1932

Abstract

Transfer of training is one of the oldest topics of interest to industrial and organizational (I/O) psychologists. Drawing on several meta-analytic studies and recent empirical work, we first synthesize what is now reliably known with respect to the generalization and retention of learned knowledge and skills to work contexts. The second part of our review focuses on what is unknown—the significant gaps in our knowledge where we believe new directions in our research strategies are warranted. We offer three prescriptions: () going one step beyond most existing studies to offer greater precision in our specification and measurement of variables and interventions, () connecting the dots by focusing on transfer criteria and transfer trajectories, and () shifting the operative paradigm of research to examine contemporary learning from a problem-centered perspective. There is ample opportunity to increase the yield on enormous organizational investments in training if transfer scholars and practitioners are fully informed of what is known and prepared to systematically confront the unknown in new and innovative ways.

Loading

Article metrics loading...

/content/journals/10.1146/annurev-orgpsych-032117-104443
2018-01-21
2024-03-29
Loading full text...

Full text loading...

/deliver/fulltext/orgpsych/5/1/annurev-orgpsych-032117-104443.html?itemId=/content/journals/10.1146/annurev-orgpsych-032117-104443&mimeType=html&fmt=ahah

Literature Cited

  1. Adams BD, Webb RD, Angel HA, Bryant DJ. 2003. Development of theories of collective and cognitive skill retention Contract Rep. CR-2003-078, Human Systems Inc. Guelph, Ont., Can: http://pubs.drdc-rddc.gc.ca/BASIS/pcandid/www/engpub/DDW?W%3DSYSNUM=521114&r=0
  2. Aguinis H, Henle CA. 2003. The search for universals in cross-cultural organizational behavior. Organizational Behavior: A Management Challenge L Stroh, G Northcraft, M Neal, M Kern 355–93 Abingdon: Taylor & Francis [Google Scholar]
  3. Aguinis H, O'Boyle E. 2014. Star performers in twenty-first-century organizations. Pers. Psychol. 67:313–50 [Google Scholar]
  4. Aguinis H, O'Boyle E, Gonzalez-Mulé E, Joo H. 2016. Cumulative advantage: conductors and insulators of heavy-tailed productivity distributions and productivity stars. Pers. Psychol. 69:3–66 [Google Scholar]
  5. Arthur W Jr., Bennett W Jr., Stanush PL, McNelly TL. 1998. Factors that influence skill decay and retention: a quantitative review and analysis. Hum. Perform. 11:57–101 [Google Scholar]
  6. Arthur W Jr., Day EA, Bennett W, Portrey AM. 2013a. Individual and Team Skill Decay: The Science and Implications for Practice New York: Routledge
  7. Arthur W Jr., Day EA, Villado AJ, Glaze RM, Schuelke MJ. 2013b. A comparative investigation of individual and team skill retention and transfer on a complex command-and-control simulation task. See Arthur et al. 2013a 321–43
  8. Baldwin TT, Ford JK. 1988. Transfer of training: a review and directions for future research. Pers. Psychol. 41:63–103 [Google Scholar]
  9. Baldwin TT, Ford JK, Blume BD. 2009. Transfer of training 1988–2008: an updated review and new agenda for future research. International Review of Industrial and Organizational Psychology 24 GP Hodgkinson, JK Ford 41–70 Chichester, UK: Wiley [Google Scholar]
  10. Baldwin TT, Ford JK, Blume BD. 2017. The state of transfer of training research: moving toward more consumer‐centric inquiry. Hum. Resour. Dev. Q. 28:117–28 [Google Scholar]
  11. Baldwin TT, Magjuka RJ. 1997. Training as an organizational episode: pretraining influences on trainee motivation. Improving Training Effectiveness in Work Organizations SWJ Kozlowski, K Kraiger, E Salas, MS Teachout, JK Ford 99–127 Mahwah, NJ: LEA [Google Scholar]
  12. Barnett SM, Ceci SJ. 2002. When and where do we apply what we learn? A taxonomy for far transfer. Psychol. Bull. 128:612–37 [Google Scholar]
