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Recent developments in research related to training transfer have recognized transfer as a complex process rather than a product of training. Transfer intention has been viewed as the first and most crucial stage in the transfer process. Despite its importance in determining the extent to which training transfer can occur, transfer intention has not been examined sufficiently in the literature. This paper aims to address this deficiency.

For the purpose of enhancing the knowledge and understanding of transfer intention as an important facet of the transfer process, the study was conducted to examine the influences of self‐efficacy as an individual‐level factor and supervisor support as an organizational‐level constituent on transfer intention. Owing to the paucity of research on transfer intention, the theoretical framework on the bases of which the hypotheses regarding the relationships between those two antecedents and transfer intention were constructed was partially supplemented by the Theory of Planned Behavior. The mediation role of motivation to learn in each of those relationships was also investigated, based on a series of regression analyses performed on the data collected from 287 public employees in Saudi Arabia.

The results showed that supervisor support was the most salient factor that affects transfer intention. Motivation to learn was found to influence transfer intention directly and to partially mediate the relationships of transfer intention with supervisor support and self‐efficacy.

Further analysis showed that supervisor support fully mediates the relationship between self‐efficacy and transfer intention.

The purpose of this study is to validate, in an Italian sample, a multidimensional training motivation measure (T‐VIES‐it) based on expectancy (VIE) theory, and to examine the nomological network surrounding the construct.

Using a cross‐sectional design study, 258 public sector employees in Northeast Italy (participating in a range of employer‐sponsored training programs) filled out the T‐VIES‐it and questionnaires on goal orientation, job support for learning, and intention to transfer learning gained through training to the workplace. To validate the T‐VIES‐it and test its nomological network confirmatory factor analysis and structural equations models were used.

Results showed acceptable confirmatory factor analysis fit indices and psychometric properties of the T‐VIES‐it. Acceptable fit indexes were also found for the structural equations models tested. The modified model showed significant relations between learning goal orientation and the three dimensions of training motivation; and between the expectancy subscale and job support and intention to transfer.

The paper highlights that the T‐VIES‐it is a validated multidimensional assessment of training motivation, and the first its kind in Italian. The scale should provide value in training evaluations and in research related to training motivation.

Trainees’ motivation to transfer the training imparted is an important constituent in determining required training outcomes in organizations. The purpose of this study is to examine the effects of trainee characteristics, training attitudes and training need analysis on motivation to transfer training.

Research hypotheses were tested using a survey. A questionnaire was used to collect data from employees of an Indian governmental power transmission organization, attending any one soft skills training programme in the past year. Out of the 500 questionnaires distributed, 389 were deemed useable for the study, producing an effective response rate of 77.8 per cent.

The findings establish a direct and positive association between trainee characteristics, training attitudes and need analysis with transfer motivation.

This study contributes to extant literature by examining associations in hitherto underexplored areas such as that of training attitudes and training need analysis with transfer motivation. In addition, the findings provide insights into challenges pertaining to transfer motivation in soft skills training initiatives.

To investigate individual and contextual antecedents of learning, transfer of learning, training generalization and training maintenance in a work context.

The hypotheses were tested using hierarchical regression analysis on data obtained from 119 employees who attended training programs.

The data supported the relationship between continuous‐learning culture and supervisor support and training motivation. Although training motivation was directly related only to training maintenance, it interacted with performance goal orientation in affecting training transfer and generalization.

Practitioners interested in designing interventions directed at increasing similar training outcomes can use various approaches aimed at assessing and monitoring factors such as continuous‐learning culture, supervisor support and training motivation. More importantly, based on the current results, practitioners can manage selectively the performance goal orientation of their trainees, given its differential relationship with training outcomes.

The findings are valuable for researchers and practitioners. From a theoretical perspective, the study offers a better‐specified model of training effectiveness by including both contextual and individual factors important for improving training effectiveness. Practitioners can use these ideas to design corresponding training and training transfer interventions.

Organisations invest heavily in training and development initiatives (Miller, 2012). However, a small percentage of what is learnt by the trainees from training gets transferred to the job (Mackay, 2007). The purpose of this study is to extend previous findings and examine various organisational factors, which have not been studied sufficiently, that influence training transfer.

A conceptual model based on previous research work is hypothesised and tested. The sample included 123 full-time employees working at one of the major public sector organisations operating in India.

