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The present study is an attempt to extend previous findings and examine the role of the trainer's reputation, training nomination and training reputation on pre-training motivation and training effectiveness in a business context.

The authors hypothesized that trainer reputation, training nomination and training reputation would affect pre-training motivation; and that pre-training motivation would act as a mediator between these three variables and training effectiveness. The sample is constituted by 251 managerial-level employees at a large firm in India who completed pre-training and post-training surveys. These data were then analyzed using structural equation modeling and other inferential techniques.

The results suggested that self-nomination positively influences pre-training motivation. Similarly, positive training and trainer reputations also affect pre-training motivation. Pre-training motivation mediates the relationship between trainer reputation, training nomination, training reputation and training effectiveness.

The method bias and measurement error cannot be ruled out. The data were collected from employees in a single firm via self-reports, and, ceteris paribus, it would be advantageous to broaden the sampling frame to cover multiple organizations with data collected using more than one methodology. However, the temporal lag of 45 days used herein between collecting predictor data and criterion data can reasonably be expected to have mitigated this problem to some extent.

The findings regarding the reputation suggest that what trainees know or what they believe they know about the trainer or the training program they are going to attend will have a significant impact on their pre-training motivation, and subsequently on the training effectiveness. It is also essential to understand how trainees get information about training. Most often, this information travels through various informal channels and passes through many people, and thus trainees may get inadequate or incorrect information about the training program and the trainer.

Previous research indicates that only a small proportion of training actually gets transferred to the job (Mackay, 2007). This study augments the literature by putting forward empirical evidence that could be leveraged by firms' senior management teams pursuant of optimizing investments in the training of employees.

Despite years of advice from researchers that trainee reactions provide training evaluation information that is of very limited use, trainee reactions remain the most commonly used measure of training effectiveness. Because the technology that supports online training facilitates the collection of trainee reaction information during and after training, organizations will likely expand their use of trainee reactions in training evaluation. Thus, the need to understand the utility of trainee reactions in online training is significant. The purpose of this study is to propose a model of trainee reactions based upon the theory of reasoned action and the technology acceptance model.

The model was tested using students participating in online training courses provided by a large landscaping company based in the USA.

Analyses provided partial support for the model. Findings include a negative relationship between computer anxiety and pre‐training motivation, a positive main effect on perceived effort for both pre‐training motivation and trainee reactions, and a positive relationship between trainee reactions and intent to take future online courses.

The generalizability of the results of this study is limited due to the use of student subjects. Also, a small sample size limited the ability to test the full model using path analytic testing.

These results provide meaningful guidance both for researchers and for practitioners responsible for the design and implementation of online training courses.

The purpose of this paper is to decipher the possibility of ensuring the effectiveness of sales training by focusing on selected organization-related variables and thereafter aims at making recommendations for enhancing the overall sales training effectiveness. Variables that are under organizations’ control, like training transfer climate, training evaluation and degree of choice (mandatory or by choice) were selected for this study. The study also attempted to understand how these variables influence at pre-training stage and post-training stage.

This cross-sectional research involved both exploratory and conclusive phases. To test the postulated hypotheses, data were collected in two phases from sales executives of a large oil and gas petrochemical company having the presence across India. A total of 370 sales executives, who were the part of a sales training program, were approached twice, one before the training and once after the eight weeks of training. Data from the respondents who completed both pre- and post-training survey (255) were used for analyses.

The results indicate that all the three predictor variables – training awareness, perceived transfer climate and the presence of an appropriate training evaluation mechanism, influence trainees’ motivation to learn. The results depict that motivation to learn mediates the association between the predictor variables and the resultant variable. Also, degree of choice was found to moderate the association between motivation to learn and sales training effectiveness. The research reinforces the significance of pre-training factors in designing sales training programs to ensure its better effectiveness.

The present study captures organizational-level variables as they are under the control of the organization and can be managed. The study included both motivation to learn and training effectiveness in the hypothesized model to understand the motivational issues in a holistic perspective. The outcomes of this research strengthen the role of trainees’ motivation to learn as a connecting variable between organizational-level variables and sales training effectiveness. Thus, the outcome of this study contributes to the literature on training motivation as well as training effectiveness.

The findings of this study are significant for sales organizations or the organizations offering sales training aiming to enhance overall training effectiveness. Training managers must focus on these factors and ensure that all the pre-training organizational-level variables are very well-taken care of. This implies that the trainees need to be well informed about the training calendar, training policies, training content, expectations from them and how the program will be evaluated after training, along with appropriate positive transfer climate. Organizations should also include proper training evaluation mechanism to measure training at different levels.

This study is an attempt to decipher the possibility of ensuring the effectiveness of sales training by focusing on select organization-related variables, and thereafter aims at making recommendations for enhancing the overall sales training effectiveness. The study’s uniqueness lies in simultaneous examination of influence of various variables, and that too at two different points of time (before and after the training). These two perspectives are apparently missing in the existing sales training literature.

The purpose of this paper is to provide human resource practitioners with practical information on the characteristics of a training programme that stimulates training motivation.

The paper uses integrative literature reviews of 40 empirical studies on training programme characteristics that have motivated trainees conducted since 1986.

