The role of individual and training design factors on training transfer

Abstract

PurposeThe purpose of this study is to highlight the role of individual and training design factors on training transfer.Design/methodology/approachA review of the literature is conducted, and this review highlights a dual role of perceived content validity in the form of increasing self‐efficacy and the role of trainees' reaction. The study suggests that transfer design factors improve performance self‐efficacy and reaction measures work as a bridge between content validity and transfer motivation. In addition, the role of transfer design in training transfer theory is explained.FindingsA combination of variables is proposed, suggesting further investigation to build a strong training transfer theory. The study highlights the dual role of perceived content validity as a factor to develop positive trainee reaction and increase trainee performance self‐efficacy. Furthermore, the study proposes that transfer design and perceived content validity increase trainee performance self‐efficacy, which leads to maximizing training transfer through transfer motivation. The study also explains that perceived content validity influences transfer motivation through trainee reaction, and proposes a framework coupled with future research directions.Research limitations/implicationsThe suggested framework provides a theoretical basis for researchers to build a strong training transfer theory. This conceptual paper elaborates the role of perceived content validity, transfer design, reaction, performance self‐efficacy and transfer motivation to substantiate training transfer theory. Future researchers should test the proposed framework empirically and highlight other factors that could increase the efficacy and motivation levels of trainees in order to maximize training transfer.Practical implicationsTransfer design factors in this paper provide practical implications for training transfer in general and training professionals in particular. Thus, training transfer is maximized through positive trainee reaction, which is an important facet of training. Another factor, i.e. perceived content validity, not only develops positive reaction but also increases the efficacy level of trainees. Therefore, in order to increase the performance self‐efficacy and motivation level of trainees, training professionals should focus on the content and transfer design factors to maximize training transfer.Originality/valueThis conceptual paper contributes to the existing training transfer literature by suggesting a combination of variables that provides a theoretical basis for building a strong training transfer theory.