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The purpose of this paper is to develop a knowledge elicitation strategy to elicit and compile home energy retrofit knowledge that can be incorporated into the development of an intelligent decision support system to help increase the uptake of home energy retrofits. Major problems accounting for low adoption rates despite well-established benefits are: lack of information or information in unsuitable and usable format for decision making by homeowners. Despite the important role of expert knowledge in developing such systems, its elicitation has been fraught with challenges.

Using extensive literature review and a Delphi-dominated data collection technique, the relevant knowledge of 19 industry experts, selected based on previously developed determinants of expert knowledge and suitable for decision making was elicited and compiled. Boolean logic was used to model and represent such knowledge for use as an intelligent decision support system.

A combination of comprehensive knowledge elicitor training, Delphi technique, semi-structured interview, and job shadowing is a good elicitation strategy. It encourages experts to describe their knowledge in a natural way, relate to specific problems, and reduces bias. Relevant and consensus-based expert knowledge can be incorporated into the development of an intelligent decision support system.

The consensus-based and relevant expert knowledge can assist homeowners with decision making and industry practitioners and academia with corroboration and enhancement of existing knowledge. The strategy contributes to solving the knowledge elicitation challenge.

No previous study regarding a knowledge elicitation strategy for developing an intelligent decision support system for the energy retrofit industry exists.

This paper aims to determine the effect of intrinsically motivating idiosyncratic deals (I-deals) on innovative work behaviour (IWB) among tied life insurance agents in Kenya.

Standard multiple regression analysis was used to test the hypotheses from data collected from a field study from 498 employees and 48 managers.

The study findings showed a positive relationship between both flexibility I-deals and IWB (ß = 0.461, p < 0.00) and between task and responsibilities I-deals and IWB (ß = 0.171, p < 0.01).

The cross-sectional collection of data weakens the author’s claim of causality between the variables in focus. The study extends literature on the effects of flexibility as well as tasks and responsibilities I-deals on IWB.

Organizations must grant their employees with intrinsically motivating I-deals in order for display of IWB.

These I-deals provided intrinsic motivation of the employees in displaying IWB in the organizations. The exchange relationship with the employers got enhanced through their granting motivating employees to look for new ways of doing their work.

This is the first study to investigate a linear relationship between intrinsically motivating I-deals and IWB.

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.

The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents.

A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed.

The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning.

Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses.

This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.

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.

This study aims to provide insight of how conference sessions and poster sessions are relevant to libraries.

Recently attended IFLA and Internationale Funkaussteilung (IFA) and focused the conference report on generative artificial intelligence (AI).

Disappointed in the IFLA and IFA conferences and instead find that the email newsletter from Shelly Palmer is much better in keeping up with exponential growth in ChatGPT and other generative AI tools.

This study may provide ideas for libraries to experiment with generative AI tools.

This study is an original report by the authors. All photos were taken by the authors except for a table from the email newsletter of Shelly Palmer, which was included by him from another source.

This study aims to investigate the relationship between intrinsic motivators and the transfer of knowledge/skills gained during training to work. The intrinsic motivators considered for the study were self-efficacy and motivation to transfer the training knowledge. The study also examined how work conditions mediate the association of intrinsic motivators and training transfer. The working conditions considered in the study were autonomy and the opportunity to perform in the job.

A cross-sectional study was conducted among 426 participants from microfinance institutions in Karnataka, India, who had received a three-week job training six months earlier. Data were collected using a questionnaire and structural equation modelling was performed for the analysis of the data.

The study found positive significant relationships between motivation motivators and training transfer of learning. Positive relationships were also seen between work conditions and training transfer of learning acquired via training. The study also established the role of intrinsic motivators in predicting training transfer through work conditions.

This study stands among the pioneering works to investigate the influence of intrinsic motivators on training transfer, while also examining the mediating role of work conditions. It focuses on an emerging economy, specifically India, thereby contributing valuable insights to the field.

Gregory Ashley is a Ph.D. student at the University of Nebraska at Omaha in the area of Industrial/Organizational (I/O) Psychology. Greg holds undergraduate degrees in Psychology and telecommunications, and Masters degrees in Business and Economics. His research has been published in both economic and psychology-related publications. Prior to entering academia, Greg accrued over 20 years of hands-on business experience working in a variety of management positions in the telecommunications industry.

The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer.

Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses.

Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT.

Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low.

To the best of the authors’ knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.