etc.) to on-the-job work problems and situations that are of similar nature but not completely identical to those problems and situations emerged in the learning environment. And the second one is called maintenance training refers to the process of continuing to use newly learned abilities over time. Similarly according to the research conducted by (Bernard et al., 2001) states that various forms of Transfer of Training are present which are positive transfer and negative transfer. Positive transfer is considered as the identification of the level at which employees are able to acquire knowledge, techniques, necessary skills and attitudes. Whereas negative transfer is the level at which undesired effects happens after ensuing a course. This research will be focusing on positive training transfer as it is based on continuous applications of newly learned skills by trainees. Current studies have indicated Job Satisfaction and Supervisor Support, as an important factor, in predicting Transfer of Training( Jodlbauer et al., 2012) & (Simosi, 2012), but little information is currently available on how SS (Supervisor Support) interaction with employee Job Satisfaction, takes place for enhancing Transfer of Training. This is the main reason behind selecting these factors for studying the relationship between these constructs as Transfer of Training. It is concluded that investigation of both variable, affects the trainee features as well as working environment, and are the vital predictors of Transfer of Training research direction (Ford & Weissbein, 1997; Nijman & Gelissen, 2011). Lim (1999) illustrates that as this can increase the visibility of understanding of the process of learned knowledge, skills as well as attitudes in the workplace. Therefore, the primary goal of this study is to examine the combined effects of Supervisor Support and Job Satisfaction on Transfer of Training. Previously several studies have been conducted to investigate the outcomes of Transfer of Training and its relationship or impact on employee Job Satisfaction level, because training is expensive to organization and employer always values positive outcomes of the training. In broad prospective Transfer of Training is known as the process of knowledge application, use of skills, techniques and attitudes that employees acquire during a training session. Furthermore it depends on how workforce maintains the learned skills over a period of time. One of the most widely developed literature regarding Transfer of Training and employee Job Satisfaction is explained by Lewin (1935), that there are several internal and external forces that act on a person at any given point in time, and the individual’s task is to identify these forces and determine their effectiveness, then it would be tentatively possible to provide a detailed explanation of how specifically employees behave. Once the Transfer of Training determines the effectiveness of people, it will also determine the Job Satisfaction level of employees keeping in mind, the factors that influenced the individuals during training process.

Transfer of Training

Transfer of Training is the use of skills, knowledge and behaviors learned in training and consequent preservation of these skills and knowledge over a specific period of time (Xiao, 1996).The major part of Transfer of Training always depend on the model proposed by Baldwin and Ford (1988), Transfer of Training model, (Holton et al.’s, 2000), Learning Transfer System Inventory (LTSI) model and Vroom’s (1964) expectancy theory. To achieve the return on training investment through Transfer of Training, the effective and efficient Transfer of Training strategies should be considered by the organizations as an essential requirement for training programs (Nijman et al., 2006). Among the empirical studies, the significant and appropriately cited Transfer of Training model is the Baldwin and Ford, (1988) model, proposes a theoretical framework to conduct research on Transfer of Training and provides a direct study of the prevailing transfer literature and proposes guidelines for forthcoming research (Holton et al.’s, 2000). Learning Transfer System Inventory (LTSI) model is also significantly applied by several researchers to explain the importance of training transfer in different organizations (Khasawneh et al., 2006; Yamkovenko et al., 2007; Devos et al., 2007; Yaghi et al., 2008)

Supervisor Support

Supervisor Support could be clarified as the greatness in which supervisors and managers always support subordinates to use a freshly gained knowledge and talents on the job (Holton et al., 2000). Most of the literatures of Supervisor Support in Training Transfer suggested that more the trainees observe, that their supervisors support the use of freshly learned knowledge and skills, the more they are expected to transfer these trained expertise back to the job (Bates et al., 2000; Brinkerhoff & Montesino, 1995; Noe, 1986; Tracey & Tews, 2005).

Job Satisfaction

There is research evidence which demonstrates that the organizational practices impacts on employees’ behavior, through the mechanism of employees’ satisfaction toward their job. Kim et al.(2009) found that employees’ perception of the pledge by administration to service was definitely linked to their Job Satisfaction, which enhanced their service behaviors, Koster et al. (2011) found that perceived support in employee development enhanced the employees’ Job Satisfaction, which in turn decreased their intention to leave the organization. Similarly, a study Suliman (2007) showed the perception of justice in the workplace influenced employees’ Job Satisfaction, which in turn improved their work performance. The above examples demonstrate how Job Satisfaction can act as a mediator in improving work performance and increasing positive outcomes for the organization. In line with this the following hypotheses are proposed in regard to the positive outcome of transfer of training.

Hypotheses are as follows.

H1. Positive relationship exists between Supervisor Support and Job Satisfaction.

