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The transfer of training has been identified with the effectiveness of training. The purpose of this work is to analyse the impact of training stages (training needs analysis, application and evaluation) as they relate to training transfer.

The study participants correspond to a sample of 116 teachers with managerial responsibilities (management teams and department heads) from 17 secondary schools in Spain. This work hypothesises five significant relationships: needs analysis and application of training, application and transfer of training, evaluation and analysis of training needs, evaluation and application of training and evaluation and transfer of training. The hypotheses were tested using structural equations, namely, the partial least squares–structural equation modelling technique and SmartPLS version 3.2.9.

The relationships between application and transfer of training, between evaluation of training and needs analysis, application and transfer of training are positively contrasted. The relationship between the analysis and application of training is not contrasted.

This work analyses the relationship between the training process’s different phases (analysis, application and evaluation) in the training output (training transfer) and emphasises the role of evaluation in the training process.

Various types of short training programmes exist in Germany. This article aims to evaluate short training courses for welfare recipients and to detect which programme type works best with respect to different outcome indicators.

The author measures the impact of six short training programmes on the participants. She uses propensity score matching and large‐scale administrative data to find suitable comparison groups. She compares treatment to non‐participation as well as participation in different training types directly.

The results demonstrate that in‐firm training has large positive effects on individual employment prospects and stability. Furthermore, classroom skill training is more effective than other classroom types while application training is rather ineffective. Treating some of the application training participants with an alternative sub‐programme would improve the effectiveness.

The results show which training types work best. However, the results do not imply macro or cost‐benefit effects.

Several of the short training courses, mostly occupation‐specific sub‐programmes, are short and relatively inexpensive options to activate welfare recipients.

The paper analyses the effects of six short training programmes for welfare recipients that have not been analysed before. The sensitivity of the results is examined using a wide range of estimators and different outcomes.

This article reinforces the importance of a strategic approach to training as a method of increasing the potential value of training. The strategic approach presented in the article includes timely linkages between the acquisition of training, the application of training, and rewards/compensation associated with training.

The importance of training as an investment is discussed, followed by a summary/illustration of an example of a training program in a financial services organization that did not result in desired returns or value associated with the investment in training.

Time lags between the acquisition of training and opportunities to apply the knowledge, skills, and capabilities developed through the training may have negative implications on employee perceptions and potential value associated with the training.

The article provides interesting insights to leaders, human resource professionals, and others involved in employee training programs. Specific emphasis is placed on the importance of linking compensation and opportunities to apply/transfer knowledge with training acquisition in a timelier manner.

The importance/value of applying knowledge, skills, and capabilities obtained through training is a recurring theme in the literature. The role of rewards in the form of compensation associated with training and knowledge acquisition is also widely noted. This article extends our understanding of these factors by placing emphasis on more closely linking the timing of training acquisition, application, and compensation in an effort to enhance the potential, strategic value of training investments.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study aims to offer a comprehensive exploration of the potential and challenges associated with sensor fusion-based virtual reality (VR) applications in the context of enhanced physical training. The main objective is to identify key advancements in sensor fusion technology, evaluate its application in VR systems and understand its impact on physical training.

The research initiates by providing context to the physical training environment in today’s technology-driven world, followed by an in-depth overview of VR. This overview includes a concise discussion on the advancements in sensor fusion technology and its application in VR systems for physical training. A systematic review of literature then follows, examining VR’s application in various facets of physical training: from exercise, skill development and technique enhancement to injury prevention, rehabilitation and psychological preparation.

Sensor fusion-based VR presents tangible advantages in the sphere of physical training, offering immersive experiences that could redefine traditional training methodologies. While the advantages are evident in domains such as exercise optimization, skill acquisition and mental preparation, challenges persist. The current research suggests there is a need for further studies to address these limitations to fully harness VR’s potential in physical training.

The integration of sensor fusion technology with VR in the domain of physical training remains a rapidly evolving field. Highlighting the advancements and challenges, this review makes a significant contribution by addressing gaps in knowledge and offering directions for future research.

This paper aims to bring together the concepts of Six Sigma into the process of training design and training transfer.

The concepts of the paper are supported with an actual example of their application to practice. The industrial example shows where the inclusion of the concepts of Six Sigma can make positive contributions to the design and transfer of training processes.

The application of the concepts to training design and transfer showed a positive contribution through a more structured process. Including the concepts of Six Sigma within the process of training design and transfer will provide the organization with additional support and structure to improve the overall success of the training design process, and improve the impact and effectiveness of the training itself.

