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The purpose of this paper is determine what direct evidence is available that demonstrates the tangible benefit of learning transfer activities to improve the transfer of training. Further, this research creates an application framework for implementing the most effective solutions to increase the effectiveness of human resource development initiatives.

A targeted meta‐analysis process, focused on research that compared training alone with training plus transfer activities, is used. “Difference scores”, representing the percentage of improvement the transfer activities created over training alone, are computed.

Results indicate that there are 11 specific learning transfer activities showing tangible impact and evidence of effectiveness. In total, 32 studies are found that made this type of comparison. While this may be too narrow to draw specific conclusions, it provides a good basis for development of a learning transfer framework.

The results indicate that there is a great need for more research that directly compares training alone with training plus transfer activities.

Nonetheless, the research may help to simplify the complex models of learning transfer presented by others and provide a framework that is more likely to be implemented than previous frameworks and theories.

This is the first ever effort, according to the author, to assess the direct impact of learning transfer activities on performance improvement.

The purpose of the paper is to empirically investigate transfer of learning and its relationship with the training super-system. Specifically, this paper looks at motivation to transfer as an indicator of a transfer condition. The paper will also provide information on individual factors, work place factors and design factors of training programs that facilitate transfer of learning. This study will also attempt to recommend a procedure for design and delivery of executive education programs that will facilitate transfer of learning by identifying variables that were hitherto not identified.

This study is a descriptive and exploratory. Sample for this study has been drawn from learners who participated in executive education programs delivered by Great Lakes Institute of Management, Chennai. Respondents completed a questionnaire developed on the HRD Evaluation Research and Measurement model, Theory of Planned Behavior and the Learning Transfer System Inventory model. Variables were reduced by EFA. The researcher also met a few HR and L & D practitioners for one-on-one discussion. The ideas generated were bounced with subject matter experts and with faculty who were designing/teaching executive education programs.

The research findings are consistent with earlier studies like the Holton research (1996), (2001). Discussion also brought out the role of motivation in enhancement of skills, behaviors and knowledge. Many researchers have agreed that individual motivation factors play an important role for knowledge transfer. If the learners are not motivated about the positives arising from the training program, they would lose interest which would affect their self-efficacy and thereby the transfer of learning. The primary role of motivation to transfer comes out distinctly. Additionally, the relationship between motivation to transfer and learner readiness and performance self-efficacy is established.

The research was done with the intent of doing a pilot study on the thesis topic that the researcher has chosen for his doctorate program and hence has methodological limitations of a one-time survey questionnaire. The study has a small sample size of 30 and could have a high risk of generalization findings. Additionally, data collection is based on self-responses collected during focused group interview which is based on the “perception” of the respondents and therefore limited to self-report data. The respondents are all from executive education of a Chennai-based Institute which means that the same survey done on another set of respondents could probably throw up very different results. Participants had undergone multi-phase leadership development program in small cohort. The results could vary if participants from open-enrollment programs participated. Use of interviews and/or observation of participants could have provided more rich data.

In practical terms, the foundation result will help L & D managers and executive education designers to understand the factors that play an important role in transfer of learning specific to Indian context. The research paper also conceptually explains the central role of “motivation to transfer”. The recommendations provided therein will help practitioners with a structured approach toward design and delivery of executive education programs. The recommended approach to design and delivery will help practitioners to come up with training programs that will provide more buck for every dollar spent.

Return on investment on learning has always been a contentious issue. Clear understanding of critical success factors in executive education can help focused design, post-training support to ensure better knowledge transfer.

The study expands the knowledge base, regarding transfer of learning specific to India, by focusing on executive education programs which are rapidly growing and receiving great attention in the workplace. This paper is an original research initiative of the research scholar done as part of a pilot study on his PhD thesis on transfer of learning.

The purpose of this research is to achieve multi-task autonomous driving by adjusting the network architecture of the model. Meanwhile, after achieving multi-task autonomous driving, the authors found that the trained neural network model performs poorly in untrained scenarios. Therefore, the authors proposed to improve the transfer efficiency of the model for new scenarios through transfer learning.

