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The purpose of this paper is to discover trainer variables that act as driving forces on training effectiveness. This can be a catalyst for improving the quality of training outcomes thereby making training firms more competitive as well as bridge the gap in literature.

This qualitative research study used the grounded theory methodology. Data analysis was performed using open, axial and selective coding with a discursive set of theoretical propositions emerging. Qualitative data were collected through a focus group, one-on-one interviews and secondary sources. The subjects comprised primarily 26 past participants to the researcher’s firm’s training programs.

Seven major trainer attributes – facilitator disposition, real life examples, group work, interaction, participant involvement, stories/illustrations and demonstrations – were recognized by trainees whose post-training appraisals confirm that the training was effective. These trainer attributes combine with environmental factors to trigger trainee characteristics leading to behavior change and performance improvement.

The paper makes a significant contribution to training evaluation literature. Researchers can take up any of the discovered attributes to further refine training evaluation theories or models.

New knowledge can be utilized to improve quality training presentations to improve learning outcomes. Organizational performance improvement, which is the desired return on investment of training, can better be achieved.

The paper goes beyond conceptual models to empirical discovery.

Fitness service companies often promote the companies' personal training service by attributing trainers' competent characteristics, qualifications or/and service provision to their effort or talent. This promotion is called performance attribution promotion. Utilizing attribution theory and the theory's adjacent studies, this study investigated whether and why performance attribution promotion affects consumers' service purchase of personal fitness training.

The authors developed the experimental stimuli of performance attribution promotion and validated those through a pretest (N = 200). Using the validated stimuli, the authors conducted an experiment with employing a single factor between-subject design (performance attribution promotion: effort vs talent) based on random assignment (N = 200).

The analysis results revealed that attributing trainers' competent characteristics, qualifications or/and service provision to effort (vs talent) leads to a higher level of service registration intention. Moreover, this effect was mediated by the perceived teaching expertise but not by the perceived teaching trustworthiness.

These findings enrich the literature by illuminating a new mechanism and consequence of performance attribution promotion. The authors' study also extends the marketing studies related to expertise perception by presenting the attribution of visible features as one of the characteristics determining expertise perception. Finally, the authors' findings also have implications for fitness service companies and other stakeholders that seek to effectively leverage trainers' competent outcomes for consumer acquisition.

The paper aims to ascertain the predictors of training effectiveness with special reference to the characteristics of trainers.

Characteristics of trainers as obtained from the extant literature served as seven independent variables to predict training effectiveness, measured in terms of trainee satisfaction with the training programme. Data were collected by administering a structured questionnaire on employees selected through simple random sampling. A total of 80 responses were obtained and subjected to multiple regression analysis.

Of the seven independent variables, only two, namely trainer's comfort level with the subject matter and trainer's rapport with trainees, were found to be the significant predictors of trainee satisfaction. Hence, the hypothesis that all seven independent variables are significant predictors of trainee satisfaction was partially proved.

Training programmes should be designed keeping in mind the knowledge level of trainers and their interpersonal skills. The paper suggests some measures that a trainer may adopt for a better learning experience of the participants.

This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees?

The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method.

Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session.

The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes.

For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices.

This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

“Articles have been written, and will continue to be published, about the variety of methods and techniques available to the trainer and the new technologies which relate to the job he must perform. Insufficient attention has been given to the trainer — the trainer as a person. We must devote more of our energies to the consideration of what we expect of this person we call a trainer if the development of manpower resources is to achieve the purposes which are essential in an industrial society.”

The purpose of this study is to focus on Turnover intention (TI) which is gaining significance in the Jordanian government sector as well as in many other international institutions. Organizations tend to seek valuable benefits from the human resource capital they have to achieve their competitive advantages. However, TI becomes a global issue as well as in Jordanian public context. The research framework of this study is based on the satisfaction and social psychological literature.

By applying the convenience sampling method, data were collected through an online questionnaire; 354 respondents from the governmental sector participated in this study. Data were analyzed using the statistical software Smart PLS.

Results revealed that mind wandering (MW) has a negative impact on training satisfaction (TS) while trainer efficacy (TE) has a positive impact on TS. Meanwhile, work–life conflict (WLC) was not significantly related to TS. TS has a negative impact on TI and a positive impact on employee loyalty (EL). However, EL has a negative impact on TI, and, at the same time, it mediates the relationship between TS and TI. Moreover, the study demonstrates sequential mediation for TI.

The research adds to the body of knowledge by testing a new framework. Moreover, it introduces sequential mediation for TI.

Corporate trainers' credibility has been universally ignored by researchers and its significance has remained elusive across cultures. Thus, the purpose of this present paper is to examine variations of trainers' credibility determinants in Canada and Morocco.

A comparative qualitative study with in‐depth interviews and the grounded theory approach were adopted to carry out the research. Participants in the study consisted of 60 civil servants employed in various governmental departments in Canada and Morocco.

