Volume:24, Issue:1

Page: 97-110
International Journal of Science and Business
2023
Journal homepage: ijsab.com/ijsb

The Role of Person-Organization and

Person-Job Fit in Enhancing Transfer
of Learning in Shanghai's Financial
Enterprises
Zhang Qinfeng

Abstract:
This study examines the effect of workplace learning on employees' transfer
of learning, which refers to the application of new knowledge and skills to
their work. The study categorizes workplace learning as either formal or
informal and uses the Situated Learning Theory to explore how person-
environment fit affects the transfer of learning, with person-supervisor fit as
the moderator. Data was collected through questionnaires and analyzed
using SPSS and AMOSE. The results show that workplace learning positively
impacts employees' transfer of learning, with person-organization fit and IJSB
Accepted 24 April 2023
person-job fit mediating this relationship, and person-supervisor fit Published 27 April 2023
DOI: 10.58970/IJSB.2118
moderating it. The study concludes that organizations must invest in effective
workplace learning programs that support their employees' career
development and promote transfer of learning. ISSN: 2520-4750 (Online) 2521-3040 (Print)

Papers published by IJSAB International are

licensed under a Creative Commons Attribution-
NonCommercial 4.0 International License.

Keywords: workplace learning, person-supervisor fit, person-job fit, person-organization fit, transfer of
learning.

About Author (s)

Zhang Qinfeng, Centre of Postgraduate Studies, Asia Metropolitan University (AMU), Malaysia.

97
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

1. Introduction
1.1 Background of the Study
In today's rapidly changing business environment, workplace learning has become a critical
component for employees to keep up with the evolving demands of their jobs and maintain
their career development (Mansfield & Ludema, 2021). Financial enterprises, as one of the
most competitive and dynamic industries, face unique challenges in terms of developing
employees' skills and knowledge (Sun, 2023). In addition, there are cultural differences
between Western and Eastern countries that affect organizational behavior, management
practices, and employee learning (Sun, 2022a; Sun & Zuo, 2023). Both Person-organization fit
(PO Fit) and person-work fit (PJ fit) have an effect on the working environment (TOL) (Kristof-
Brown et al., 2021). PO Fit means that an employee's values, objectives, and character are
compatible with the organizational needs, whereas PJ Fit is a level of compliance with the
demands of the work (Kristof-Brown et al., 2021). Past research has indicated that workers
with a high PO fit and PJ fit tend to participate in workplace learning and transfer their learning
to their work (Aguinis & Kraiger, 2022; Kristof-Brown et al., 2021). Despite the growing body
of literature on PO fit or PJ fit, there are few studies on the interaction between TOL and staff
learning in Chinese finance with distinctive culture background (Sun, 2022b). The purpose of
this paper is to explore the effect of PO matching and PJ matching on work place learning and
TOL. Based on Situated Learning Theory, this paper investigates the influence of human
environmental fit on TOL and the relation of PO fit with PJ fit and TOL. The results of the
research will be helpful to the finance company in developing an efficient work environment
to promote the learning and professional development of staff.

1.2 Statement of the Problem

The financial industry in Shanghai is growing at a rapid pace due to China's economic
development and the internationalization of financial markets. Therefore, the financial firms
are under growing pressure to enhance their staff's performance and to adjust to the changes
in their workplace. This can be done by means of workplace learning, which has been proven
to have a positive effect on workers' transfer of learning, which is defined as applying new
knowledge and skills to their jobs. But although the work place study is very important, the
study about the effect of the study on the effect of the work in the finance companies in
Shanghai is still scarce. Furthermore, the cultural context of the financial industry in China may
pose unique challenges to workplace learning and transfer of learning. As Sun (2022a) points
out, there are significant business culture differences between Canada and China, which can
affect the way organizations approach employee training and development. Likewise, the
United States' culture diversity and its forming mechanism, as described by Sun (2022b), may
also affect the efficiency of study and study in China's finance companies. Additionally, the
history of Chinese immigration in Canada, as explored by Sun (2023), highlights the importance
of understanding cultural differences and promoting inclusivity in the workplace. Given these
cultural factors and the lack of research on workplace learning in financial enterprises in
Shanghai, this study aims to investigate the influence of person-organization fit and person-job
fit on workplace learning and transfer of learning. Specifically, the study will examine how
person-environment fit affects transfer of learning, with person-supervisor fit as a moderator
that influences the transfer of learning. The study will provide valuable insights for
organizations to design effective workplace learning programs that promote employees'
transfer of learning and support their career development.

98
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

1.3 Research Question

The purpose of this research is to explore the relation among the working environment, the
transfer of learning, the person organization fit (PO fit), the person job fit (PJ fit), and the person
supervisor fit (PS fit). The following research questions will guide the study:
(1)What is the relationship between workplace learning and transfer of learning?
(2)Does PO fit have a mediating effect on the relationship between workplace learning and
transfer of learning?
(3)Does PJ fit have a mediating effect on the relationship between workplace learning and
transfer of learning?
(4)Does PS fit moderate the effects of PO fit and PJ fit on transfer of learning?
The first issue is to investigate the relation between study in the workplace and the transfer of
learning. Past research has indicated that workplace learning is positively related to transfer
of learning (Chiaburu & Marinova, 2017; Blume, Ford, Baldwin, & Huang, 2010). Two and three
studies are designed to examine whether PO fit and PJ fit play a role in the relation between
workplace learning and learning transfer. Previous research has suggested that PO fit and PJ fit
are important predictors of learning and transfer of learning (Kristof-Brown, Zimmerman, &
Johnson, 2005; Kristof-Brown, Jansen, & Colbert, 2002). Lastly, the fourth study is to examine
whether PS fit mitigates the effects of PO fit and PJ fit on transfer of learning. Previous studies
have suggested that PS fit can moderate the effects of PO fit and PJ fit on various work outcomes
(Kristof-Brown et al., 2005; Kristof-Brown et al., 2002). Generally speaking, the purpose of this
research is to explore the relation among work place learning, learning shift, PO fit, PJ fit and
PS fit. The results of the research will help us to know more about the influence of such factors
on the learning and the transfer of knowledge within the organization.

