Issues of gender and mentoring are explored through several theoretical lenses—similarity-attraction paradigm, power dependence, social exchange, biological, and psychological theories—to provide a more comprehensive view of mentoring from a gender-based perspective. Issues related to gender and mentoring presented in past mentoring research and tenets from several theoretical bases are used to develop research propositions. The relevance of studying gender issues in mentoring is emphasized and suggestions for conducting research on gender and mentoring are presented.

This study investigated the influence of three variables (motivation to transfer, action planning as an intervention designed to promote transfer, and perception of manager support) on the transfer of skills taught in three interpersonal skills courses in a major corporation. The research was based on a reconceptualization of transfer as a process rather than an event or “product.” Transfer was assessed in terms of initiation of transfer, frequency of transfer, and overall transfer. Perception of manager support for the utilization of the skills exerted considerably more influence on the transfer process than did motivation. The influence of the action planning intervention was ambiguous. The findings suggest that designers and evaluators must take such influences—especially manager support‐into account throughout the design, development, implementation and evaluation phases of training programs.

In the previous article [Foxon, 1993] the author presented two models of transfer. The first, based on force field analysis, highlights the inhibiting and facilitating factors that impact transfer. In particular, intention to transfer and the perceived level of supervisor support were discussed. The second model conceptualises transfer in terms of a five stage process (ranging from initiation to unconscious maintenance) rather than as an outcome or product of training. In this article three strategies to facilitate greater transfer are presented, with a detailed discussion of end-of-course action planning as an effective means to help learners bridge the gap between the training environment and the application arena.The previous article presented a model of transfer (Figure 1) based on Lewin's (1951) theory of force field analysis. This model situates training within the organisational system, treating transfer not as a training product or outcome, but as a process subject to various inhibiting and facilitating factors. This is a significant departure from the traditional approach to transfer. Typically evaluators and trainers have attempted to measure the use of previously learned skills (referred to as training transfer) at a specific point in time. Such evaluations of the post-course application of training focus on whether learners are using the training on the job or not. However, in treating transfer as a 'product' many of the nuances of transfer are missed. The evaluation fails to assess which skills have been used, how often, and why they are not being used or used more often. By contrast the Stages of Transfer Process model (Fig 2) conceptualises transfer as an on-going process, and recognises both the phases and the extent of transfer. Transfer may be limited to occasionally "trying a few things out" (initiation) or it may result in deliberate application of newly learned skills and knowledge until these become integrated in the repertoire of work behaviours (unconscious maintenance).

<span>This paper outlines some of the findings of a research project on evaluation, which involved a review of the Training and Development (journal) literature for the period 1970-1986. An annotated bibliography was produced by the author as part of the project.</span>

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