The main characteristics of a training programme that stimulate training motivation are option to voluntary attendance, training reputation, appropriate training design, and the relevance of training for job‐, career‐, and personal‐related needs.

For future research, these six training programme characteristics should be empirically researched altogether to identify the factor with the strongest influence on training motivation, in which priorities can be focused on that main factor. Therefore, researchers are encouraged to test the proposed propositions further.

A number of studies indicated that training programme characteristics influence training motivation; however, different scholars selected different characteristics and defined and segregated them into various types of training motivation. Consequently, a vague explanation on the effect of the training programme on training motivation is demonstrated. Therefore, this paper seeks to help practitioners choose the right training programme characteristics that stimulate training motivation, by giving a comprehensive explanation.

This is the first review to explain the characteristics of a training programme that affects training motivation using an integrative and comprehensive literature review.

Executive coaching is gaining in popularity as a management developmental activity which facilitates organisational change for sustainability. The purpose of this paper is to explore the relationships among coachee feedback receptivity, pre‐training motivation, learning goal orientation, developmental self‐efficacy, self‐reported job performance improvement, self‐awareness, task performance and affective commitment in terms of executive coaching effectiveness as a form of management development.

A non‐randomised controlled trial research design was conducted to examine the hypothesized relationships among coachee characteristics and executive coaching effectiveness, as reflected in greater levels of individual outcomes in corporate Israel.

A significant interaction between learning goal orientation and pre‐training motivation on improvement in job self‐reported performance was found. Additionally, a negative relationship was found between learning goal orientation and improvement in self‐reported job performance among coachees with low levels of pre‐training motivation. Finally, self‐efficacy demonstrates a positive relationship with job performance improvement.

This research provides greater insights about the type of individual outcomes executive coaching should achieve, and under which conditions coaching is likely to be more beneficial for participants. This research has value for designing and implementing coaching programmes to drive sustainable development and innovation.

Although end‐user computing (EUC) training has received significant attention among academics and practitioners, the effective transfer of trained EUC skills is a relatively neglected issue. Analysis of factors affecting the EUC transfer process will aid in understanding and improving training transfer. Hence, the purpose of this paper is to underscore key trainee characteristics and facets of the work environment that influence EUC training transfer.

The theoretical framework includes prior computer experience, computer anxiety, computer self‐efficacy, pre‐training motivation and perceived job utility as significant trainee factors influencing the EUC transfer process. In addition, the model includes supervisory support as an important constituent of the EUC transfer process.

The model highlights the mediating roles of computer self‐efficacy and pre‐training motivation in predicting motivation to transfer. In addition, it points out that several factors work simultaneously to influence motivation to transfer EUC training.

Supervisory support in the pre‐ and post‐training environment is extremely crucial in determining EUC training success. Specifically, supervisors should be able to communicate to employees the purpose and importance of training, the relevance of computer training to their jobs and the outcomes expected.

This paper contributes to the literature by emphasizing the importance of supervisory support and individual characteristics in predicting motivation to transfer.

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.

The purpose of this study is to examine the pre-training and post-training variables influencing employee training effectiveness in the banking industry in this era of the digital age.

This study adopted a cross-sectional research design and a structured questionnaire to survey the participants (i.e., bank employees) (n = 702) for data collection. The data gathered from the surveyed respondents were analyzed using the Partial Least Square to Structural Equation Modeling (PLS-SEM) approach to test the proposed hypotheses.

The research findings suggest a significant influence of pre-training (i.e., training environment, trainer quality) and post-training (i.e., trainee motivation, trainee self-efficacy, and authentic leadership practices) factors towards the bank's staff training effectiveness in this era of digital age.

The research is one of the pioneer attempts on training effectiveness that significantly open opportunity for financial institutions such as banks to meet the challenge of the fourth industrial revolution from a developing country perspective. The current study also contributes to the extension of the theoretical and managerial doctrine in terms of the relationship among the pre-and post-training factors to enhance training effectiveness under the scope of the financial sector's employees to manage human resources and their development in the digital age.

In this study of 815 military personnel, the purpose of this paper is to examine how perceived leader behaviors are related to trainee perceptions of leader training priorities and to trainee priority for training, and whether trainee motivation to transfer of training moderated the relationship between trainee perceptions and trainee priority for training.

Participants who were experienced job incumbents responded to a survey related to foreign language usage, training, and policy.

When leaders showed support for training through their actions, trainees were more likely to perceive their leaders as placing a higher priority on training. Leader behaviors predicted trainee priority to train, because trainees believed their leaders set a higher priority for training. The leader behaviors that were important for trainees’ priority to train were discretionary behaviors, not those leader behaviors mandated by the organization. Trainee perceptions of leader priority were more positively predictive of trainees’ priority to train for trainees with less motivation to transfer of training.

Supervisor support is an important predictor of training outcomes. The authors expand this literature by focussing on the signals that leaders send to their subordinates regarding training priority. Leaders who exhibited discretionary behaviors in support of training appeared to create an environment in which trainees placed greater importance on training. Organizations need to be aware that mandating training activities might not be as important as encouraging leaders to place value on discretionary activities.

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.