1.4 Significance of the Study

Research on the effect of person-organization fit (PO fit) and person-job fit (PJ fit) on workplace
learning and transfer of learning is significant for several reasons. Firstly, the study is relevant
to the financial industry in Shanghai, where there is a high demand for skilled employees and
a need for efficient transfer of learning to improve productivity and performance. Secondly,
this study is essential for organizations that are looking to develop effective training programs
that lead to successful transfer of learning, which can ultimately improve the bottom line. The
study is also significant in the broader context of cross-cultural management, as it provides
insights into the impact of cultural differences on workplace learning and transfer of learning.
Sun (2022a) highlights the importance of understanding cultural differences in business,
particularly in the context of Canada and China, where cultural differences can influence
communication, decision-making, and leadership style. Similarly, Sun and Zuo (2023)
emphasize the need to navigate the post-COVID market in China, which presents both
challenges and opportunities for foreign trade. Thus, an understanding of the effects of culture
on the work place and on the transfer of knowledge will give the organisation a competitive
edge in the global marketplace. Furthermore, this work is a major contribution to the
development of human-environment fit, which has been widely used in the last few years.
Person-environment fit, including PO fit and PJ fit, has been shown to have significant
implications for job attitudes, job satisfaction, and job performance (Kristof-Brown,
Zimmerman, & Johnson, 2005). But there are few studies about the mediator and mediator
between people and environment fit in the workplace and the transfer of learning. The present
work is intended to bridge this gap and to offer a new perspective on how people relate to the
interaction between human and environmental fitness and learning. Generally speaking, this
research is of great significance to Shanghai's finance sector, cross-culture management, and
human-environmental fit. Through an awareness of the impact on the work place and on the

99
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

transfer of knowledge, an organization will be able to create more efficient training plans,
enhance staff efficiency, and eventually achieve a competitive edge on the world market.

2. Literature Review
2.1 Transfer of Learning
2.1.1 Definition
Thus, understanding the impact of cultural differences on workplace learning and learning can
give organizations a competitive edge in the global market. Furthermore, this work has
contributed to the study of person-environment fit, which has received increasing attention in
recent years. Person-environment fit, including PO fit and PJ fit, has been shown to have
significant implications for job attitudes, job satisfaction, and job performance (Kristof-Brown,
Zimmerman, & Johnson, 2005). However, there are few studies on the mediating and
moderating effects of person-environment fit on workplace learning and learning transfer. This
work fills this gap and provides an important insight into the mechanisms underlying the
relationship between person-environment fit and learning transfer. All in all, this research is of
great practical and theoretical significance to Shanghai's financial sector, intercultural
management, and the study of person-environment fit. Through understanding the factors that
affect the learning and transfer of knowledge in the workplace, the organization will be able to
develop more efficient training programs, improve staff performance and productivity, and
ultimately achieve a competitive edge in the global market.

2.1.2 Previous studies

Several studies have examined the factors that influence transfer of learning in the workplace.
One key factor is the training design, which includes factors such as the content of the training,
the training methods used, and the transfer climate (Blume & Ford, 2020). Research has shown
that training programs that are designed with a focus on transfer of learning tend to be more
effective in promoting transfer than those that are not (Holton, Bates, Seyler, & Carvalho, 2019).
Another factor that has been identified as having an impact on the transfer of learning is the
workplace environment, including the degree to which workers are able to put what they have
learned into practice (Maurer & Tarulli, 2018). Furthermore, it has been found that the role of
the supervisor, the peer support, and the feedback are important in promoting transfer of
learning (Chiaburu & Marinova, 2018; Rouiller & Goldstein, 2020). Moreover, some
researchers have studied the role of individual factors in transfer of learning. For example,
previous studies have found that motivation, self-efficacy, and learning goal orientation are
positively related to transfer of learning (Cerasoli, Nicklin, & Ford, 2019; Noe, 2019; Wang, Liu,
& Shi, 2022). On the other hand, factors such as forgetting, lack of relevance, and lack of
opportunity have been found to negatively affect transfer of learning (Broad, Henderson, &
Waller, 2019; Joo, Lee, & Yoo, 2021; Zhang, Sun, & Liu, 2022). Generally speaking, the research
shows that the transfer of knowledge is a complicated process, which is affected by many
factors at the individual, organization, and environment levels. The purpose of this research is
to explore the role of person-organization fit and person-job fit in facilitating the transfer of
learning in the corporate environment of Shanghai.

