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The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of metacognitive phenomena, with the aim of stimulating future research in the field of organizational behavior and human resources management (OBHRM). The author starts with a review of the history of metacognition research, distinguishing it from related theoretical constructs such as cognition, executive function, and self-regulation. Following this, the author outlines five constituent elements of metacognition – metacognitive knowledge, metacognitive experiences, metacognitive monitoring, a dynamic mental model, and metacognitive control – with discussions on their interrelationships and respective functions. Two approaches to metacognition, a process approach and an individual-difference approach, are then presented, summarizing key questions and findings from each. Finally, three broad directions for future research in OBHRM are proposed: examining metacognitive processes, considering mechanisms beyond learning to explain the effects of metacognition, and exploring both domain-specific and general metacognitive knowledge and skills. The implications of these research directions for personnel and human resources management practices are discussed.

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.

This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training.

A conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated.

The facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses.

This study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable.

This study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular.

The training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.

We explore the simultaneous influence of activist organizations and corporations on institutional change. Focusing on protests, campaign contributions, and lobbyists as the strategies used by activist organizations and corporations to influence institutional change, we study the dynamics between movements and counter-movements and their influence on the probability of institutional change. In the context of the US tobacco industry, the results shed light on the effectiveness of these strategies and uncover potential moderators of this relationship. Overall, we demonstrate the simultaneous and asymmetric effects of activist organizations and corporations that use conspicuous and inconspicuous strategies to change institutions.

This study examines solvent extract conductivity (SEC) testing, e.g., Ionograph or Omega Meter testing, which measures ionic cleanliness of printed wiring boards (PWBs). SEC has been a quality control (QC) monitor to assure product electrical reliability. Typical SEC measurements occur after wave soldered products have been solvent‐cleaned. This study concerns SEC testing on new wave soldering processes that involve no solvent cleaning, i.e., inert gas soldering with ‘no clean’ fluxes. Results show ionic residues from ‘no clean’ fluxes may have other characteristics that make QC testing for ionic cleanliness inappropriate. However, SEC may be appropriate as a process control monitor after soldering with these fluxes. An Ionograph measured SEC response for the following chemicals: NaCl, NaF, NaBr, KCl, MgCl2, CaCl2, HCl, succinic acid, malic acid, glutaric acid, adipic acid and ethylene glycol. The list includes inorganic salts, strong electrolytes, which may arise from manufacturing or PWB materials. The list also includes weak organic acids (WOAs) common to ‘no clean’ fluxes. One non‐ionic hygroscopic chemical, ethylene glycol, was studied. Ionograph response was measured via (i) direct injection of aqueous solutions and (ii) immersion of PWBs with individual chemicals as surface deposits. All ionisable compounds, including all WOAs, produced substantial SEC response. Surface conductivity was measured at 35°C/90% relative humidity (RH) with controlled amounts of the above chemicals deposited on clean PWB test circuits. Surface loadings corresponded to the molar‐ionic equivalent of 2.0 ?g/cm2 NaCl. In addition, NaCl, adipic acid and polyethylene glycol (PEG 400) were examined as a function of concentration. Several ionisable chemicals including all WOAs produced no measurable effect, i.e., surface conductivities were indistinguishable on clean and deposited specimens. Surface conductivity increased for ionic contaminants with critical RH below ∼80% and for the non‐ionic hygroscopic glycol. SEC measurements and surface conductivities were compared. The latter is more directly related to electrical reliability. Although all ionic compounds including the WOAs showed a SEC response, not all enhanced surface conductivity. Achievement of critical RH appears to be the important factor. Adipic acid required the presence of hygroscopic glycol to enhance surface conductivity. Therefore, SEC can be a misleading QC test for electrical reliability when WOA flux residues are present.

This chapter provides a comprehensive review of several social-cognitive models that have been lately applied in public health and donation contexts. The current review included the elaboration likelihood model (ELM), the prototype willingness model (PWM), and the organ donation model (ODM). This review also details and discusses the main strengths and limitations of these models. Importantly, this review helps to identify the gap of the current social marketing and health-care literature. In particular, this chapter provides a solid theoretical foundation and has initiated further pathways for future researchers who are interested in the fields of public health and social change literature, organ donation context, as well as social-cognitive decision-making models. The significance of this review is defined by advancing public health practitioners, social marketing communicators, and educationalists, evidencing how conceptual models can inform and guide the research.

The concept of vulnerability in climate change literature is underpinned by numerous theoretical contributions across different disciplines leading to disparate understandings of what climate change vulnerability entails, as well as different methodological frameworks for assessment. This multiplicity of contributions helped not only to frame and shape different understandings of vulnerability but also to define the conceptual and analytical elements considered as critical in any climate change vulnerability assessment. The purpose of this paper is to review the literature on climate change vulnerability and explore and synthesize those conceptual and analytical aspects considered fundamental in a vulnerability assessment in climate change.

Drawing on existing literature on climate change vulnerability and vulnerability assessment frameworks, the paper provides a review of the conceptual elements regarded as critical in integrated assessments of climate change vulnerability to date.

A review of the existing literature identified nine critical elements in vulnerability assessments: the coupled human-environment system and place-based analysis; key components of vulnerability; multiple perturbations; scales of analysis; causal structures of vulnerability; engaging stakeholders; differential vulnerability; historical and prospective analysis; and dealing with uncertainty. The paper concludes by highlighting some of the remaining challenges and limitations for the development of integrated vulnerability assessment in climate change research.

The paper presents a synthesis that draws on existing literature on climate change vulnerability theory, as well as vulnerability assessment frameworks that attempt to apply those concepts in the assessment of climate change vulnerability.