Purpose

This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training.

Design/methodology/approach

A conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated.

Findings

The facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses.

Research limitations/implications

This study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable.

Practical implications

This study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular.

Originality/value

The training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.

中文翻译：

---

学习者特征、教学设计和工作环境对培训迁移的影响

目的

本研究旨在强调个人和教学设计因素对培训迁移的作用，并探索和回顾影响培训迁移的焦点培训因素。

设计/方法/方法

已经为这项研究开发了一个概念框架，以更好地展示已经过经验验证的普遍因素。

发现

本研究中包含的转移方面已经收集了足够的证据来证明与转移存在积极关联。本综述指出，所有预测变量（学习者特征、教学设计和环境因素）都对培训的迁移产生积极而显着的影响。提出了混合变量，并建议进一步调查以制定稳健的训练转移假设。

研究限制/影响

本研究从三个方面为培训迁移文献做出了贡献。首先，作者展示了预训练因素对训练迁移的积极影响。本研究以稳健的理论框架为基础，从而填补了先前的空白。这项概念研究详细阐述了建立训练迁移假设的因素的重要性。未来的研究应该测试建议的框架，并寻找其他可以帮助学习者更有效和更有动力的东西，从而使培训更加有效和可转移。

实际影响

这项研究对于在当前业务场景中运营以增强学习迁移的组织具有重要发现，其中迁移非常低并且是每个组织关注的重要原因。通过让管理层了解培训转移的成功因素，他们可以确保更好的培训转移。在本研究中，对迁移设计的考虑进行了详细讨论，并为一般的培训迁移，特别是培训专业人员提供了它们的实际影响。

原创性/价值

培训迁移文献展示了两个重大差距；首先，它缺乏适当的特征，其次，结果存在可变性。本研究通过关注培训迁移中的学习者特征、教学设计和工作环境，弥合了差距，并试图加深我们对基于理论框架的培训迁移的理解，这些预测变量可以改善培训迁移。本研究还通过提出多种因素为当前的培训迁移文献做出贡献，这些因素为发展坚实的培训迁移理论提供了理论基础。