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Two attitudinal (training value and training motivation) and two organizational (opportunity to transfer and transfer reward) factors were proposed to affect the transfer of MBA knowledge to the job and were tested using multiple regression analysis. The results indicated that only training value was significantly related to transfer outcome. In other words, the greater the perception of training value, the more would be the training applications. Other factors were shown to have little impact. It might be due to the fact that testing of the transfer of MBA knowledge required a longitudinal approach that should incorporate the identification of what MBA knowledge was to be transferred. Future studies were also suggested to include other individual, attitudinal, and environmental factors to study their effects on training transfer.

Of the various factors directly or indirectly influencing transfer of training, supervisor support as a work environment variable is found to have diverse relationships with transfer, further complicated with the perspective of time. The purpose of this paper is to bring together findings from past research to have a better insight on the impact of supervisor support on training transfer.

A qualitative approach has been adopted to review existing research on the selected constructs.

Literature reveals divergent influences of supervisor support on transfer: some researchers have established a direct-indirect relationship, some opine a positive-negative relationship and few show mixed results. Usually the relation is found to be indirect when trainee characteristics have been used as mediators. The authors may infer that the influence of supervisor support on transfer is contextual and nothing can be said affirmatively on their relation.

Supervisors can harness trainee characteristics by enhancing their motivation to learn and motivation to transfer. They can familiarize trainees with the programme, discuss how to apply newly learnt skills to jobs, set goals and provide timely feedback. Trainers should train supervisors about how to support trainees before, during and after training. Overall, organizations must structure the role of supervisors in a way that would ensure maximized training transfer and effective management of a training programme.

This study provides a better understanding of the association between supervisor support and training transfer, taking into consideration all dimensions, namely positive or negative, direct or indirect and even mixed.

The purpose of this qualitative study was to evaluate if the environment of the State 4-H Council fosters transfer of training to life after the 4-H program. Purposive sampling identified former members of a State 4-H Council. The research methods included semi-structured and unstructured interviews. Major findings of the study noted that most areas of the council environment encourage the transfer of training, however, some facets of the council environment need improvement to promote training transfer. Recommendations include conducting a needs assessment of all incoming State 4-H Council members, developing an experiential training method, implementing training on working with different personality types, improving communication among the group, and continuing to reward council members for using the skills they gain while on the council.

This paper aims to present research undertaken in the biggest factory in Greece (Aluminium of Greece SA), pertaining to the transfer of training on safety in the workplace.

Several factors (thought to affect training transfer) were measured, in order to assess whether there were favourable conditions for training transfer to happen within the specific workplace. In total, 134 questionnaires were distributed to “first line” workers of the factory, of which 88 were returned completed and processed. Subsequently, five interviews were held with their supervisors; in that respect, triangulation of data was achieved.

All factors examined here (e.g. trainee motivation, career goals, commitment, training design, working climate) were sufficiently developed within the specific workplace.

This research is a case study. It has some limitations, which include its time and cost constraints and the research was also based on a specific factory.

There has been little research in Greece on training transfer. The present research is based on an industrial setting (factory) where health and safety issues are of paramount importance.

The purpose of this case study is to highlight the efficacy of Augmented Reality (AR) as an effective tool to facilitate training transfer of behavioral skills and knowledge imparted during the training program, back on the job.

Insights were gathered through qualitative assessments in the form of post-training depth interviews with participants, with the objective of investigating the success of AR as an effective training transfer tool.

The findings of the study revealed encouraging results related to the application of AR towards training transfer at the workplace. The learners revealed positive impact of AR on training transfer and found the experience to be highly enriching.

The study offers insights in the domain of technology enabled tools such as AR to drive transfer of training through an immersive and engaging learning environment.

AR as a training transfer tool can bridge the gap between training delivery and training implementation in behavioral trainings for several key industries, thus eliminating geographic and language barriers for learners.

The study is first of its kind and promises further inquiry in the domain of organizational learning and development. Insights revealed in this case are gathered through personal experience and offer a new perspective towards training transfer at the workplace.

Libraries devote considerable money to providing continuing education and staff development, but initial research suggests that there is little “pay off” to continuing education efforts, that less than half of all training transfers to the work place. While a wide range of activities may be used to promote the transfer of training to the job, evidence shows that librarians do not often engage in such activities. Ways of strengthening support for transfer of training in libraries — and thereby enhancing the performance of the library's personnel — are suggested.

Transfer of training is vitally important in today's workplace, where organizations spend millions of dollars on training their employees. The purpose of this study is to identify effective tools for the transfer of training.

A survey was conducted of Midwestern trainers in the USA to identify the three most effective tools for transfer.

A limitation to the research may be that only one area of the USA was used in the survey.

Future research might include a survey of trainers throughout the United States and/or in other countries. To ensure that transfer of training occurs, trainers may want to utilize these three tools that have been identified.

The paper identifies effective tools for the transfer of training.

Previous research suggests that motivation to transfer is related to the effective transfer of training, but less is known about the boundary conditions of this relationship. Therefore, this study aims to propose that motivation to transfer is more strongly related to training transfer when employees have a stronger personal capacity for transfer. The author also hypothesizes that this two-way interaction is further moderated by gender.

Using a cross-sectional design and a sample of 257 Tunisian workers, a three-way interaction model with the PROCESS macro (Hayes, 2018) was used to test the hypotheses.

Results show that workers respond to motivation to transfer with increased training transfer. Personal capacity for transfer and gender moderated the proposed relationship. Thus, the interaction effect between motivation to transfer and personal capacity for transfer is significant for women but not significant for men. More specifically, motivation to transfer is more likely to predict training transfer among women with high personal capacity for transfer than among those with low.

This study adds to the literature on motivation to transfer and training transfer by explaining two boundary conditions in this relationship and by recognizing the conditional interaction effect of gender on the moderating effect of personal capacity for transfer.

This study aims to examine the impact of knowledge and skills acquisition from youth leadership programs on the extent of training transfer. Additionally, it explores the role of self-esteem as a potential intervening mechanism in linking the acquired knowledge and skills to the transfer of training.

Using a non-probability purposive sampling, data were gathered from participants of youth leadership programs in Brunei. The study hypotheses were validated using multiple linear regression analysis and Hayes PROCESS macro.

The findings revealed that knowledge and skills acquisition positively affect the extent of training transfer among youth leadership program participants. Moreover, self-esteem is found to be a crucial mediator in the relationship between knowledge and skills acquired from youth leadership programs and the extent of training transfer.

The study suggests that to optimize the transfer of training in the youth leadership programs, relevant stakeholders – training providers, and practitioners – must prioritize not only the knowledge and skills acquisition but also the cultivation of participants’ self-esteem. To achieve this, a primary focus should be placed on the criticality of designing such programs to address these factors. Policymakers, particularly in Brunei, can enhance the leadership pipeline among the youth population and expedite progress toward achieving the national vision by aligning leadership development initiatives with the broader national development agenda.

Collectively, this study enhances understanding of training transfer in youth leadership development, an often-overlooked area in the literature.

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.