Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer-learner characteristics, intervention design and delivery, and work environment influences-to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction. Keywords: training transfer; learner characteristics; intervention design; work environment; integrative literature reviewSince Baldwin and Ford's (1988) highly recognized review of the "transfer problem" in training research, an outpouring of conceptual and research-based suggestions have focused on how to lessen the gap between learning and sustained workplace performance. Estimates of the exact extent of the transfer problem vary, from Georgenson's (1982) estimate that 10% of training results in a behavioral change to Saks ' (2002) survey data, which suggest about 40% of trainees fail to transfer immediately after training, 70% falter in transfer 1 year after the program, and ultimately only 50% of training investments result in organizational or individual improvements. Given these estimates, it is clear that learning investments continue to yield deficient results, making training transfer a core issue for human resource development (HRD) researchers and practitioners focused on designing interventions that support individual, team, and organizational performance (Yamnill & McLean, 2001 As the stream of transfer research continues to infiltrate various academic disciplines (management, HRD, training, adult learning, psychology), the need for a comprehensive and analytical review is warranted to summarily link the assorted genres of transfer research and provide targeted direction moving forward. The last comprehensive literature review was offered by Ford and Weissbein (1997) and addressed the suggestions put forth in the seminal work of Baldwin and Ford (1988). These works identified gaps in the way transfer was viewed, studied, and measured, and have provided numerous opportunities to improve the study of transfer, especially in applied settings. While not attempting to keep in step with decade reviews, we do feel that advancements in the last decade in each of the areas-learner, design, and work environment-require an updated synthesis of the transfer literature to provide both experienced and emerging transfer scholars direction for future research.To conduct this integrative review, we first identified a taxonomy of major conceptual factors influencing transfer in order to categorize the ...

The authors hypothesized that the relationship between conscientiousness and job performance would be stronger for persons high in agreeableness than for those low in agreeableness. Results of hierarchical moderated regression analyses for 7 independent samples of employees across diverse occupations provided support for the hypothesis in 5 of the samples. In samples supporting the hypothesis, among the highly conscientious workers, those low in agreeableness were found to receive lower ratings of job performance than workers high in agreeableness. One explanation for lack of an interaction between conscientiousness and agreeableness in the other 2 samples is that those jobs were not characterized by frequent, cooperative interactions with others. Overall, the results show that highly conscientious workers who lack interpersonal sensitivity may be ineffective, particularly in jobs requiring cooperative interchange with others.

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Data were gathered from a sample of training professionals of an AmericanSociety of Training and Development (ASTD) As organizations strive to enhance performance through their human capital, workplace learning professionals and trainers are increasingly expected to deliver results. Formal learning interventions in the contemporary workplace are designed and delivered with the expectation of improving organizational and employee performance. Ensuring trained skills are used in the workplace, or transferred to the job, remains of critical importance for HRD researchers and practitioners. However, there is still limited literature on data-grounded best practices advocated by experienced training professionals that can bolster the use of trained skills from formal learning interventions.

Recent advances in social cognitive neuroscience and related fields have rejuvenated scholarly research into intuition. This article considers the implications of these developments for understanding managerial and organizational decision making. Over the past two decades, researchers have made considerable progress in distinguishing intuition from closely-related constructs such as instinct and insight and the interplay between these non-conscious forms of cognition and explicit reasoning processes is now better understood. In the wake of significant theoretical and methodological convergence centred on dual-process theories of reasoning, judgment and social cognition, supported by functional magnetic resonance imaging (fMRI) studies, several of the foundational assumptions underpinning classic theories and frameworks in strategic management and entrepreneurship research are being called into question. Old models based on a simplistic left brain/right brain dichotomy are giving way to more sophisticated conceptions, in which intuitive and analytical approaches to decision making are underpinned by complex neuropsychological systems. In the light of these advances, the authors offer their reflections on what this all means for the assessment, development and management of intuition in the workplace.