Study | Location | Aims | Results |
| India | Training design, individual characteristics and work environment as determinants of transfer of training to the work context | The results indicate that to strengthen the transfer of training, organizations should design training to enable trainees to have the ability to transfer learning, strengthen trainees’ belief in their transfer ability, ensure that training content is retained over time, and provide appropriate information about employee work feedback on performance after training activities. |
| Korea | Trainee characteristics, instructional satisfaction, and organizational factors | Results showed that trainee characteristics, instructional satisfaction, and organizational factors significantly influenced the trainees’ perceived learning and learning transfer immediately after and three months following the training. |
|
|
| Identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioural modelling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training. |
|
|
| Behavioural modelling facilitates transfer when both positive and negative models are used, and when opportunities to practice are provided. |
|
|
| Error management promotes the transfer of training by allowing trainees to anticipate potential issues, providing them with knowledge of how to handle such problems, and highlighting the adverse outcomes that can occur if training is not transferred. |
|
| Realistic training environment |
|
|
| Aims to extract the data related to the target population, study design, characteristics of the intervention, outcomes, and effectiveness. | The study highlighted the diversity in the design of studies and the program’s effectiveness evaluation. |
|
|
| Effectiveness of error management training: a meta-analysis |
|
|
| Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability. |
|
|
| Capacity building framework |