First, the authors achieved multi-task autonomous driving by training a model combining convolutional neural network and different structured long short-term memory (LSTM) layers. Second, the authors achieved fast transfer of neural network models in new scenarios by cross-model transfer learning. Finally, the authors combined data collection and data labeling to improve the efficiency of deep learning. Furthermore, the authors verified that the model has good robustness through light and shadow test.

This research achieved road tracking, real-time acceleration–deceleration, obstacle avoidance and left/right sign recognition. The model proposed by the authors (UniBiCLSTM) outperforms the existing models tested with model cars in terms of autonomous driving performance. Furthermore, the CMTL-UniBiCL-RL model trained by the authors through cross-model transfer learning improves the efficiency of model adaptation to new scenarios. Meanwhile, this research proposed an automatic data annotation method, which can save 1/4 of the time for deep learning.

This research provided novel solutions in the achievement of multi-task autonomous driving and neural network model scenario for transfer learning. The experiment was achieved on a single camera with an embedded chip and a scale model car, which is expected to simplify the hardware for autonomous driving.

The aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own organizations.

This is a case study of a leadership development program conducted during 2020–2022. The program was focused on how to lead and manage learning and knowledge processes in organizations, and offered a mix of theoretical perspectives and practical collaborative sessions. Data were collected through interviews and the participants' written reflections on their learning experiences. Total number of interviews was 13.

Overall the participants showed many examples of how they applied theories and practical tools that they had learned during the program in their own organizations. The participants experienced different types of challenges regarding knowledge transfer, but also potential meta-knowledge transfer through dialogue.

Pedagogical organizing of leadership development point to a need for supplementary dialogue between the leader of the development program and both the participating leader and manager.

This study shows that meta-knowledge transfer is not a simple matter of moving codified knowledge from the development program to new settings. Knowledge about others' knowledge requires and stimulates subject-to-subject relations between people through which new knowledge potential is created. These findings confirm and enhance previous studies that indicate the need for social support for soft-skill knowledge transfer.

By introducing Stacking algorithm to solve the underfitting problem caused by insufficient data in traditional machine learning, this paper provides a new solution to the cold start problem of entrepreneurial borrowing risk control.

The authors introduce semi-supervised learning and integrated learning into the field of migration learning, and innovatively propose the Stacking model migration learning, which can independently train models on entrepreneurial borrowing credit data, and then use the migration strategy itself as the learning object, and use the Stacking algorithm to combine the prediction results of the source domain model and the target domain model.

The effectiveness of the two migration learning models is evaluated with real data from an entrepreneurial borrowing. The algorithmic performance of the Stacking-based model migration learning is further improved compared to the benchmark model without migration learning techniques, with the model area under curve value rising to 0.8. Comparing the two migration learning models reveals that the model-based migration learning approach performs better. The reason for this is that the sample-based migration learning approach only eliminates the noisy samples that are relatively less similar to the entrepreneurial borrowing data. However, the calculation of similarity and the weighing of similarity are subjective, and there is no unified judgment standard and operation method, so there is no guarantee that the retained traditional credit samples have the same sample distribution and feature structure as the entrepreneurial borrowing data.

From a practical standpoint, on the one hand, it provides a new solution to the cold start problem of entrepreneurial borrowing risk control. The small number of labeled high-quality samples cannot support the learning and deployment of big data risk control models, which is the cold start problem of the entrepreneurial borrowing risk control system. By extending the training sample set with auxiliary domain data through suitable migration learning methods, the prediction performance of the model can be improved to a certain extent and more generalized laws can be learned.

This paper introduces the thought method of migration learning to the entrepreneurial borrowing scenario, provides a new solution to the cold start problem of the entrepreneurial borrowing risk control system and verifies the feasibility and effectiveness of the migration learning method applied in the risk control field through empirical data.

