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The purpose of this paper is to present a systematic methodology (NaviGaTor) combining a structured method for the evolutionary design of training programs with Nominal Group Technique (NGT) setting supporting the involvement of a diverse set of participants and experts.

The paper describes the necessity and efficiency of group decision making in the design of training programs, focussing on how participants can convey experience and knowledge and how NGT can enhance idea generation and support convergence of opinions. The methodology evolved from a paper-based format to a web-based format, thus supporting remote participation.

The application of the methodology in a large-scale multi-national training design program confirms practical implications on the usability, efficiency and effectiveness of the proposed structured group decision-making methodology.

The systematic training design methodology presented herein not only enhances previous findings from the literature but also sets the foundations for future research on the importance of diversity of ideas and experiences from many experts in the design of training programs.

After a series of successful applications for the design of training programs in several mid-scale intra-company projects, the methodology was applied successfully in a multi-national large-scale project focussing on the design of corporate training programs on stress management with very promising results.

The proposed methodology was the first one to be applied through a systematic and structured process and constitutes a practical tool for the efficient design of training programs through an evolutionary and structured process based on idea generation from experts.

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

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.

In response to a perceived need for research investigating the relatively less-explored role of supervisor support as a moderator in the transfer mechanism, this paper aims to empirically examine the influence of transfer design on transfer of training and also the moderating role of supervisor support between these constructs.

A survey was conducted using a self-reported questionnaire administered on employees of a manufacturing unit engaged in power transmission and located at the city of Allahabad in India. The sample size of the study is 149. The role of supervisor support as a moderator was tested using hierarchical regression analysis.

Findings of the study direct organizations to consider both transfer design and supervisor support to get the maximum output from training. The moderating role of supervisor support is confirmed in the study.

If a trainer is not able to provide much practice to the trainee during training programme, then a supportive supervisor can counter such poor transfer design. A well-designed training programme should be coupled with supervisor support to ensure effective transfer of training. Influence of transfer design on transfer of training is likely to be more if the supervisor is supportive.

The authors have hypothesized and established the direct influence of transfer design on training transfer. Further, supervisor support has been found to moderate the relationship between transfer design and transfer of training.

The purpose of this paper is to support total productive maintenance implementers by providing a roadmap for autonomous maintenance (AM) preparation phase.

The authors use the axiomatic design (AD) methodology with lean philosophy as a paradigm.

This is an exploratory research to find the most important factors in AM preparation phase. A decoupled AD design ensures an effective usage of training within industry (TWI) and the introduction of standardized work (SW). TWI provides value in importance it assigns to leaders, with its “train the trainers” approach and in preparing a training program. Besides being an effective training method, TWI job instruction (TWI JI) provides needed information infrastructure to front load operators SW and equipment trainings.

Although AD, TWI and lean artifacts are generally field proven, the research is limited due to the lack of an industrial application.

In many real-life projects, companies do not know where to start and how to proceed, which leads to costly iterations. The proposed roadmap minimizes iterations and increases the chance of project success.

The authors apply AD for the first time to AM preparation phase despite it is used in the analysis of lean manufacturing. AD permits to structure holistically the most relevant lean manufacturing solutions to obtain a risk free roadmap. TWI has emerged as a training infrastructure; TWI JI-based operator SW training and the adaptation of JI structure to equipment training are original additions.

The purpose of this paper is to critically review the literature on design thinking training to elucidate guidelines for best practices of design thinking training interventions.

The literature was reviewed, which outlined several themes that informed a series of recommendations for organizations considering developing design thinking training.

Process-based training, delivery activities and content, skills-based approach, delivery format, support for training and training evaluation were identified as key themes in the literature. These themes highlighted practical recommendations for developing design thinking training interventions. Findings also demonstrate current limitations in the literature.

Research on design thinking training is limited; therefore, recommendations for training should be applied carefully. The limited research points to a fruitful area for future research and development of design thinking training.

This paper suggests that researchers and practitioners should develop face-to-face or hybrid design thinking training interventions that follow the design thinking process and focus on the development of relevant skills, using interactive, user-focused and design visualization activities. Results suggest that adequate support for training should be provided, and outcomes of training should be empirically evaluated.

