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The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process.

This study proposes and tests a framework via structural equation modelling by including supervisor and peer support, instrumentality and learner readiness on 503 Malaysian bank employees. It proposes a modified and improved scale for learner readiness previously developed by Holton et al..

As hypothesized, supervisor and peer support increase the motivation level of the trainee to transfer the learned skills. The findings of this study will help researchers to resolve the conflict among past researchers about the role of peer and supervisor support in training transfer process. In addition, an improved scale of learner readiness is used and the result indicates a significant relationship between learner readiness and transfer motivation. Furthermore, this study explains the importance of intrinsic rewards and finds that intrinsic rewards make trainees retain more skills and learned skills are transferred to the work place.

The findings of this research would be helpful for human resource development professionals to develop effective strategies in order to maximize the training transfer and effectively manage the training program. The findings of this research explained the role of stakeholders – trainers, trainees, supervisors, peers and top management – which will maximize the training transfer at the work place.

This paper examines new relationships among different factors which resist transfer motivation and training transfer at the workplace.

The training and education of peers represents an important milestone in the peer's journey to work within organisational settings. Historically, peer support occurred based on a mutual relationship whereby one peer often with more experience provided support and guidance to another. However, as peers began to move into organisations staffed by professionals, a standard of training and education became needed if peers were to be accepted. This chapter outlines these issues, as well as discussing the training standards, the academics and soft skills needed. Some of the challenges peers face during their education and their continued development will be discussed. This chapter will focus on the training of peers for mental health and substance use settings in addition to other emerging areas in social inclusion.

This paper aims to provide an understanding of influencing motivation and volition in the transfer of learning within the context of technical training in different countries by controlling predictors.

In six countries, employees from one automotive company’s service centres were asked to complete two online questionnaires after a blended learning training program with technical content (t1: 7 to 12 days after the training, t2: 5 to 7 weeks after). In total, 441 technical staff members participated.

Results suggest that motivation and volition mediate the effects of peer support, content validity and supervisor support on training transfer after a technical training. The outcomes show that peer support has an important influence on motivation and that national culture is less important than company culture.

The results should be tested further in different trainings, companies and countries.

This is one of the first international studies to confirm peer support and content validity as predictors for motivation to transfer after technical training. It is also the first instance of exploring possible mediation by motivation and volition on peer support and content validity after technical training in an intercultural context.

Public and private universities keep facilitating knowledge transfer and sharing within academic institutions. Multiple factors have been investigated to strengthen the infrastructure of these universities; however, the researchers have always been trying to explore the best one. Therefore, the purpose of this study is to investigate the influence of academic supports on motivation to learn (MTL) and transfer, in turn, influence transfer of training (TOT). Interestingly, the sector (i.e. public or private universities) unveils TOT to see whether the public sector has best practices or private.

This study adopts valid measurement instruments from the literature studies. This study pretests the validity and reliability of the instruments. This study administers the designed survey questionnaire among the faculty members of both public and private universities. This study uses a convenient sampling approach using a quantitative research method. By applying Smart partial least square (PLS) 3.3.3, this study uses structural equation modeling.

This study supports that organization, supervisor and peer support significantly and positively influence TOT. Additionally, MTL and motivation to transfer (MTT) significantly and positively mediate the link between TOT and organizational, supervisor and peer support. MTL also significantly and positively influences MTT. Most interestingly, the sector significantly and positively moderates the link between TOT and organizational, supervisor and peer support, MTL and transfer.

The results support the public and private universities that they should develop the infrastructure containing learning motivation and transfer for easy TOT. This would be more effective if the in higher educational institutions (HEIs) follow research findings.

This study empirically tests the impacts of academic supports on MTL and transfer, which boosts the TOT. The novelty of the research can be implemented in HEIs’ rules and regulations.

The purpose of this paper is to describe the experience of being a peer support worker: a day providing training for new peer support workers.

A reflective personal account of a day in the authors work sent as a trainer on a peer support worker training course.

The critical value of co-production. Training is not about an “expert” imparting their wisdom – the answers are in the room. To provide training is to continue to learn.

One person's account of their experience of providing peer support worker training.

Modelling that which is valued rather than simply telling people. A recovery focus must extend to colleagues as well as the people we serve.

While there is a great deal written about the theory of peer support work, little is published about peer support workers experience. This paper provides important insights into the nature of peer support work.

Substantially few or no known empirical studies have explicitly focused on the higher-order construct of motivation in human resource development (HRD), namely, motivation to improve work through learning (MTIWL) as a mediator linking personality traits and social support to training transfer. Hence, the purpose of this paper is to redress the inadequacy by exploring the role of MTIWL as a mediator on such relationships.

Consistent with positivism, quantitative data based on self-rating were collected from 131 trainees attending management training programs organized by a public sector training provider in Malaysia.