The result suggested that training transfer climate, training awareness, participation and involvement in training decision and training assessment mechanism were found to be positively and significantly related to perceived training transfer.

Typical limitations consistent with self-report measures (e.g. social desirability) apply to this study as well. Another limitation was the small sample size. Future studies should assess a large sample size. Future research may assess the extent to which not only trainees but also other training stakeholders, such as trainers and supervisors, feel accountable and responsible for training and its transfer. This would provide a stronger test of the accountability hypothesis. It would also be worthwhile to study the type of evaluation/assessment mechanism that would be more appropriate for training transfer.

Organisations should take care of these organisational factors for increasing the transfer of training at the workplace. Organisations can have better control over these factors compared to individual-related variables. Future research studies may also look at the role of evaluation/assessment feedback in training transfer. Finally, the mediating or moderating role of some of the organisational factors can also be considered for future research work.

This study is an attempt to add value to the present literature on training transfer by focusing on organisational factors. Most factors studied were neglected by previous research studies. Hence, this is a moderate attempt to add to the transfer of training literature.

This paper aims to offer a theoretical foundation for a testable framework of executive coaching effectiveness and to share key findings from the research study in executive coaching effectiveness based on the theoretical framework.

This article draws on the results from a quasi-experimental field study of four firms whose primary professional services focused on executive coaching.

Practical implications and learning lessons for the three constituents: the coachee, the coach and the organization.

The research can assist individuals and organizations in making informed decisions about designing, implementing and measuring executive coaching programs, thus building the profession of coaching.

Of the various factors directly or indirectly influencing transfer of training, supervisor support as a work environment variable is found to have diverse relationships with transfer, further complicated with the perspective of time. The purpose of this paper is to bring together findings from past research to have a better insight on the impact of supervisor support on training transfer.

A qualitative approach has been adopted to review existing research on the selected constructs.

Literature reveals divergent influences of supervisor support on transfer: some researchers have established a direct-indirect relationship, some opine a positive-negative relationship and few show mixed results. Usually the relation is found to be indirect when trainee characteristics have been used as mediators. The authors may infer that the influence of supervisor support on transfer is contextual and nothing can be said affirmatively on their relation.

Supervisors can harness trainee characteristics by enhancing their motivation to learn and motivation to transfer. They can familiarize trainees with the programme, discuss how to apply newly learnt skills to jobs, set goals and provide timely feedback. Trainers should train supervisors about how to support trainees before, during and after training. Overall, organizations must structure the role of supervisors in a way that would ensure maximized training transfer and effective management of a training programme.

This study provides a better understanding of the association between supervisor support and training transfer, taking into consideration all dimensions, namely positive or negative, direct or indirect and even mixed.

In this study, we examined whether employees’ perceived importance of the training program would be one variable that mediates the relationship between training assignment and training motivation. Data were collected from 184 employees belonging to 18 banks who attended government‐sponsored training programs in Northern Taiwan. Participants were asked to complete two questionnaires: one at the beginning of the training program and the other at the middle. Results supported our hypothesis and showed that, compared to those who were volunteers, the employees who attended the training on a mandatory basis had a higher motivation for training. Moreover, organizations that force their employees to attend a given training program send out a clear message to employees that such training is important. As employees perceive the training to be central to the achievement of organizational objectives, their training motivation increases.

The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour Therapy programme, the “I Can Feel Good” programme (Ingamells and Morrissey, 2014) designed for individuals with intellectual disabilities (ID) and problems managing emotions. The quality and effectiveness of the training was assessed and is reported in this paper.

The training was delivered for staff working with individuals with ID in a UK medium-secure psychiatric hospital and was attended by nursing staff. The workshop consisted of six modules: “Introduction to the programme”, “Mindfulness”, “Managing feelings”, “Coping in Crisis”, “People skills” and “Application and summary”. Level of self-reported knowledge, confidence and motivation regarding seven aspects of the training was measured by an evaluation questionnaire completed pre and post training.

The results of this study showed that following the training there was a significant increase in self-reported knowledge, confidence and motivation regarding the seven aspects of the training. When perceptions of staff behaviours are observed, although in the right direction, this change was found not to be significant.

This study highlights the potential for staff training to increase awareness of newly adapted therapeutic programmes for individuals with ID. The staff training may increase their ability and willingness to facilitate the running of such programmes and ability to support learning transfer in group members.

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.