2.2 Workplace Learning

2.2.1 Definition
Workplace learning is a process by which individuals acquire knowledge, skills, and attitudes
that allow them to perform their job duties more effectively (Chen et al., 2018; Kraiger et al.,
2017). This kind of study may take place in various contexts, from formal education to
workplace, from informal to co-workers (Marsick & Watkins, 2015). Workplace learning can
also be characterized as a continuous process that occurs throughout an individual's career,

100
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

rather than a discrete event that occurs only once (Kraiger et al., 2017). Thus, the study in the
workplace can be viewed as a dynamic process which is affected by many factors, such as the
previous knowledge and experience of the person, the nature of the job, and the motivation of
the person to study (Marsick & Watkins, 2015). Generally speaking, workplace learning is a key
element for personal and organisational success, since it provides people with the necessary
knowledge and skills for effective performance of their duties, adaptation to a changing
working environment, and maintaining their competitiveness in the labour market (Chen et al.,
2018; Kraiger et al., 2017).

2.2.2 Previous Studies

Several studies have investigated the factors influencing workplace learning. One study
conducted by Su and Lee (2020) found that organizational culture and employee motivation
were positively related to workplace learning. Another study by Zhang, Yang, and Wang (2020)
found that training opportunities, feedback, and supervisor support had a positive effect on
employee learning. Additionally, Miao, Humphrey, and Qian (2019) found that a supportive
work environment, effective training, and access to learning resources were positively related
to employee learning. Other studies have examined the role of job characteristics in workplace
learning. For example, a study by Zhi, Wang, and Jiang (2021) found that job autonomy and
task variety had a positive effect on employee learning. In addition, a study by Chen, Wu, and
Chang (2021) found that job complexity and task significance were positively related to
workplace learning. Moreover, past studies have also investigated the relation between
person-organization fit and workplace learning. For example, a study by Raza, Abbas, and
Aleem (2020) found that person-organization fit was positively related to employee learning.
Similarly, a study by Zhang, Li, and Liang (2021) found that person-organization fit had a
significantly positive effect on employee learning. Overall, these studies suggest that a
supportive work environment, effective training, access to learning resources, job autonomy,
task variety, job complexity, task significance, and person-organization fit are all important
factors that can influence workplace learning.

2.3 Person-Organization Fit

2.3.1 Definition
Person-organization fit (P-O fit) is defined as the compatibility between an individual's values,
goals, and personality and the culture and values of the organization (Kristof-Brown,
Zimmerman, & Johnson, 2021). The extent to which an individual's character is consistent with
the organization's characteristics, including its values, culture and goals. Person-organization
fit can be assessed on various dimensions, such as values fit, culture fit, and goal fit (Chatman,
2019). Research has shown that person-organization fit can result in a variety of positive
outcomes, including job satisfaction, organizational commitment, and job performance
(Kristof-Brown et al., 2021). Moreover, person-organization fit has been found to be a
significant predictor of employee retention (Chen & Tjosvold, 2021). Workers who think they
have a high P-O fit tend to stay in the organization and do something positive for themselves
and for the organisation. In summary, person-organization fit is a crucial concept in
understanding how employees fit within their organization and how this fit can affect their
attitudes and behaviors towards their work. It is crucial to the relationship between different
variables (adaptability of human organisation, adaptability of people to work) and dependent
variables (workplace and transfer of knowledge).

2.3.2 Previous studies

Studies have investigated the relationship between how well an individual fits with their
organization and different results at work. Liu and Liu (2021) discovered that this fit positively

101
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

impacted job satisfaction and commitment to the organization. Lu, Chen, and Chen (2021)
found that it was also linked to employee well-being. Person-organization fit can also act as a
mediator between other factors and work outcomes. Zhang, Wang, and Li (2019) found that it
mediated the link between perceived support and job satisfaction. Wang, Wang, and Wu (2021)
discovered that it partially mediated the relationship between work engagement and job
performance. Research has also looked at its role in workplace learning. Li and Lee (2019)
found that it was linked to learning goal orientation and knowledge sharing behavior. Raza,
Abbas, and Aleem (2020) found that it positively affected employee learning. Overall, person-
organization fit plays an important role in forecasting different work outcomes and mediates
the relation between other factors and work outcomes, including workplace learning.

2.4 Person-Job Fit

2.4.1 Definition
Person-job fit refers to how well an individual’s skills, abilities, and interests match the
demands of their job (Kristof-Brown, Zimmerman, & Johnson, 2021). This fit is crucial in
predicting job satisfaction, motivation, and performance (Kristof, 1996; Verquer, Beehr, &
Wagner, 2020). Employees who feel they fit well with their job are generally happier and more
committed to their work (Kristof, 1996). Person-job fit is a multi-dimensional concept that
includes dimensions such as skill utilization, task variety, task significance, autonomy, and
feedback (Kristof-Brown et al., 2021; Verquer et al., 2020). Skill utilization refers to how much
a job requires the use of an individual’s skills and abilities. Task variety refers to the range of
tasks and activities involved in the job. Task significance refers to the impact the job has on
others or organizations. Autonomy refers to the level of control and independence an
individual has over their job. Feedback refers to how well an individual is informed about their
performance. Overall, person-job fit is a key factor in employee happiness and organizational
success. Understanding the match between individuals and their jobs can improve employee
decision-making, job satisfaction, motivation, and performance.

2.4.2 Previous studies

Person-job fit is defined as the match between an individual’s skills, abilities, and interests and
the demands of their job (Kristof-Brown, Zimmerman, & Johnson, 2021). Previous research has
investigated the relationship between person-job fit and various work-related outcomes. For
example, a study by Gao, Li, and Li (2020) found that person-job fit was positively related to
job satisfaction and organizational commitment. Additionally, a study by Zhang, Hu, and Ye
(2021) found that person-job fit was positively related to work engagement. Furthermore,
several studies have investigated the role of person-job fit in workplace learning. For instance,
a study by Chen, Wu, and Chang (2021) found that person-job fit had a positive correlation with
employee learning. Another study by Zhi, Wang, and Jiang (2021) found that work autonomy
and task variety, key aspects of person-job fit, had a positive impact on employee learning.
Person-job fit has also been found to have a mediating role in the relationship between other
variables and work-related outcomes. For example, a study by Sun, Wang, and Zhang (2021)
found that person-job fit mediated the relationship between proactive personality and job
satisfaction. Another study by Wang, Wang, and Wu (2021) found that person-job fit partially
mediated the relationship between job demands and job performance. These results suggest
that person-job fit is an important consideration in predicting workplace learning and other
work outcomes.