To the best of the authors’ knowledge, this paper is the first to review the design thinking training literature and provide general recommendations for both design thinking training development and design thinking research.

The purpose of this study is to highlight the role of individual and training design factors on training transfer.

A review of the literature is conducted, and this review highlights a dual role of perceived content validity in the form of increasing self‐efficacy and the role of trainees' reaction. The study suggests that transfer design factors improve performance self‐efficacy and reaction measures work as a bridge between content validity and transfer motivation. In addition, the role of transfer design in training transfer theory is explained.

A combination of variables is proposed, suggesting further investigation to build a strong training transfer theory. The study highlights the dual role of perceived content validity as a factor to develop positive trainee reaction and increase trainee performance self‐efficacy. Furthermore, the study proposes that transfer design and perceived content validity increase trainee performance self‐efficacy, which leads to maximizing training transfer through transfer motivation. The study also explains that perceived content validity influences transfer motivation through trainee reaction, and proposes a framework coupled with future research directions.

The suggested framework provides a theoretical basis for researchers to build a strong training transfer theory. This conceptual paper elaborates the role of perceived content validity, transfer design, reaction, performance self‐efficacy and transfer motivation to substantiate training transfer theory. Future researchers should test the proposed framework empirically and highlight other factors that could increase the efficacy and motivation levels of trainees in order to maximize training transfer.

Transfer design factors in this paper provide practical implications for training transfer in general and training professionals in particular. Thus, training transfer is maximized through positive trainee reaction, which is an important facet of training. Another factor, i.e. perceived content validity, not only develops positive reaction but also increases the efficacy level of trainees. Therefore, in order to increase the performance self‐efficacy and motivation level of trainees, training professionals should focus on the content and transfer design factors to maximize training transfer.

This conceptual paper contributes to the existing training transfer literature by suggesting a combination of variables that provides a theoretical basis for building a strong training transfer theory.

The aim of this project is to modify and test the executive model of professional teacher training of disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed for campus disaster mitigation. The designed disaster prevention education in schools focus on the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community‐based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention.

The accomplishment of the project includes: the design of a systematic license procedure for disaster prevention for the leading‐level, county‐level, and campus‐level; the design of a systematic curricula for teacher training of disaster prevention and training campus‐level teachers; and the evaluation of the efficiency and performance of the teacher‐training program for disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed. Statistics analysis of training and learning efficiency evaluation by trainee shows that the designed courses are efficient and practical. The project cultured 310 campus‐level disaster prevention teachers and more than 1,000 licensed teachers trained that follow the training program in Taiwan.

The purpose of this paper is to explore the possibility of designing training sessions on the basis of a dramatic structure and inclusion of contextual narrative for facilitating transfer of learning. The role of stimulating curiosity in this process has also been scanned under the lens of neurobiological insights.

The paper theoretically develops a framework through an integrative literature review to examine the prospect of enhanced learner engagement through structure, narrative and some interdisciplinary theories, namely, the gap theory of curiosity and the peak end theory.

A contextual story-based training method designed on the basis of a dramatic plot structure can leverage on the learners’ emotions for engaging learning sessions and retention of content. Such design offers potential to improvise and strengthen the overall training module design and delivery mechanism. The outcome is seen through enhanced peak moments of curiosity and satisfaction, thus enriching the overall training–learning process.

The study is theory based and non-empirical which does not give it a ground to make generalised statements and conclusions. This factor, however, paves the way for future research in the allied areas such as empirical testing of the framework by identifying and testing the variables and other contextual and causal factors.

The suggested framework has practical implications for Learning and Development managers as well as academies. The conceptual framework provided in this work can lend some unique insights towards strengthening the training–learning process.

Although the concept of using stories for training is not new, this study contributes by proposing a new theoretical framework that examines together the elements of sound dramatic structure and a story-based training method. Such a design, conceived by taking into account an understanding of the working mind, can influence the overall experience of achieving positive training–learning results.

The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents.

A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed.

The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning.

Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses.

This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.