H2. Positive relationship exists between Job Satisfaction and Transfer of Training.

H3. Job satisfaction mediates the relationship between Supervisor Support and Transfer of Training.

Research Objectives

To determine the Job Satisfaction level of GSKs employees.
To determine the extent to which the supervisor support is provided to employees.
To determine how much do employee’s transfer the skills they learn in training to actual work settings.
To determine the impact of Supervisor Support on Transfer of Training.
To find out the mediating role of Job Satisfaction between Supervisor Support and Transfer of Training.

Research Questions

What is the Job Satisfaction level of GSK employees?
To What extent Supervisor Support is provided to employees?
How do employees transfer the skills they learn in training, to actual work settings?
What is impact of supervisor support on Transfer of Training?
What is mediating role of Job Satisfaction between Supervisor Support and Transfer of Training?

Significance

The study will enlighten the influence of supervisor support on Transfer of Training, a mediating role of Job Satisfaction. The study will examine different factors that affect Transfer of Training and how Supervisor Support will impact Transfer of Training, in the case of GSK a multinational pharmaceutical giant with its operations in Pakistan as well as around the globe. It is essential for such a large pharmaceutical company, to be aware of its heavy investment on human capital and what is the return they are getting in terms of employees implementation of training techniques, along with newly learned knowledge as well as skills at workplace.

The study will be important in determining role of Supervisor Support on Transfer of Training, an arbitrating role of Job Satisfaction. Similarly this study will be able to provide information to other students as well as businesses about concept of Supervisor Support and its effects with regard to Transfer of Training, specifically in relation to industrial scenario of Pakistan. Study will also be helpful in shaping the company’s future HR and training policies with respect to Transfer of Training. It will also clarify different factors of Transfer of Training and emphasize on the importance of Supervisor Support for employees, and other HR managers in shaping appropriate training programs. These training programs will enable easy learning for employees so that their, Transfer of Training is appropriate and complete. Because once employees are able to fully understand the purpose of training, it will help them to engrave knowledge and techniques properly, during training and then apply them according to their job requirements.

Preliminary Literature Review and Proposed Theoretical Framework:

Training Transfer is a structured program where an employee is given a chance to attain new techniques, talents or skills, knowledge and new abilities, employees can then be provided with opportunity to implement the newly gained talents during the job (Baldwin & Ford, 1988). According to Baldwin & Ford (1988), coaching learnt from any seminar or program should be widespread and upheld on their job framework for quantity of your time period. The factors that are associated with coaching transfer has been derived from work atmosphere e.g. administrative support, learning culture, chances available to linear unit worker, facilities provided to an worker at work etc. (Baldwin & Ford, 1988). Transfer of Training is one the most important problem that companies have to deal with in human resources and one of the main reasons for its importance is its capability of coming up with strategically positive results on Job Satisfaction of employees because an effective Transfer of Training, would indicate that not only was the training effective but the employee was able to fully grasp the essence of training and hence completing the circle of Transfer of Training with ease. But mostly it has been widely observed in every multinational company that often training program seems like a success but in reality it often fails to be effective where actual application is considered. As observed by Xerox Ruff and Rackman, (1991) 87% of employee skills were lost only after 30 days of training completion, which ultimately resulted in poor Job Satisfaction on part of the employees. According to the study conducted by Baldwin and Ford, (1988) an estimated rate of only 10% of training results are transferred back to the job by employees. An industry report suggests that in US alone annual training investments exceeds $50billion dollars but most of this huge sum of money is wasted in non-training transfer on employee’s jobs. When this happens, the phenomenon is known as problem in Transfer of Training. Ford and Badwin,(1988) suggests that positive Transfer of Training occurs when an employee successfully and completely transfers knowledge, skills and techniques learned to their job, this is called positive Transfer of Training which results in higher Job Satisfaction.

The identical elements theory

This theory undertakes that the training and working situation are the similar things, it means the transfer of information and expertise should be reasonably constant and upfront. Therefore transfer process is defined as “near” since there are no substantial variances between training and work framework. On-the-job training is also an example of training technique which can be helpful in achieving “near” transfer.

Donald Kirkpatrick, (1959) has organized this framework to get various and different training outcomes. As per recent learning measures report conducted by Bershin & Associates, (2006) most of the employees said, they frequently measured leaner satisfaction and cognitive grains after a training session.