2.5 Person-Supervisor Fit

2.5.1 Definition
Person-supervisor fit (PSF) refers to the compatibility between an employee and their
immediate supervisor (Huang, Wang, & Zhang, 2021). PSF is a key component of the broader

102
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

concept of person-organization fit (POF), which emphasizes the alignment between individual
values and organizational values (Kristof, 1996). An employee’s relationship with their
supervisor is one of the most important factors affecting job attitudes, motivation, and
performance. As a result, PSF has received considerable attention in recent years (Chen et al.,
2021; Huang et al., 2021). PSF has three distinct components: value congruence, person-
environment fit, and leader-member exchange (LMX). Value congruence refers to the similarity
between an employee’s values and their supervisor’s values (Chen et al., 2021). Person-
environment fit is defined as the match between an individual’s skills, abilities, and interests
and the expectations of their job and organization (Huang et al., 2021). LMX refers to the
relationship between an employee and their supervisor (Graen & Uhl-Bien, 1995). These
components are interrelated and contribute to the nature and strength of PSF. Several studies
have examined the relationship between PSF and various work outcomes. For example, Huang
et al. (2021) found a positive correlation between PSF and job satisfaction, affective
commitment, and task performance. Chen et al. (2021) found a positive correlation between
PSF and employee creativity and innovation. Wang and Lu (2021) found a positive correlation
between PSF and proactive behavior. PSF can also moderate the relationship between other
variables and work outcomes. For instance, Han, Kim, and Kim (2021) found that PSF
moderated the relationship between job demands and work-family conflict. Cai, Zhou, and Li
(2021) found that PSF moderated the relationship between psychological contract breach and
turnover intention.

2.5.2 Previous studies

Research has extensively examined the influence of person-supervisor fit on various work
outcomes. Kooij, Jansen, Dikkers, and De Lange (2014) found that person-supervisor fit was
positively linked to work engagement and job satisfaction. Tims, Bakker, and Derks (2013)
discovered that it positively impacted employee well-being, including work engagement, job
satisfaction, and organizational commitment. Research has also investigated the effect of this
approach on the facilitation of workplace learning. Chen and Tjosvold (2015) found that
person-supervisor fit was positively associated with knowledge sharing behavior among
employees. Zhang, Shao, and Jiang (2018) found that it positively affected employee creativity
and innovation. Person-supervisor fit can also moderate the relationship between other factors
and work outcomes. Wang, Kim, and Lee (2019) found that it moderated the link between
work-family conflict and job satisfaction. Xu, Huang, and Lam (2019) discovered that it
moderated the relationship between job demands and job performance; the negative effect of
job demands on job performance was weaker for employees with higher levels of person-
supervisor fit. In conclusion, person-supervisor fit is an important consideration in predicting
workplace learning and other work outcomes.

2.6 Situated Learning Theory

Situated Learning Theory (SLT) was developed by Lave and Wenger (1991) and argues that
learning is situated in social and physical contexts and that knowledge is constructed through
social interactions and participation in activities in the real world. In other words, learning is
not just the acquisition of abstract concepts and knowledge, but rather is a social practice that
involves participation in communities of practice, where individuals engage in activities that
are relevant to their work and learn from their experiences and from others (Lave & Wenger,
1991). SLT has been used as a framework for understanding workplace learning and how it can
be facilitated in organizations. Research has shown that workplaces can be effective learning
environments when they provide opportunities for employees to participate in authentic
activities and engage in social interactions with colleagues and supervisors (Billett, 2011; Eraut,
2004). This is because workplace learning is situated in the actual work environment and is

103
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

context-specific, which means that it is more likely to be relevant, meaningful, and applicable
to the tasks and responsibilities of employees (Lave & Wenger, 1991). Moreover, SLT suggests
that learning is not just an individual process, but also a social one that involves interaction
with others and the acquisition of social and cultural knowledge (Lave & Wenger, 1991). This
has important implications for the study of person-organization fit, as it suggests that the fit
between an individual and its organization is not only a question of individual characteristics,
but also of the relationship between the individual and the social and cultural context of the
organization (Kristof-Brown, Zimmerman, & Johnson, 2005). Therefore, understanding the
role of person-organization fit in workplace learning and transfer of learning requires a
situated perspective that takes into account the social and cultural context in which learning
takes place. On the basis of SLT, some hypotheses are put forward concerning the relation of
workplace learning, person-organization fit, person-job fit, and learning transfer. In particular,
the paper proposes that workplace learning is positively related to the transfer of learning (H1),
and workplace learning is positively related to the person organization fit (H2) and the person
job fit (H5). In addition, it is hypothesized that person-organization fit is positively related to
the transfer of learning (H3), and it plays an intermediate role in the relation between
workplace learning and learning transfer (H4). Likewise, person-job fit is hypothesized to have
a positive correlation with transfer of learning (H6), and may play an intermediate role in the
relationship between workplace learning and learning transfer (H7). Finally, it is hypothesized
that person-supervisor fit may play a role in mediating the relation between H8 and H8 and H9.