The single example of application may limit the successfulness of the overall concept to training design overall. Based on the successful application in one industrial training setting, the impression that the concepts will adequately translate to additional applications is favorable.

The success of the application shown in this paper suggests that further success is likely in other similar industrial applications. Expanding the application to other job training design processes should improve the overall process of training design in other areas and industries.

Training design and transfer are critical components to all areas of an organization that conducts any type of training. Application of these and other improvement methods and tools will improve the overall performance of the training process and the effectiveness of the training.

Two attitudinal (training value and training motivation) and two organizational (opportunity to transfer and transfer reward) factors were proposed to affect the transfer of MBA knowledge to the job and were tested using multiple regression analysis. The results indicated that only training value was significantly related to transfer outcome. In other words, the greater the perception of training value, the more would be the training applications. Other factors were shown to have little impact. It might be due to the fact that testing of the transfer of MBA knowledge required a longitudinal approach that should incorporate the identification of what MBA knowledge was to be transferred. Future studies were also suggested to include other individual, attitudinal, and environmental factors to study their effects on training transfer.

Part 1 described the growth in end‐user computing and the problems which it presents for training and general computer literacy, highlighting a number of elements necessary to achieve a basic level of computer literacy, i.e. awareness, skill and knowledge. Part 2 explores a number of other important issues. Specifically, focuses on learning style and end‐user training and proposes a general training model. Outlines a case‐study of end‐user computing in an academic environment.

This paper aims to complement an earlier article (2010) in Journal of European Industrial Training in which the description and theory bases of scenistic methods were presented. This paper also offers a description of scenistic methods and information on theory bases. However, the main thrust of this paper is to describe, give suggested uses for, and then to examine the empirical research already conducted on three scenistic methods: skill charting, case‐based modeling and performance templates. The thrust of the research review is to examine the efficacy of each of the three methods.

Following the descriptive information regarding scenistic methods in‐general, each of the three specific methods (see above) are explained in detail as they might be used in training practice. Then, for each method, samples of the extant empirical research attendant to the method is examined.

With regard to the empirical research presented in the paper it is found that in most practical applications of the methods, employees trained with scenistic methods out‐perform employees trained with more conventional methods on some if not most of the variables under examination. The findings demonstrate that scenistic methods clearly have promise, although statistical precision is compromised owing to small sample sizes.

Studying the effects of different forms of training in these studies is constrained because the very nature and design of scenistic training approaches limits the number of trainees that can be included in a group. In brief, this means that results of use of conventional statistical tools demonstrate less sensitivity to group‐to‐group differences in performance. It is much easier to demonstrate statistical significance if comparing large groups of 60 or more individuals, each. Regardless, comparisons of groups in the reported studies demonstrate significant differences in performance following training on most variables.

Overall, scenistic methods show much promise for use by training practitioners as the available empirical research, in the field, demonstrates their value.

The paper groups together the findings of use of a variety of scenistic methods of training. There has been practically no research reported in recent years of the efficacy of methods such as these that use cases, incidents, stories, etc. to ground training and practice.

This systematic review, following preferred reporting items for systematic reviews and meta-analysis guidelines, rigorously investigates the emergent role of virtual reality (VR) technology in human movement training. The purpose of this study is to explore the effectiveness and evolution of VR in enhancing movement training experiences.

Acknowledging its pivotal role in diverse applications, such as sports and rehabilitation, human movement training is currently experiencing accelerated evolution, facilitated by the proliferation of wearable devices and mobile applications. This review conducted an exhaustive search across five different electronic databases, such as Web of Science, PubMed and ProQuest, resulting in the selection of 69 eligible articles published within the past five years. It also integrates 40 studies into a narrative summary, categorized based on the level of immersion offered by respective VR systems.

Enhanced immersion in VR potentially augments the effectiveness of movement training by engendering more realistic and captivating experiences for users. The immersive and interactive environments provided by VR technology enable tailored training experiences accompanied by precise, objective feedback. This review highlights the benefits of VR in human movement training and its potential to revolutionize the way training is conducted.

This systematic review contributes significantly to the existing literature by providing a comprehensive examination of the efficacy and evolution of VR in human movement training. By organizing the findings based on the level of immersion offered by VR systems, it provides valuable insights into the importance of immersion in enhancing training outcomes. In addition, this study identifies the need for future research focusing on the impacts of VR on learning and performance, as well as strategies to optimize its effectiveness and improve accessibility.