The study reported on in this article examined the effectiveness of two posttraining interventions-goal-setting and self-management trainingand moderating effects of the work environment on improving training transfer. The findings indicate that training in goal-setting was effective in improving the extent to which trainees applied their skills to the job. Further, both interventions were found to be more effective in supportive work environments. Implications for training research and human resource practices are discussed.The sine qua non of training is the successful transfer of trained skills to the job. Baldwin and Ford (1988) identified two conditions of transfer: maintenance (that is, the length of time that trained skills continue to be used on the job) and generalization (the application of trained skills to tasks or settings beyond the original training context). It has been argued that transfer of training is a function of the training program itself as well as the work environment (for example, Facteau, Dobbins, Russell, Ladd, and Kudisch, 1995;Ford, Quiñones, Sego, and Sorra, 1992;Tracey, Tannenbaum, and Kavanagh, 1995). It is believed that aspects of the posttraining environment can encourage, discourage, or even prohibit the application of new skills on the job (Tannenbaum and Yukl, 1992). The present study examined the effectiveness of two posttraining interventions-goal-setting and self-management training-that

The present study explored the impact of administration medium on examinees' affective reactions. The research compared managers' reactions with 3 versions of the Conflict Resolution Skills Assessment (J. B. Olson-Buchanan et al., 1998) that were identical in content but varied in terms of the level of technology used: a paper-and-pencil form, a written form administered by computer (i.e., a computerized page-turner), and a multimedia form administered by computer. Managers completing the multimedia assessment perceived the assessment as more face valid and had more positive attitudes, relative to managers who completed the other 2 assessments. Computerization, however, was not enough to make a difference; instead, it was the multimedia nature of the computer presentation that resulted in the most positive affective reactions. Study limitations and implications for research and practice are discussed.

The study reported on in this article examined the effectiveness of two posttraining interventions—goal‐setting and self‐management training—and moderating effects of the work environment on improving training transfer. The findings indicate that training in goal‐setting was effective in improving the extent to which trainees applied their skills to the job. Further, both interventions were found to be more effective in supportive work environments. Implications for training research and human resource practices are discussed.

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