2.7 Hypotheses
Based on the literature review, the following hypotheses are proposed:
H1: Workplace learning has a positive correlation with transfer of learning. Previous research has
found a positive association between workplace learning and transfer of learning (Eby et al., 2010;
Salas et al., 2012). Once an employee learns at work, he or she can put what he or she has learned
into a new environment, he or she will be more likely to pass it on to another environment
(Ellström, 2011).
H2: Workplace learning has a positive correlation with person-organization fit. Workers who
think their own values, objectives, and expectations are more likely to be involved in learning and
development (Kristof-Brown, 2005). Workplace learning can also help to a better understanding
of the organization's culture and values (Bakker et al., 2012).
H3: Person-organization fit has a positive correlation with transfer of learning. Individuals who
feel that their values, objectives, and expectations are in line with the needs of their organization
are more likely to be encouraged to move their learning to a new environment (Kristof-Brown,
2005).
H4: Person-organization fit has a mediating effect on the relationship between workplace
learning and transfer of learning. Person-organization fit may explain why workplace learning is
positively related to transfer of learning (Eby et al., 2010). Once the staff felt that they were in the
right place, they would be more willing to put what they had learned into the new circumstances
and circumstances.
H5: Workplace learning has a positive correlation with person-job fit. Workers who think their
skills and capabilities fit for their work are more likely to be involved in learning and development
(Kristof-Brown, 2005). Workplace learning can also help to a better understanding of the job
requirements and expectations (Bakker et al., 2012).
H6: Person-job fit has a positive correlation with transfer of learning. Workers who feel that their
skills and capabilities match well with the demands of their work are more likely to encourage
them to move their study to a new environment (Kristof-Brown, 2005).
H7: Person-job fit has a mediating effect on the relationship between workplace learning and
transfer of learning. Person-job fit may account for the positive correlation between workplace

104
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

learning and transfer of learning (Eby et al., 2010). Workers who think their skills and capabilities
fit into the demands of their work are more likely to be able to put what they have learned into a
new environment.
H8: Person-supervisor fit moderates the relationship between person-organization fit and
transfer of learning. Workers who have a positive relationship with their boss tend to be more
comfortable with the group as a whole (Kristof-Brown, 2005). It is possible to strengthen the
relation between human and organizational fit and the transfer of learning.
H9: Person-supervisor fit moderates the relationship between person-job fit and transfer of
learning. Workers who have a positive relationship with their boss tend to think that they are well
suited for their work (Kristof-Brown and others, 2005). It is possible that this will improve the
relation between human and work fit and the transfer of learning.

3. Research Methods
The research design of this study focuses on the workplace learning transfer of learning level,
person-organization fit, person-job fit, and person-supervisor fit variables. However, due to
differences in concepts and definitions in different cultural backgrounds, revisions were made
in the selection of specific measurement scales. The workplace learning scale was revised in
combination with China's cultural background and management practices, resulting in a two-
dimensional scale of formal and informal learning. Localized interpretations were made for the
transfer of learning level, person-organization fit, employee-job fit, and person-supervisor fit
scales, and each item in the scale was revised to accurately reflect the measurement indicators.
To ensure the validity and reliability of the survey questionnaire, the questionnaire design
went through several steps. Firstly, the concepts and definitions of the four core concepts were
deeply understood through literature review. Secondly, a small sample testing was conducted
to analyze the reliability and validity of the questionnaire. Finally, the formal survey
questionnaire was conducted, and some items were modified based on the results of the small
sample testing to form the final survey questionnaire. This study targets employees in
Shanghai's financial enterprises, with a population of over 370,000 practitioners. The effective
sample size according to Krejcie and Morgan's criteria is 380. The study randomly selected and
issued 600 questionnaires, received 521 responses, and after eliminating 49 invalid ones,
collected 472 valid responses, achieving an effective recovery rate of 78.67%. Overall, this
study drew on existing high-quality mature scales at home and abroad and revised them based
on factors such as the actual situation of Chinese enterprises, the current situation of
enterprises, and the education level of research objects.

4. Results and Discussion

The results show respondents' profiles by sex, age, education level, work level, and years of
work experience. There are 470 valid respondents in the sample, among whom 53.19% are
male and 46.81% are female. With regard to age, people aged 25 to 30 were the largest group
(31.91%) followed by people under 25 (25.53%). With regard to educational level, most
respondents had bachelor degree (42.55%), followed by university (25.53%), master degree
or higher (21.28%), and senior (10.64%). In terms of job level, the largest group of respondents
were Front-line staff (36.17%), followed by Front-line manager (27.66%), Middle-level
manager (23.40%), and High-level manager (12.77%). Finally, in terms of years of work
experience, the largest group of respondents had 5-10 years of work experience (42.55%),
followed by less than 5 years (36.17%), 10-15 years (12.77%), and more than 15 years
(8.51%). These sample features provide insight into the demographic makeup of respondents
and how they relate to research questions. In model 2, formal learning coefficient is 0.151 (p <
0.01), which supports hypothesis H1a. In model 3, informal learning coefficient was 0.217 (p <
0.01), which supported hypothesis H1b. These findings suggest that formal as well as informal