A framework identifying distinct categories based on common determinants of trainers' credibility was constructed for each respective country. These categories were attributed the following designations: qualifications, perceived competence, perceived justice and perceived confidence for the Canadian sample; and qualifications, perceived competence, and personal attributes for the Moroccan sample. Similarities surfaced regarding some of the determinants in both cultures such as qualifications, and competence. However, Canadian respondents emphasized trainers' performance, fairness and confidence, while Moroccan trainees valued wisdom (hikma), honesty (sidk), trust (amanah) and the trainer as a role model.

The findings indicate that cultural values ought to be considered in trainers' credibility in efforts to enhance the level of comprehension regarding credibility determinants that could impact training success and effectiveness. It is also recommended that organizations consider taking into account the determinants of credibility during the selection process of trainers who will be primarily tasked with delivering corporate training to employees locally or in various cultural settings.

The paper provides groundbreaking insights as it is the first study to investigate trainers' credibility across cultures by resorting to an emic approach to provide a cross‐cultural perspective on the subject.

Education and training are critical factors for achieving the Lisbon strategy's objectives of encouraging economic growth, competitiveness and social inclusion in the European Union (EU). The role of continuing vocational training (CVT) and its contribution to personal development and fulfilment is increasingly recognised in EU Member States' National Reform Programmes. In this context the main objective of this paper is to establish a ranking of the importance of the competences required by CVT trainers in Spain according to national lifelong learning (LLL) standards.

A combination of literature review analysis and evaluation of experts' participation is used, based on two‐round e‐Delphi techniques. The literature review analysis identified the criteria, sub‐criteria and indicators that describe the trainers' basic (pedagogical) and specific (skills, abilities, aptitude/attitude and attributes) competences. The questionnaire summarises a wide range of competences and skills related to Spanish trainers. It was distributed among 20 national experts (with experience ranging from three to 30 years in informal and non‐formal training and professional profiles such as training manager, high manager, training programmer, trainers and tutors among others) in order to evaluate the importance of different competences.

The analysis of the e‐Delphi expert evaluation yields two main findings. First, it provides a unique e‐Delphi draft that contains trainers' professional competences in a non‐formal permanent learning context. Second, it also includes the evaluation of their importance by 20 Spanish experts who are considered to be a qualitative national sample.

The role of European and Spanish trainers has changed in the last two decades. Trainers need wide recognition of their professional profile in a LLL framework. This requires the recognition of new and renewal of traditional competences, so that they can work as professionals of non‐formal education and assume responsibilities.

CVT takes on a variety of forms in different countries and also within a given country. Thus the identification and anticipation of competences and skills required by trainers as important actors on whom training quality and efficiency depends is important. In this case study, the analysis of the expert evaluations shows that specific competences/skills (personal abilities, attitudes in classroom and workshop), are very important in developing a trainer's professional figure. Traditional pedagogical competences (planning, imparting and evaluation) are not forgotten, but new skills have additional characteristics such as “identification, and analysis of training needs”, “training management”, “training implementation” and participant focus.

Fitness service organizations often promote the personal training service by attributing competent features, qualifications, or/and service provision of fitness service providers to efforts or talents. This study aims to investigate whether and when the promotional attribution of fitness service providers' competent features, qualifications, or/and service provision contributes to customers' compliance with service instructions.

The authors developed the experimental stimuli of performance attribution promotion (i.e. effort attribution and talent attribution) and validated them via a pretest (N = 400). Utilizing the validated stimuli, the authors conducted an experiment (N = 400) employing a single-factor (performance attribution promotion: effort vs talent) between-subject design. The authors performed partial least squares structural modeling (PLS-SEM) to test our hypotheses.

The results revealed the interaction effect of performance attribution promotion and customers' implicit mindset on customer participation expectation. Specifically, when customers were high in implicit mindset (i.e. incremental-minded), attributing competent features, qualifications, or/and service provision of fitness service providers to effort (vs talent) increased customer participation expectation. Yet, when customers were low in implicit mindset (i.e. entity-minded), such an effect did not occur. Further, the authors identified customers' intention to comply with service instructions as a downstream consequence of the aforementioned interaction effect.

The contribution of this paper is twofold. It enriches the performance attribution literature by finding its new consequences and boundary condition. Moreover, the findings aid fitness service practitioners in developing strategies for eliciting customers' compliance with service instruction through performance attribution promotion.

Are appropriately qualified trainers educating the workforce? The purpose of this study was to investigate the qualifications and competencies of workplace trainers and, determine if there is a relationship between these attributes and their effectiveness. Using a survey questionnaire, 303 trainers responded to an effective trainer model developed from the literature and validated in a Delphi study. The variables of interest were statistically tested using factor analysis, discriminant analysis, Pearson correlational analysis, and MANOVA. The results of this research show that trainers who have formal teaching qualifications and who have been in training positions for more than ten years, identify with the effective trainer model. This Australian research supports much of the previous research conducted in North America with some interesting differences.