The findings indicate that personality traits (i.e. conscientiousness, extraversion, and agreeableness) and social support (i.e. perceived organizational support and peer support) influenced training transfer via the mediating role of MTIWL. Supervisor support, nonetheless, was not a significant predictor of training transfer through MTIWL.

This study focuses on a more holistic motivational construct than simple motivation in HRD. The focus on MTIWL extends the existing understanding of the underlying motivational influences that link dispositional and situational factors to training transfer in occupational settings.

Student mental health is a major challenge for higher education in the twenty-first century. Students undertaking healthcare professionally affiliated courses can experience additional pressures that negatively impact on their well-being and can make it more difficult to access support. The paper aims to discuss this issue.

To address some of these challenges, the Bridge Network was established in one healthcare school in a higher education institution. It is a peer support network co-produced with students studying on healthcare courses to provide group-based support to promote mental well-being. Student peer group facilitators draw on their own lived experience of mental health challenges or of being a carer. The groups provide a safe space for students who may experience mental health difficulties to share, gain support and connect with each other. This paper explores the journey of setting up the Bridge Network.

Although the group has been well received and various factors have supported its establishment, there are several difficulties that the network has faced. Power imbalances between students and academic staff have been challenging for the co-produced design, alongside enabling positive and safe discloser for healthcare students. However, the network has raised the profile of mental well-being for healthcare students and encouraged supportive conversations about the issue as well as providing enriching volunteer opportunities.

The Bridge Network is an innovative development reflecting best practice within mental healthcare. However, to ensure spread and sustainability, alignment with organisational strategy is required.

The paper explores the strengths and challenges of establishing peer support for students undertaking vocational healthcare courses.

The purpose of this paper is to review current perspectives on peer support in mental health informed by service user perspectives.

The paper is informed by a literature review and consultations with five groups of service users engaged in different forms of peer support.

The findings suggest that there are many benefits to service users from engaging in peer support. These include: shared identity; development and sharing of skills; increased confidence; improved mental health and wellbeing; and the potential for challenging stigma and discrimination. Most difficulties encountered were associated with “intentional peer support”, where service users are employed as peer support workers – these included role conflict, setting boundaries, and ensuring adequate training and support. A key theme that divided opinion was the degree to which peer support should be “professionalised” as part of statutory services.

The findings suggest that it is vital to acknowledge the different views about peer support that arise in different service user and voluntary sector groups: views about such core issues as payment, equality, and professionalisation. Ultimately, peer support arises from people wanting to create their own support networks; any plans to formalise it from within statutory services need to acknowledge that pre‐existing grassroots expertise.

Recent developments mean that peer support, which originated from the grassroots of service user experience, has taken a new direction through becoming incorporated into statutory services. This paper looks at some of the benefits and pitfalls of these developments informed by the views of service users.

The purpose of this study is to conduct a systematic search of the literature as it pertains to interventions delivered by peers to refugees and asylum seekers during the resettlement process.

A preferred reporting items for systematic reviews and meta-analysis-compliant scoping review based on Arskey and O’Malley’s (2006) five steps was used. Four databases, Scopus, Embase, Ebsco and ScienceDirect, were searched for peer-reviewed articles published in English from 2000 to 2021. Studies were included if they reported on interventions, outcomes or the training received by adult peers to support refugees and asylum seekers during the resettlement process. Of an initial 632 journal articles retrieved, 14 met the inclusion criteria for this review.

Most included studies were conducted in Western high-income countries, with the exception of one. Studies were heterogeneous in terms of the nationalities of peers and those receiving peer interventions, the outcomes reported on, the content of interventions and the methodologies used. Findings suggest that peer interventions seem to be effective in addressing many of the challenges faced by refugees and asylum seekers. Community integration, acculturation and reductions in psychological distress are some of the key benefits. When such interventions are co-produced in participatory research involving refugees, asylum seekers and the civil society organisations that support this population, they are naturally culturally responsive and can, therefore, address issues relative to different ethnic needs during the resettlement process.

To the best of the authors’ knowledge, this is the first scoping review to be conducted in this area and adds to what is a very limited body of research.

In April 2010, Nottinghamshire Healthcare NHS trust won Regional Innovation Funding to recruit, train and employ six peer support workers in community mental health teams. At the time, practical examples of the employment of peer support workers were lacking in England. The aim of this paper is to communicate the key lessons learned in this first year of peer support in the hope that these will provide a foundation for other services to build upon.

The project was evaluated using a simple evaluation model reflecting service structure, processes and outcomes, collected through qualitative methods: documentary analysis, semi‐structured interviews and a focus group.

The peer support employment process has been broken down into its fundamental components (selection, recruitment, training, supervision relationships, recovery approach and discharge of clients) and within each of these sections a brief narrative is provided to explain some of the challenges faced. Each section ends with recommendations based on the lessons learned as a result of the pilot study.

A second paper will examine the nature of peer support: what the peers did with clients and what difference this made.

At present many mental health services are planning to employ peer support workers and this paper provides some early guidance for implementing this process in the NHS.