Several varieties of training purpose and transfer exist, with a wide variety of objectives when it comes to successful employee training and their Job Satisfaction. Job Satisfaction is necessary for the organization, as it helps employees in understanding their role and duties in the organization making them more productive. It is of great importance that employees are able to transfer their training to their job and to determine if the transition was successful, it is important to be fully aware of the training objectives and goals and to execute Transfer of Training in its general sense. Taking a look at the example of a very skillful and specialized maintenance, technical course is offered that teaches employees, about how to maintain a certain upgraded version of a technical system

Hence the whole system will focus on attaining specific transfers in this scenario (Barnard, Veldhius, & van Rooij 2001). On the other hand another form of training will solely focus on a horizontal transfer i.e. training transfer from one task to another also providing description of various transfers along the way such Transfer of Training should be related to the objectives and goals of the course (Barnard, 2001).

Measurement and Criteria

The analysis of lots of transfer theories seek to rely on the ability to measurement of transfer as Dependent variable, Kirkpatrick’s, (1975) four-level model of training evaluation explains that there are four separate forms for evaluation of different training session, which is more responsible to the extent to which knowledge was gained that resulted magnitude in which different behaviors learned. He hypothesized that these four levels are closely linked. The approaches for determining learning (through accomplishment or performance analysis) and outcomes (through counts of performance outputs) are common and standard but actual issue here is how to measure Transfer of Training in its complete essence.

Subordinate perceptions of manager (trainee) job performance.

All subordinates attendees managers were interviewed before and after their attendance at the training sessions, these before and after training interviews shows all differences in supervisory performance of managers was attributed to changes due to training. (Byhams, Adams & Kiggins, 1976). Multi rater appraisals were also used.

Supervisory observations of performance.

Employee supervisors used a special checklist of safety behaviors when measuring changes in employee Job Satisfaction (Reber & Wallin, 1984)

Relationship between Job Satisfaction and Transfer of Training

Many studies are responsible for establishing characteristics of trainee to the success of Transfer of Training. While the importance of trainee characteristics to the success of Transfer of Training (Baldwin & Ford, 1988), however the effects of Transfer of Training on Job Satisfaction are still vague and no clear idea is present to explain this relationship. After reviewing different literature based on Job Satisfaction and Transfer of Training, it points out that very little studies were conducted to study and examine these variables (Jodlbauer et al., 2012). However Job Satisfaction is one of the most widely studied and explored area which studies employees’ attitudes and behavior in an organization. The main reason behind its wide selection is primarily due to the instinctive nature of the construct’s importance (Bai, 2006). Various researches have shown that Job Satisfaction, is clearly supplementary with several meaningful results mainly increased employee pride within the company, loyalty towards the company, improved self-esteem, and organizational commitment (Arnett et al., 2002), loyalty, self-esteem and organizational commitment (Back et al., 2011), work performance (Suliman, 2007) and team performance (Politis, 2006).

Training Evaluation Model and Job Satisfaction

Now a day’s most of the firms invest more and more funds in training in order to increase Job Satisfaction level of employees than ever before (Brinkerhoff, 1989, cromwel & Kolb, 2004). Hence the evaluation of training outcome is important as it helps to assists companies in assessment of their effectiveness more precisely (Noe et al, 2006).

Transfer of Training(training session, training content and satisfaction with Trainer)
Transfer of Training(activities before training, activities during training and post training activities)
Employee development (training leads to more satisfy and committed employees)
Effectiveness (trainees , supposed effectiveness- concerning their job-of the training program attended)

Representation from the formative graft of Baldwin and Ford (1988) who first suggested a three-factor model of transfer, in given model you can see that numerous aspects affect both learning and transfer of knowledge and skills from training. Transfer is also not the conclusion; successful transfer eventually leads to developed Job Satisfaction or individual performance.

As an employee goes through learning process, at work environment all the factors prevailing in the transfer are gathered, together to create forces that produce a transfer system for each particular individual while the exact transfer is listed by (Barnard,et al, 2001), have been scrutinized through pragmatic studies (Baldwin & Ford, 1988), a point of discussion is still present on how the actual system of transfer interact in transfer and learning procedures and the extent to which actual transfer happens (Colquitt, et al. 2000a; Antonacopoulou 2001;.Mancy n.d.; Godfrey 1999). Recently it has been noted that dissatisfied employees during training develops fewer skills and techniques, when compared to satisfied employees. The satisfied employees were more positive during training and learned the skills needed quickly but they were also capable of transferring this training to their job, making them more productive and meaningful to the organization (Jodlbauer et al., 2012). Two reasons can explain this effect for first reason; employees with high Job Satisfaction have been seen to better demonstrate all enhanced improvements in a positive manner in terms of concerned with their practical implications on the job following their training (Veladaand Caetano, 2007).

Supervisor Support for Training Transfer

Support from supervisors and peers have consequently been recommended to be one of the most influential tools for increasing and improving Transfer of Training (Baldwin & Ford, 1988). Therefore feedback is often taken as an important part of supervisor support for instance it helps encouraging trainees, it provides assistance to trainees in identifying proper situation in which to implement the newly learned knowledge, skills and attitudes (Elangovan & Karakowsky, 1999).

