An important area for human resource development (HRD) research is the interrelated nature of different types of workplace learning. In our research, we studied feedback‐seeking and reflection as informal, proactive learning behaviors in the transfer of formal training in the context of global leadership development programs. Thus, we add to our knowledge about how learners can transfer and extend formal training into informal workplace learning. In a partially mixed‐method field investigation, we first explored triggers and characteristics, as well as the outcomes of feedback‐seeking and reflection. Second, we investigated their predictive and mutually reinforcing effect on transfer of training. Integrated results from a qualitative interview study (Study 1, n = 15) and a quantitative survey study (Study 2, n = 60, comprising n = 15 participants from Study 1 and n = 45 additional participants) support the hypotheses that feedback‐seeking and reflection are both relevant facilitators of transfer of training. In addition, Study 2 reveals that transfer of training was highest when both feedback‐seeking and reflection were high, supporting our interaction hypothesis. This research extends the understanding of the importance of informal learning activities following formal training. Based on our results, we advocate that learners in their posttraining phase be engaged in both feedback‐seeking and reflection to enhance their transfer of training. Further implications for human resource development research and practice are discussed.

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. However, the particular meaning differed between countries. Furthermore, with regard to women's leadership style differences between Asian countries were more salient than between Asia and the U.S.. Implications for leadership theory and practice are discussed.

Entrepreneurial teams often struggle with simultaneous task and team challenges at an early stage of new venture creation. The way in which teams shape their teamwork is key in leveraging performance in the pre-founding phase. Learning should help the team in establishing good teamwork and in expanding its members entrepreneurial capabilities. Leadership is needed to facilitate and guide this learning. Accordingly, we investigated learning and leadership as facilitators of performance in the pre-founding phase. Specifically, we examined team reflexivity as a collective internal learning process and boundary spanning behaviour as an externally directed individual activity, operating at different levels in fostering team and individual performance. Charismatic team leadership was examined as a catalyst of learning, shaping team and individual performance ultimately. The multilevel mediation model was tested based on data from 196 members of 58 teams of a venture creation programme. Team reflexivity predicted team and individual performance. Boundary spanning behaviour was not related to performance. As hypothesised, charismatic team leadership predicted team and individual performance, both mediated by team reflexivity. This research highlights the relevance of team learning in pre-founding teams and emphasises leadership in shaping learning and moving new ventures forward.

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