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Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.

A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.

The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.

The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.

To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.

This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between) changes in UMTM components over time. In doing so, this study takes the multidimensionality of transfer motivation into account.

The authors collected data among 514 employees of the judiciary who filled in the UMTM questionnaire directly after the training and after three weeks. The data were analyzed by means of structural equation modelling.

The outcomes show that transfer motivation predicts transfer intention and transfer of training over time. Moreover, the study shows that (change in) transfer motivation is predicted by (change in) personal and contextual factors identified by the UMTM as antecedents of motivation.

This study describes the first longitudinal evaluation of the UMTM in the literature and shows its applicability for predicting transfer of training. It is also one of the few studies that investigate transfer motivation multidimensionally and the role it plays for transfer of training. As such, this study informs other transfer of training models about the nature of transfer motivation and how transfer of training could be predicted.

There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.

This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.

The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.

This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.

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.

The purpose of this research is to better understand the human aspects of open innovation in small- and medium-sized enterprises (SMEs) by exploring how intrinsic and extrinsic motivation influence enjoyment in helping others, knowledge sharing and knowledge hiding and consequently firms' open innovation.

We collected data with a survey among CEOs in 140 SMEs and performed confirmatory factor analysis applying structural equation modeling in IBM SPSS AMOS (v. 26).

Results reveal that intrinsic motivation is positively associated with helping behavior and knowledge sharing and negatively associated with knowledge hiding. We also confirm the positive relationship between extrinsic motivation and knowledge sharing. Moreover, we find that knowledge sharing increases and knowledge hiding decreases the firm-level open innovation. Especially in high-tech industry, knowledge sharing is a vital determinant of open innovation.

Responding to the calls for a deeper understanding of the individual-level factors that determine organization-level open innovation, in this research we focus on the human aspect of open innovation in SMEs. Open innovation is a widely recognized and implemented concept among large corporations and facilitates better understanding of new technological and market developments both within and outside of organizations. However, understanding of the microfoundations of open innovation in smaller firms is still limited, but this steam of research is growing rapidly.

The impact of the number of coworkers participating in training on transfer outcomes has largely been overlooked. This paper aims to examine whether the number of coworkers participating in training interacts with peer support (PS) to influence training motivation and transfer.

Data were collected using a cross-sectional survey from a sample of 688 employees working in 14 midsize and large companies. All participants were recent trainees in various open skill (e.g. leadership) training programs. Moderated mediation was used to test the hypotheses.

Motivation to transfer (MTT) mediated the relationship between PS and perceived training transfer. When more coworkers participated in the training, PS had a stronger influence on trainee MTT.

Organizations should consider training coworker cohorts at the same time to influence MTT and training transfer. Generally, whole-team training programs could be used to boost training transfer outcomes, although it could potentially have a negative impact on transfer if PS is low.

To the best of the authors’ knowledge, this was the first study to demonstrate that the number of coworkers participating in training can moderate the effect of PS on MTT and training transfer.

The purpose of this mixed-methods explanatory sequential study was to assess the effects of an external wine education and certification program on trainee reactions, learning, transfer and financial results.

The quantitative phase was a mixed experimental design in which the training intervention was between-subjects and time was within-subjects. The sample comprises 91 employees (N_Training = 43; N_Control = 48) from 12 units of a fine dining restaurant group. The qualitative phase, comprised of semi-structured interviews with training group participants (N = 12), was implemented after the experiment.

Training group participants reported high scores for attitude toward training content, instructional satisfaction and transfer motivation. Financial metrics, tracked up to 60 days post-training, demonstrated the wine education program was effective in increasing wine knowledge but not wine sales. Four themes emerged from the qualitative data: sense of accomplishment, enhanced guest interaction, tips and gratuities and defeat. Integrated findings revealed increased wine knowledge led to personal financial impact (increased tips) rather than organizational impact.

This research builds on existing training literature and human capital theory by examining external training programs. Further, the use of a mixed-methods design and integration of the quantitative and qualitative findings offers a previously unidentified explanation for why wine training, although effective in facilitating positive reactions and learning, fails to result in transfer behaviors which generate increased wine sales.