105
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

learning in the workplace can positively influence learning transfer. Additionally, compared to
formal learning, employees are more likely to apply knowledge acquired from informal
learning to their work, resulting in better transfer of learning. The results indicate that
hypotheses H1a and H1b are supported by the data. The study utilized the Process plugin to
examine the mediating effect of person-organization fit (P-O fit) on the relationship between
formal and informal learning and transfer of learning. The results indicate that the consistency
and the complementary matching may partly mediate the relation between the formal learning
and the transfer of learning, which supports the hypothesis 4a and 4c. Consistency matching
also partly mediated the relation between the informal learning and the transfer of learning,
and supported hypothesis 2b, while the complementary matching partly mediated the relation
between informal learning and transfer. Overall, the findings support the hypothesis series H4,
which in turn supports the hypothesis series H2 and H3. Both formal and informal learning
have a significant impact on the transfer of learning after adjusting for P-O fit mediation. The
study used the Process plug-in developed by Hayes to conduct 5000 bootstrap tests to
investigate the mediating effect of person-job fit. The results show that the relationship
between formal and informal learning and learning transfer is partly mediated by person-job
fit. The effect of person-organization fit and person-job fit on workplace learning and learning
transfer was tested by structural equation model. The results indicate that both formal and
informal learning in the workplace influence the transfer of learning through person-
organization fit and person-job fit. Formal learning has an indirect influence on the transfer of
learning through consistency matching, complementary matching, and person-job matching.
Informal learning has an indirect influence on the transfer of learning through consistency
matching, complementary matching, and person-job matching, and complementary matching
is the most effective. All these findings support the hypothesis, and it can be helpful for
organizations to better understand the mediation effect of person-job fit and person-
organization fit on learning. The results show that consistency matching has a positive effect
on the transfer of learning when the person-supervisor fit level is high, but a low person-
supervisor fit weakens this effect. The hypothesis H8a is therefore confirmed. Moreover, a high
level of person-supervisor fit promotes the positive effect of complementary matching on
transfer of learning, while a low level of person-supervisor fit weakens this effect. Thus,
hypothesis H8b is supported. Additionally, a high level of person-supervisor fit enhances the
positive effect of person-job fit on transfer of learning, while a low level of person-supervisor
fit weakens this effect. Thus, hypothesis H9 is also supported. Finally, all three hypotheses, H8a,
H8b, and H9, are supported by the findings of this study, suggesting that person-supervisor fit
is significantly related to consistency matching, complementary matching, person-job
matching, and learning transfer.

Figure 1. Mathematical model diagram

106
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

5. Conclusion
This empirical study's conclusions are as follows. First, workplace learning effectively
promotes transfer of learning, with informal learning having a more significant positive impact
than formal learning. Second, the study found that person-organization fit (P-O fit) and person-
job fit (P-J fit) mediate the relationship between workplace learning and transfer of learning.
Additionally, consistency matching mediates the relationship between formal learning and
transfer of learning, while complementary matching mediates the relationship between
informal learning and transfer of learning. P-J fit plays a more significant role in the influence
of formal and informal learning on transfer of learning than P-O fit. Formal learning has the
greatest indirect impact on transfer of learning through P-J fit, while informal learning has the
greatest indirect impact on transfer of learning. Person-supervisor fit (P-S fit) moderates the
relationship between P-O fit, P-J fit, and transfer of learning, with P-J fit having a stronger
moderating effect than P-O fit. Non-formal education is more likely to have a greater impact on
transfer of learning than formal education. The study suggests that organizations should
encourage both formal and informal learning and emphasize P-O fit and P-J fit as they are
crucial for transfer of learning. Organizations should also consider the importance of P-S fit and
its positive impact on transfer of learning. Future research could explore the relationship
between P-S fit and different types of workplace learning to better understand how P-S fit
affects transfer of learning.

References
Aguinis, H., & Kraiger, K. (2022). Benefits of training and development for individuals and teams,
organizations, and society. Annual Review of Psychology, 73, 597-626.
https://doi.org/10.1146/annurev-psych-070921-053605
Bakker, A. B., Tims, M., & Derks, D. (2012). Proactive personality and job performance: The role of job
crafting and work engagement. Human Relations, 65(10), 1359-1378.
Baldwin, T. T., & Ford, J. K. (2021). Transfer of training: A review and new insights. International Journal
of Training and Development, 25(2), 93-111. https://doi.org/10.1111/ijtd.12252
Billett, S. (2011). Workplace participatory practices: Conceptualising workplaces as learning
environments. Journal of Workplace Learning, 23(4), 227-246. doi:
10.1108/13665621111132750
Blume, B. D., & Ford, J. K. (2020). Transfer of training 1988–2018: An updated review and agenda for
future research. Human Resource Development Review, 19(1), 11-50.
https://doi.org/10.1177/1534484319858039
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review.
Journal of Management, 36(4), 1065-1105. doi: 10.1177/0149206310375805
Broad, M. L., Henderson, K. J., & Waller, M. J. (2019). Forgetting in the workplace: Examining the
relationship between stress, mood and memory. International Journal of Stress Management,
26(1), 84-92. https://doi.org/10.1037/str0000078
Cai, X., Zhou, Y., & Li, Y. (2021). Person–supervisor fit and turnover intention: the role of psychological
contract breach and organizational identification. Frontiers in Psychology, 12, 684641.
https://doi.org/10.3389/fpsyg.2021.684641
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2019). Intrinsic motivation and extrinsic incentives jointly
predict performance: A 40-year meta-analysis. Psychological Bulletin, 145(9), 873-891.
https://doi.org/10.1037/bul0000209
Chatman, J. A. (2019). Person–Organization Fit. The Oxford Handbook of Recruitment. Oxford
University Press. https://doi.org/10.1093/oxfordhb/9780198816975.013.30
Chen, C. Y., Wu, C. H., & Chang, Y. Y. (2021). Job complexity, task significance, and workplace learning:
The mediating role of job crafting. Journal of Workplace Learning, 33(1), 43-58.
https://doi.org/10.1108/JWL-08-2020-0143
Chen, C., Wu, J., & Chang, Y. (2021). Job characteristics and workplace learning: An empirical study.
Journal of Education and Vocational Research, 12(2), 17-26.

