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This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between -0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation.

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No previous research in the United States has compared and contrasted learning transfer systems across organisations and training types, primarily because no standard instruments were used in previous research. This study, based on a subset of responses in the Learning Transfer System Inventory response database, is the first to conduct such a comparison. Using a subset of 1099 respondents, transfer systems are compared across three organisation types, eight organisations, and nine types of training. MONOVA and univariate ANOVA were used to compare transfer systems. The results suggest that transfer systems differ across organisational types, organisations, and training types. Implications for HRD practice and future research directions are discussed.

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This survey explored the alignment of an organisation’s specific training program with its strategic direction and its practices to support usage of training on the job. The subjects, trainees and their immediate supervisors, were participants in a targeted sales training program of a Fortune 200 pharmaceutical company headquartered in the Midwest [of the United States]. This study found a low to moderate positive correlation between the perceived alignment of training with the strategic direction of the organisation and the presence of practices to support usage of training. The group of trainees that self-reported very high usage of training perceived a significantly higher alignment of the training program with the strategic direction of the organisation as compared to the group of trainees that self-reported low to high usage of training; field managers did not differ significantly in that regard. Trainees who self-reported very high usage of training also reported a significantly higher presence of practices to support usage of training throughout the program than the group of trainees that self-reported low to high usage of training; field managers did not differ significantly in that regard either. The study found a positive correlation between awareness of and commitment to the strategic direction of the organisation.

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This issue focuses on the real impact that learning and development has on people's lives and also recognises the most innovative thinking from the annual AITD Excellence Awards. Articles in this issue include: The push and pull of knowledge and training / David King (pages 6-7); Creating advanced learning transfer with AI coaching chatbots / Emma Weber (pages 9-11); Harnessing the power of informal learning / Hawley Kane (pages 12-13); A creative education avenue for microlearning / Rick Bair and Beth Bair (pages 14-15); The future of the future of learning / Denise Meyerson (pages 16-17); The 12 steps of AA (or how 70:20:10 saved my life) (pages 18-19); Thinking beyond 70:20:10 / Evelyn Moolenburgh (pages 30-31); Learning transfer beyond the training room / Catherine Logue (pages 32-33); Everyone needs to think strategically / BH Tan (pages 34-35). Show less

Despite the prevalence and significance of regulating emotions in the workplace, there is a major gap in the literature on the training and work-based application of emotion regulation strategies. This study seeks to fill this gap by investigating how emotion regulation strategies are taught to managers on three emotional intelligence training courses, the events associated with their use in the workplace and any constraints. Drawing on qualitative data from participant observations and interviews with managers and trainers, the study identifies the use of eight emotion regulation strategies that are classified as attention deployment, cognitive change and response modulation. Managers use a variety of the strategies at work, sometimes combining and adapting them. These strategies were reportedly used during situations of interpersonal conflict, interpersonal interactions, organisational change, to relieve boredom and cope with work overload. Managers described constraints as dispositional, physical, time, effort, status and unfeasibility/lack of realism of tools.

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This study aims to evaluate the impact of training on the use of modern agricultural inputs in comparison to the recommended amount for wheat and maize production in Gozamin and Machakil Woredas in Northwest Ethiopia. The study employs a mixed-methods research design. The propensity score matching and thematic methods of analysis were used to analyze the quantitative and qualitative data, respectively.

The study finds that trainees reduced the excess application of wheat seed by 11.66 per cent to 15 per cent ha-1. In Machakil, they tended to reduce excess NPSB [fertilizer] application by 21 per cent and increase urea by 52.17 per cent for wheat. But, the NPSB rate was found to increase by 100.4 per cent above the recommended rate in Gozamin. For maize, the trainees increased urea by 12.42 per cent ha-1 in both Woredas. The study recommends the provision of consecutive practical training and demonstrations till farmers get convinced that applying the recommended rates of inputs significantly enhances crop productivity.

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The community services work industry in Australia continues to expand, leading to sustained demand for workers who can adapt to the complex needs of a growing client population. Training of these workers is provided largely through vocational education and training (VET). Both industry and VET exist within volatile environments impacted by change. Changes of government, funding shortages, politically charged events, and pandemics can all result in policy changes that are massive, immediate, and characterised by a focus on directed outcomes and expectations. The community services work environment demands workers who have the capabilities, understanding, and know-how to work with clients and adapt programs within the shifting landscape. There is a need for training that transforms students into the critical thinkers and capable workers needed by this expanding industry to service the complex needs of an ever-increasing client population. The current competency-based curriculum for community services work in VET is both complex and fragmented, providing challenges for VET in meeting these training aims. This study argues that identifying threshold concepts could offer the opportunity to refocus the curriculum for this industry.

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The literature has indicated that support of the supervisor is critical for employees to transfer the competences developed during training to their job. However, little is known about which specific supervisor behaviors and attitudes enhance transfer of training. An earlier systematic literature review demonstrated the multidimensionality of supervisor support and discerned 24 categories. The aim of this empirical study is to validate this multidimensional framework and to discover what supervisor support means in practice by exploring how supervisors take up their role in transfer of training. The present study reports on a qualitative study in which 16 supervisors were interviewed about how they experience and display support in training transfer. Findings show that the majority of the 24 categories of specific supervisor support are provided in practice. However, it appears that, particularly, involvement in training selection, coaching learning and transfer, and participation in training characterize the role of the supervisor in transfer of training. The findings furthermore reveal 83 specific approaches, strategies, actions, and attitudes that supervisors report to use to enact each particular category of support for transfer of training.

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This study assessed transfer from a customized executive training program involving 89 public sector employees. Participants who set a distal goal had higher self-efficacy than those in both the do your best (DYB) and the proximal plus distal goal conditions. Participants who set proximal plus distal goals had higher maintenance than those who set distal outcome goals, and those who were urged to DYB. The distal goal participants had a higher level of applied generalization than their DYB counterparts. Maintenance did not differ between DYB and distal goal conditions.

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Purpose - This study seeks to address empirically the current state of generic competencies considered to be important for successful work performance among Malaysian graduate employees. This study also aims to explain the elements of generic competencies that are needed to complement the tertiary training of students in workplace learning. Design/methodology/approach - Using the survey method, questionnaires (validated by a pilot test and with a Cronbach's alpha of 0.81) were administered to a purposive sample of graduate employees (n2). Findings - Responses were factor-analysed and correlated through the Pearson product-moment correlation procedure. Drawing from the significant correlations (p<0.01) of the factors extracted, this study highlights interpersonal skills, knowledge-acquiring skills and flexibility as being highly important in contributing toward success in work performance. Additionally, these graduate employees also expressed value-improving skills, practical orientation abilities and cognitive skills as being important for successful work performance. These generic competencies are important for enabling Malaysian graduate employees to transfer learning from the classroom to the workplace for success in work performance. Research limitations/implications - Given the financial constraints, this study is limited to Malaysian graduate employees. Therefore, the generalisability of the results is limited to other situations that are similar to the one discussed in this study. Originality/value - In the Malaysian context, tertiary training probably needs to consider the development of generic competencies in students so as to enable them to transfer tertiary learning to meet the changing demands of the workplace when they graduate. In this direction additional research is recommended in Malaysia so that graduates can be better trained to contribute successfully in the workplace.

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