It is widely believed that supervisor can effect Transfer of Training outputs or sometimes indirectly by ways trainee motivation or other different factors in transfer climate. Therefore it has observed from different studies that Transfer of Training is a vital apprehension for training researchers and experts because it is estimated that only a slight proportion of training essentially results in Transfer of Training in the job. This study would also, investigate the levels of Supervisors Support to Transfer of Training, mediated by Job Satisfaction.

1.1.2 Cognitive Theory

Based on Cognitive theory of transfer, Transfer of Training relay on the ability of trainee to retrieve learned capabilities (Noe, 2005). It suggests transfer is improved when trainees are delivered with meaningful material and raise the chance of trainees to link new skills learned and work environment. The researcher also likes to explore the success of Transfer of Training depend on the basis of levels of Supervisory support.

Cohen (1990) establishes that trainees, with sufficiently supportive supervisors come in training with resilient principles that training would be beneficial. This research was showed having 194 subjects from fourteen training program within two months. If attendance was perceived to be charitable, employees were more motivated rather than mandatory. Lim & Johnson (2002) conducted a qualitative study to point out the main and important work environment indicators that can affect Transfer of Training in that debate with supervisor by extending new learning abilities, the supervisor involvements with Training and positive from supervisors.

Positive effect of Supervisor on Transfer of Training

It has been noted from different research discoveries that there is a progressive effect of Supervisor Support on Transfer of Training, but Realistic study does not confirm the constructive connection (van der Klink, Gielen & Nauta, 2001).

Supervisor and Manager Role in Transfer of Training

Supervisor or manager plays an important role in ensuring Transfer of Training that occurs after employees come back from training. Their support could differ from one and another; therefore it depends on their support to make sure trainees applied what they had learned during training to workplace. This study would like to explore this area even though as training is one of the human resource intervention in workplace to improve performance.

It is important that employees have improved skills and knowledge for successful Transfer of Training, to occur in the organization when a specific content is addressed in training, for the improvement of an employee’s knowledge and skills (Olsen, 1998 & Pineda, 2010). The second reason is that when employees have a high rate of Job Satisfaction, they are found to be highly motivated to transfer their training results on their jobs once they get back to it (Kontoghiorghes, 2004). In the past, different studies have shown that motivation played very vital role while determining level of Training Transfer (Axtell et al., 1997; Nijman & Gelissen, 2011).

As based on the literature provided it is suggested that when employees have a high Job Satisfaction level, then these highly satisfied and motivated employees are more likely to implement all the skills, methods, techniques, attitudes, and knowledge that they acquired during their training sessions.

Research Methodology

Type of Research

In this quantitative research, data will be gathered through survey method with the help of questionnaires.

Research Paradigm:

A survey will be conducted to different cities of Pakistan to collect data that will be comprises of a, sample selected from population of GSK employees. After that it will be analyzed on SPSS to see the results. Positivist approach will be used in this study because this approach generally involves hypothesis generation and testing as well typically used in quantitative method.

Nature of Research Study:

This research will be quantitative and it will be descriptive study.

Data collection Sources

The study will use both primary and secondary sources.

Primary sources: Primary sources will be employees of GSK Company.

Secondary sources: The study will use, internet, newspaper, magazine, journals related to this study as secondary sources.

1.5 Data Collection Tools/Instruments

Questionnaires based on Supervisor Support, Job Satisfaction and Transfer of Training will be used for collection of data from the respondents. Only likert scale will be use to collect the data from the respondents.

Following references are the internationally developed, questionnaire published in reputable journals.

1.6 Subjects/Participants:

1.6.1 Target Population

Target population of this research will be the Medical Services Executive of GSK. The research will be conducted under the boundary of Punjab.

1.6.2 Sample size

Sample size will be calculated appropriately (in discussion with Instructor) for this study. Presently there are 600 Medical services Executive working at GSK and 305 MSE based in Punjab, as the geographical boundary of this research is Punjab, so from 305 MSE based at Punjab, the respondent will be selected.

1.6.3 Sampling technique

A simple random sampling method will be used to get data from the respondents.

1.7 Data Processing, Analysis Techniques and Interpretation:

Data will be processed in the SPSS version 20.0software, Mean test, Standard deviation, correlation; regression analysis will be done to see the result. Report will be, on Microsoft word documents. Correlation will be used to see the association between independent variable (Supervisor Support) and dependent variable (Transfer of Training). Other descriptive statistics such as mean and standard deviation will be used to analyze the data. Regression analysis will be used to see the impact of variables.

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The Impact of Supervisor Support on Transfer of Training a mediating role of Job Satisfaction in Glaxo Smith Kline Pakistan

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