This study focused on integrating social and organizational support as moderators into the main analysis model of the relationship between learning -specifically perceived knowledge retained -and its transfer as perceived by participants. We used hierarchical regression analysis in order to test our hypotheses. Results were generally supportive across knowledge retained and transfer. Findings further supported a hypothesized effect of knowledge retained and coworker support on transfer: higher levels of knowledge retained and coworker support increased the positive effects on higher transfer. Contrary to expectation, organizational and supervisory support did not show moderating effects. These results suggest that, in order to enhance transfer of training, organizationsshould focus more on creating environments that enhance coworker support, at least in the short term. However, for the longer term, organizations must improve the quality of other types of support as well in order to more effectively exploit the opportunities for training transfer.

Previous research over the past two decades has argued Kirkpatrick's model ignored the work environment and individual factors influencing training effectiveness. A focus of this study is to investigate four levels of Kirkpatrick's model with a focus on moderating the influences of individual and work environment characteristic variables, which are learning motivation, self-efficacy, motivation to transfer, and social support. In the present study, we used path analysis to test the hypotheses. The results of this study expand our understanding of the progressive causal relationship of reaction, learning, and behavior to results. In particular, this study confirms the influence of the individual and work environment characteristic on training outcomes and it has implications for enhancing training effectiveness. Although the result of motivation to transfer as a moderating variable has negative effects on the relationship between learning and behavior, social support directly affects behavior change after training and moderates the relationship between learning and behavior. Furthermore, future research on training evaluation should consider the training design variables beyond the training course that may have interfered with the training outcomes.

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This paper analyses the evolution of clusters and 'interactive learning' in upgrading manufacturing capabilities. We analyse the upgrading process in line with key concepts constituting 'interactive learning', which include clusters and agglomeration (regional) innovation systems, open innovation and localised learning. On the basis of analysis at fi rm and industry-wide levels, this paper contributes to current literature concerning clusters and innovation that relate to technological upgrading in locally based fi rms by (1) examining the role of governments in promoting clusters and regional development;(2) identifying the conditions important for fi rm agglomeration and how agglomeration leads to knowledge-sharing at horizontal, vertical and institutional levels; (3) discussing the role of foreign fi rms in transferring technology and encouraging their suppliers to share knowledge within the production network; and (4) reporting on the characteristics and determinants of R&D cooperation within the Thai manufacturing sector. The main fi ndings reveal that developing countries, including Thailand at this moment, may have limitations in their science and technology base. This can hinder their upward progression on the global value chain. It is of particular importance for government policy to be more supportive, rather than regulative, in order to strengthen the scientifi c knowledge base and promote cooperation between indigenous fi rms and innovation in supporting organisations.