This study aims to examine the relationships among structured-on-the job training (ST), mentoring, job rotation and the work environment factors on tacit knowledge transfer from training.

This study used quantitative research techniques to examine the causal relationships among the key study variables. A questionnaire-based survey has developed to evaluate the research model by drawing a convenience sample includes 239 employees working in the Arab Potash Company located in Jordan. Surveyed data were examined following the structural equation modeling procedures.

The results revealed that adapting of the ST, mentoring and job rotation in industrial firms had direct effect on the employees’ abilities to learn and transfer tacit knowledge from training to the actual work, and how these learning strategies strengthen employees’ abilities in solving work problems, improving customers’ satisfaction and quality of products and services. As well as, it affirmed the strong direct effect of work environment factors such as supervisor and peer support on the employees’ abilities to learning and transferring tacit knowledge to their jobs. However, this study showed that work environment factors have no significant mediating role on the relationship among ST, mentoring, job rotation and the employees’ abilities to learn and transfer tacit knowledge to their jobs.

The study results are opening the doors for future studies to examine the relationships among the methods of training and learning in the workplace, the work environment factors and tacit knowledge transfer from training to the jobs as prerequisites for improving the employees and organization performance. These results would be validated by conducting future research, examining larger samples of industrial companies to give more accurate data and clear explanations to the relationships among the study variables. It also suggests to replace the characteristics of work environment (supervisor support and peer support) by trainees’ characteristics (self-efficacy and career commitment) to give a better understanding to the relationships among the key study variables.

With regard to improving the employees’ competency while doing their jobs, this study developed a conceptual framework that guides managers to recognize the importance of ST, mentoring and job rotation in increasing the employees’ learning together; and giving them the chance to use the new learned experiences and knowledge to improve the organization performance and its competitive advantage. This study helps managers build a positive work environment that encourages social interaction, respect and mutual interest among employees, and increases their sense of responsibility for learning and transferring skills and knowledge to the jobs.

The training methods in the workplace go beyond immediate work performance to act as a promising tool make employees’ learning more easily and faster, and help them to transfer and retain new skills and knowledge, adapt with changing environments, build stronger relationships with stakeholders and at the same time, make the organizations ensure that employees comply with their societal goals.

The authors have noticed that large portions of the studies on training and human resources development neglected the role effect of (ST, mentoring and job rotation) on the tacit knowledge transfer from training to the jobs. Hence, these gaps in researches have motivated to develop a theoretical model that helps to examine the relationship between the two constructs. This study also suggests to examine the mediating role effects of work environment factors on the relationships among (ST, mentoring and job rotation) and tacit knowledge transfer, as well as it extends to examine the mediating role of work environment factors on transferring knowledge to jobs, attributed to the demographic variables such as gender, age, work experience and education level.

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.

Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK, it still requires training and development of talents who work for ISCs. The purpose of this study is to analyze the effectiveness of training programs that are currently provided to personnel of the ISC to foster their learning systematically and to develop measures for effectiveness of the training programs.

This study evaluated the training program for the staff of the ISC secretariat as a tool to activate the councils’ main functions. In terms of methodology, we developed an effective training model to measure the training transfer and used it as an analytical framework for evaluation. Success case method was applied to identify the best case of training transfer that reinforces the role and function of ISC.

Learning transfer can help not only the transfer of the learning contents but also the role of the organization that the members belong to and strengthen the function of the ISC. By transferring the content matter of the learning, it can help strengthen the capacity of members to carry out the roles and functions of the ISC, and further strengthen the functions of the council and the role of key players in labor markets.

An effective training model for the personnel of national sectoral bodies or non-profit organization can be further investigated.

The learning transfer evaluation model for ISC staff has unique characteristics that are different from previous studies. ISC has the characteristics of public goods that are established with government support and are active in developing human resources in each industry sector.

Incubating ISC in South Korea is at an earlier stage in terms of research and policy practice. The research findings in this study lay the foundations for further empirical explorations.