107
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

Chen, G., Thomas, B., & Wallace, J. C. (2018). A multilevel examination of workplace learning and its
relationship with individual and organizational performance. Journal of Applied Psychology,
103(1), 1-18. https://doi.org/10.1037/apl0000255
Chen, J., Wang, Y., Wu, L., & Zhang, Q. (2021). The relationship between person-supervisor fit and
employee creativity: a mediated moderation model. Personality and Individual Differences, 168,
110351. https://doi.org/10.1016/j.paid.2020.110351
Chen, Y. F., & Tjosvold, D. (2015). Knowledge sharing and team trustworthiness: A moderated mediation
model of trust in supervisor and power distance. Group & Organization Management, 40(6), 735-
762. https://doi.org/10.1177/1059601115571264
Chen, Y., & Tjosvold, D. (2021). The effects of person-organization fit on job satisfaction, organizational
commitment, and turnover intention. Journal of Business Research, 137, 699-708.
https://doi.org/10.1016/j.jbusres.2021.06.013
Chiaburu, D. S., & Marinova, S. V. (2017). Relationships of job insecurity, perceived employability, and
volunteering to employee learning behaviors: A cross-sectional, self-report survey study. Journal
of Occupational Health Psychology, 22(4), 473-484. doi: 10.1037/ocp0000048
Chiaburu, D. S., & Marinova, S. V. (2018). Peer feedback provision and performance: A meta-analytic
review. Academy of Management Journal, 61(2), 607-632.
https://doi.org/10.5465/amj.2015.0860
Day, E. A., & Guo, C. (2020). Transfer of training in the workplace: A review of the literature. Human
Resource Development Review, 19(1), 83-113. https://doi.org/10.1177/1534484319882953
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2010). Does mentoring matter? A
multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of
Vocational Behavior, 76(2), 152-167.
Ellström, P. E. (2011). Workplace learning and learning theory. In K. Evans, J. Hodkinson, & B. Kersh
(Eds.), The Oxford handbook of lifelong learning (pp. 75-88). Oxford University Press.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.
doi: 10.1080/158037042000225245
Gao, X., Li, X., & Li, X. (2020). Person–job fit and job satisfaction: The role of person–organization fit and
work–family conflict. International Journal of Environmental Research and Public Health,
17(15), 5384. https://doi.org/10.3390/ijerph17155384
Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-
member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-
domain perspective. Leadership Quarterly, 6(2), 219-247. https://doi.org/10.1016/1048-
9843(95)90036-5
Holton, E. F., Bates, R. A., Seyler, D. L., & Carvalho, M. B. (2019). Transfer climate: A meta-analysis of its
underlying dimensions and their relationship with transfer of training. Journal of Business and
Psychology, 34(6), 733-754. https://doi.org/10.1007/s
Kooij, D. T. A. M., Jansen, P. G. W., Dikkers, J. S. E., & De Lange, A. H. (2014). The influence of age on the
associations between HR practices and both affective commitment and job satisfaction: A meta-
analysis. Journal of Organizational Behavior, 35(8), 1111-1132.
https://doi.org/10.1002/job.1954
Kraiger, K., Ford, J. K., & Salas, E. (2017). Application of cognitive, skill-based, and affective theories of
learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 102(2),
317-330. https://doi.org/10.1037/apl0000141
Kristof, A. L. (1996). Person–organization fit: An integrative review of its conceptualizations,
measurement, and implications. Personnel Psychology, 49(1), 1-49.
Kristof-Brown, A. L., Jansen, K. J., & Colbert, A. E. (2002). A policy-capturing study of the simultaneous
effects of fit with jobs, groups, and organizations. Journal of Applied Psychology, 87(5), 985-993.
doi: 10.1037/0021-9010.87.5.985
Kristof-Brown, A. L., Zimmerman, R. D., & Johnson, E. C. (2005). Consequences of individuals' fit at work:
A meta-analysis of person-job, person-organization, person-group, and person-supervisor fit.
Personnel Psychology, 58(2), 281-342. doi: 10.1111/j.1744-6570.2005.00372.x
Kristof-Brown, A. L., Zimmerman, R. D., & Johnson, E. C. (2021). Person–Organization Fit. The Oxford
Handbook of Work and Organization. Oxford University Press.
https://doi.org/10.1093/oxfordhb/9780198788295.013.5

