This article reviews some major studies that were conducted in the past decade (1989-1998) on the transfer of what employees learned from training programmes back to their jobs. A conceptual framework is developed for this article to better present the``popular'' constructs that have been tested empirically. The achievement is twofold. First, this review paper highlights that some individual, motivational and environmental factors are related to transfer of training. Second, some directions for further studies have been suggested. For example, longitudinal study was highly recommended for measuring transfer outcomes. Some new individual (e.g. achievement striving), motivational (e.g. trainee-control-over-training) and environmental (e.g. transfer climate) constructs are recommended to be incorporated in newly created models. These models can then be examined using structural equation modelling. After extensive testing and refinement of these models, a set of critical constructs can be distilled. By that time, convergence of research efforts focusing on major themes can be achieved. T h e res ea rc h re g ister fo r th is jo u rn a l is a v a ila b le a t http://www.mcbup.com /research_registers T h e c u rre n t is su e a n d fu ll te x t a rc h iv e o f th is jo u rn a l is a v a ila b le a t http://www.emerald-library.com/ft The authors would like to thank anonymous reviewers for comments on earlier versions of this article. Recent studies of transfer of training Some authors (e.g. Baldwin and Ford, 1988) have suggested that early empirical research studying the effects of individuals' factors (e.g. trainee ability, personality, and motivation) and work environment on transfer of training are very few. Robertson and Downs (1979), after reviewing studies regarding trainability testing, suggested that trainees' ability might explain about 16 per cent of the variance in training effectiveness while Noe and Schmitt (1986) further stated that trainees' motivation and work environment might help explain another 15-20 per cent of the variance. Recently, more research has been done to explain individual, attitudinal and environmental impacts on the transfer process and outcomes where some of them have shown high value relatively. Their practical values warrant close scrutiny.
Public Private Partnership (PPP) in construction is gaining in popularity. Although papers published in major journals have documented real cases of PPP projects, there appears to be a lack of systematically summarizing what they have already provided.Consequently, this paper reviewed PPP studies published in the six top journals in the This is the Pre-Published Version.2 construction field. The objectives are to compare and contrast the findings of the studies so as to provide insights for directing further PPP research and improving the existing practices of PPP projects. To achieve the review objectives, studies were first classified as either empirical or non-empirical. Empirical studies were further grouped under three themes: risks, relationships, and financing. Non-empirical studies were grouped under five themes: financing, project success factors, risks, and concession period. Suggestions for further research are risks, financing, contractual agreements, development of PPP models, concession periods, and strategies in choosing the right type of PPP.
Even successful training programs cannot guarantee that newly learned knowledge and skills will be transferred to the workplace. This has led to researchers’ interests in understanding the transfer process. Notwithstanding that transfer issues have been studied for several decades, the recent emphasis on ‘workplace learning’, especially the so‐called ‘situated learning’ approach, suggests that conventional training transfer research may be inadequate to understand the dynamics of performance improvement through training. Against this, the authors point to the increased policy emphasis on the development of transferable generic skills, which underscores the ongoing importance of training transfer. This review paper suggests that the role of trainees themselves has not been dealt with sufficiently in research, which leads to a new direction for studying the transfer of training.
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