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This study examines the role of motivation to learn in both transferring skills and knowledge and improved job performance under the support of colleagues and supervisors. A structural equation modeling approach was used to analyze the responses to a survey of 399 employees in public sector organizations. The findings revealed that peer support had an insignificant direct effect on training transfer but had a significant indirect effect on training transfer throughout motivation to learn.doi:10.21833/ijaas.2020.07.002 fatcat:hkwsdfwnbrhofjp5zfvdmvtyfe