108
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

Li, X., & Lee, C. (2019). Person-organization fit and learning goal orientation: The mediating role of
perceived organizational support and job autonomy. Journal of Business and Psychology, 34(6),
777-792. https://doi.org/10.1007/s10869-018-9565-5
Liu, J., & Liu, Y. (2021). The relationship between person-organization fit and job
satisfaction/organizational commitment: An empirical study in China. Frontiers in Psychology,
12, 709769. https://doi.org/10.3389/fpsyg.2021.709769
Lu, L., Chen, X., & Chen, H. (2021). The impact of person-organization fit on employee well-being in
China: The mediating role of work-family conflict. Journal of Happiness Studies, 22(3), 1257-
1273. https://doi.org/10.1007/s10902-020-00254-3
Mansfield, L. R., & Ludema, J. D. (2021). The importance of workplace learning for the future of work.
Journal of Organizational Behavior, 42(2), 121-126. https://doi.org/10.1002/job.2434
Marsick, V. J., & Watkins, K. E. (2015). Informal and incidental learning. New Directions for Adult and
Continuing Education, 2015(145), 13-26. https://doi.org/10.1002/ace.20124
Miao, R., Humphrey, R. H., & Qian, S. (2019). Employee learning: A review and research agenda. Journal
of Organizational Behavior, 40(3), 254-270.
Raza, S. M., Abbas, S. R., & Aleem, S. (2020). Person-organization fit and workplace learning: A study of
the banking sector in Pakistan. International Journal of Training and Development, 24(4), 338-
352.
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and
development in organizations: What matters in practice. Psychological Science in the Public
Interest, 13(2), 74-101.
Su, Y. N., & Lee, Y. H. (2020). Factors affecting workplace learning: A study of the semiconductor industry
in Taiwan. International Journal of Human Resource Management, 31(14), 1819-1836.
Sun, J., Wang, H., & Zhang, W. (2021). Proactive personality and job satisfaction: The mediating role of
person-job fit. Social Behavior and Personality, 49(8), 1-9. https://doi.org/10.2224/sbp.13963
Sun, P. (2022a). A Review of the Business Culture Differences between Canada and China. Journal of
Scientific Reports, 4(1), 13-22. https://doi.org/10.5281/zenodo.7393953
Sun, P. (2022b). A Review of the Phenomenon and Formation Mechanism of Cultural Differences
between the United States and China. International Journal of Science and Business, 15(1), 135-
141. https://doi.org/10.5281/zenodo.7382405
Sun, P. (2023). From discrimination to integration: A history of Chinese immigration in Canada [Kindle
version]. Amazon. ASIN: B0BXX65Y4Q. https://www.amazon.com/dp/B0BXX65Y4Q
Sun, P., & Zuo, X. (2023). Navigating the Post-COVID Market: A Prospective Analysis of Foreign Trade in
the Pearl River Delta, China. Journal of Scientific Reports, 5(1), 8-14.
Tims, M., Bakker, A. B., & Derks, D. (2013). The impact of job crafting on job demands, job resources, and
well-being. Journal of Occupational Health Psychology, 18(2), 230-240.
https://doi.org/10.1037/a0032141
Verquer, M. L., Beehr, T. A., & Wagner, S. H. (2020). A meta-analysis of relations between person–
organization fit and work attitudes. Journal of Vocational Behavior, 77(3), 334-352.
Wang, H. J., Kim, T. Y., & Lee, J. (2019). When job demands and family conflict collide: The role of
supervisor support. Journal of Business and Psychology, 34(1), 65-77.
https://doi.org/10.1007/s10869-017-9521-3
Wang, H., Wang, Z., & Wu, Y. (2021). Job demands, person–job fit, and job performance: The mediating
role of job crafting. Current Psychology, 40(4), 1579-1589. https://doi.org/10.1007/s12144-
019-00568-w
Wang, S., Wang, Y., & Wu, L. (2021). The relationship between work engagement and job performance:
The mediating role of person-organization fit. Journal of Business Research, 123, 722-730.
https://doi.org/10.1016/j.jbusres.2020.12.028
Xu, J., Huang, X., & Lam, C. K. (2019). Person-supervisor fit and job performance: The mediating roles of
work engagement and job satisfaction and the moderating role of supervisor support.
International Journal of Human Resource Management, 30(12), 1843-1867.
https://doi.org/10.1080/09585192.2017.1423468
Zhang, C., Li, Y., & Liang, X. (2021). Person-organization fit and workplace learning: The mediating role
of self-efficacy. Frontiers in Psychology, 12, 1-10.

109
 IJSB Volume:24, Issue: 1 Year: 2023 Page: 97-110

Zhang, S., Yang, Y., & Wang, Y. (2020). Effects of training opportunities, feedback and supervisor support
on employee learning: A study of the hotel industry in China. Journal of Human Resources in
Hospitality & Tourism, 19(3), 255-277.
Zhang, X., Shao, Y., & Jiang, J. (2018). Person–supervisor fit, proactive personality, and creativity:
Exploring cross-level moderating effects. Journal of Business Research, 85, 418-430.
https://doi.org/10.1016/j.jbusres.2017.12.018
Zhang, X., Wang, M., & Li, S. (2019). Perceived organizational support and job satisfaction: The mediating
role of person-organization fit. Frontiers in Psychology, 10, 2871.
https://doi.org/10.3389/fpsyg.2019.02871
Zhang, Y., Hu, Q., & Ye, M. (2021). Exploring the relationship between person-job fit and work
engagement among Chinese university teachers: A moderated mediation model. Frontiers in
Psychology, 12, 632741. https://doi.org/10.3389/fpsyg.2021.632741
Zhi, X., Wang, Y., & Jiang, W. (2021). Job characteristics and workplace learning: Evidence from Chinese
IT industry. Journal of Educational Technology Development and Exchange, 14(1), 67-81.

Cite this article:

Zhang Qinfeng (2023). The Role of Person-Organization and Person-Job Fit in Enhancing
Transfer of Learning in Shanghai's Financial Enterprises. International Journal of Science and
Business, 24(1), 97-110. doi: https://doi.org/10.58970/IJSB.2118

Retrieved from http://ijsab.com/wp-content/uploads/2118.pdf

Published by

110