This study investigates the impact of political alignment on intergovernmental transfers to the Brazilian unified health system (SUS). The authors analyzed both automatic transfers based on pre-established rules and discretionary transfers, using two criteria of political alignment between mayors and the central government.

For the empirical analysis the authors used regression-discontinuity design (RDD) and the outcomes of close elections between 2001 and 2017.

The results indicate positive and statistically significant effects of party alignment on the two transfer categories, especially discretionary transfers, but also on transfers based on pre-established rules. The effect of direct party alignment, when mayors and the president are from the same party, is greater than that resulting from coalitions established in municipal and federal elections.

The positive effect of party alignment was found both in discretionary transfers (those that do not have previously established rules) and some non-discretionary transfers (although they have previously defined regulations). A part of these regulations depends on production capacity and on taking part in programs promoted by the central government, which may produce entropy in the financing system, and a margin to benefit political allies. In the case of the SUS system, it is possible that this entropy is greater in the basic health care category than in the moderate and high complexity one, allowing a higher margin for discretion in transfers allocated to the former. Stricter rules associated to basic health care transfers would be desirable.

In Brazil, stricter rules and monitoring associated to basic healthcare intergovernmental transfers would be desirable.

The results may inspire some improvement in the mechanisms that govern the distribution of resources to basic healthcare in Brazil, improving social welfare by improving social justice in the distribution of resources to basic healthcare.

The authors does not know any other study about the impact of party alignment on the distribution of intergovernmental transfers to the Brazilian unified health system.

The purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and performance paradigmatic nuances analyzed by Judge et al. (2001) and Gu and Chi (2009), in addition to the expectancy model theorized by Vroom (1964). The motivation to transfer learning serves as a conveyable variable transmitted within a learning continuum that sustains cyclical outputs.

An archetype to explore the connection between the three hypothesized theories is created through a neural network program. Exploring this connection develops deeper understandings of the derivatives of employee motivation as it pertains to its effect on readiness, satisfaction, performance and achievement dyads. A detailed analysis of the literature leads to the hypothesis that the motivation to transfer learning creates a multiplicative effect among hypothesized relationships.

The neural network program scaffolds the proposed general belief that positive effects of transfer motives cause a cyclical effect that continues to perpetuate among hypothesized dyads. Conversely, if this motivation decreases or ceases among one or more dyads, the cyclical effect will retract and, eventually stop.

Based on the neurologic outcome, one central theme emerged: managers must offer opportunities to acquire knowledge through assistive mechanisms (i.e. training) by providing external stability through controlled channels that activates the motivation to transfer learning into new opportunities. The transference of this knowledge produces reconstructive growth opportunities through continuous learning thus increasing performance.

本研究的目的、除了驗證弗魯姆 (Vroom) (1964) 建立的「期望模型」理論外，也去驗證存在於工作準備就緒與馬修斯等人 (Matthews et al.) (2018) 所探索的滿足感模型之間的倍增週期，及質治等人 (Judge et al.) (2001) 和古與池 (Gu & Chi) (2009) 所分析的滿足感及表現之範式細微差別。學習轉移的動機作為一個被傳送至學習漸變體內的可輸送變量而運作，而這個學習漸變體是會維持週期性的輸出的。

透過神經網絡程序，創造一個用以探索這三個假設性理論之間的關係的原型。探究這些關係，會使我們更能深入了解僱員動機的衍生品，因這涉及僱員動機對準備就緒、滿足感、表現及功績二元體的影響。仔細分析文獻帶出了一個假設，就是: 學習轉移的動機會在各假設的關係裏創造一個倍增的效果。

這個神經網絡程序續步闡釋了一個被倡議的普遍觀念，那就是轉移動機的正面影響會帶來一個在假設性的二元體中會繼續持續下去的週期性效應。相反地，如果這動機在一個或多個二元體中減弱或停止，這週期性效應將會撤回及最終停止。

基於神經病學的結果，一個核心主題浮現了， 就是：管理人員必須提供透過輔助機制 (就是說：培訓) 而獲取知識的機會。方法是給會引發把學習轉為新機會的動機之受控渠道、提供外在穩定性。這知識的轉移，透過不斷學習而創造重建的成長，表現因而得以提升。