  13. Bear DJ, Tompson HB, Morrison CL, Vickers M, Paradise A. et al. 2008. Tapping the Potential of Informal Learning: An ASTD Research Study Alexandria, VA: Am. Soc. Train. Dev.
  14. Beckmann N, Wood RE, Minbashian A. 2010. It depends how you look at it: on the relationship between neuroticism and conscientiousness at the within- and the between-person levels of analysis. J. Res. Pers. 44:5593–601 [Google Scholar]
  15. Beer M, Finnstrom M, Schrader D. 2016. Why leadership training fails—and what to do about it. Harv. Bus. Rev. 94:1050–57 [Google Scholar]
  16. Beier ME, Torres J, Gilberto JM. 2017. Continuous development throughout a career: a lifespan perspective on autonomous learning. See Ellingson & Noe 2017 179–200
  17. Bell B. 2017. Strategies for supporting self-regulation during self-directed learning in the workplace. See Ellingson & Noe 2017 117–34
  18. Bell BS, Kozlowski SWJ, Blawath S. 2012. Team learning: a review and integration. Oxford Handbook of Industrial and Organizational Psychology SWJ Kozlowski 859–909 New York: Oxford Univ. Press [Google Scholar]
  19. Bell BS, Tannenbaum SI, Ford JK, Noe RA, Kraiger K. 2017. 100 years of training and development research: what we know and where we should go. J. Appl. Psychol. 102:305–23 [Google Scholar]
  20. Birdi K, Clegg C, Patterson M, Robinson A, Stride CB. et al. 2008. The impact of human resource and operational management practices on company productivity: a longitudinal study. Pers. Psychol. 61:3467–501 [Google Scholar]
  21. Blume BD, Ford JK, Baldwin TT, Huang JL. 2010. Transfer of training: a meta-analytic review. J. Manag. 36:1065–1105 [Google Scholar]
  22. Blume BD, Ford JK, Surface EA, Olenick J. 2017. A dynamic model of training transfer Presented at Annu. Conf. Soc. Ind. Organ. Psychol., 32nd, Apr. Orlando, FL:
  23. Bozer G, Sarros JC, Santora JC. 2014. Academic background and credibility in executive coaching effectiveness. Pers. Rev. 43:881–97 [Google Scholar]
  24. Brinkerhoff RO, Montesino MU. 1995. Partnerships for training transfer: lessons from a corporate study. Hum. Resour. Dev. Q. 6:3263–74 [Google Scholar]
  25. Broadhead WE, Gehlbach SH, Kaplan BH. 1989. Functional versus structural social support and health care utilization in a family medicine outpatient practice. Med. Care 27:3221–33 [Google Scholar]
  26. Brown KG, Sitzmann T. 2011. Training and employee development for improved performance. APA Handbook of Industrial and Organizational Psychology 2 S Zedeck 469–503 Washington, DC: Am. Psychol. Assoc. [Google Scholar]
  27. Brown PC, Roediger HL, McDaniel MA. 2014. Make It Stick Cambridge, MA: Harv. Univ. Press
  28. Brown TC, McCracken M, Hillier TL. 2013. Using evidence-based practices to enhance transfer of training: assessing the effectiveness of goal setting and behavioral observation scales. Hum. Resour. Dev. Int. 16:4374–89 [Google Scholar]
  29. Brown TC, Warren AM. 2009. Distal goal and proximal goal transfer of training interventions in an executive education program. Hum. Resour. Dev. Q. 20:265–84 [Google Scholar]
  30. Brown TC, Warren AM, Khattar V. 2016. The effects of different behavioral goals on transfer from a management development program. Hum. Resour. Dev. Q. 27:349–72 [Google Scholar]
  31. Burke LA. 2001. Training transfer: ensuring training gets used on the job. High Impact Training Solutions LA Burke 89–116 Westport, CT: Quorum Books [Google Scholar]
  32. Cannon-Bowers JA, Tannenbaum SI, Salas E, Volpe CE. 1995. Defining competencies and establishing team training requirements. Team Effectiveness and Decision Making in Organizations RA Gusso, E Salas 333–80 San Francisco: Jossey-Bass [Google Scholar]
  33. Cascio WF, Montealegre R. 2016. How technology is changing work and organizations. Annu. Rev. Organ. Psychol. Organ. Behav. 3:349–75 [Google Scholar]
  34. Chiaburu DS, Sawyer KB, Thoroughgood CN. 2010a. Transferring more than learned in training: employees' and managers' (over)generalization of skills. Int. J. Sel. Assess. 18:380–93 [Google Scholar]
  35. Chiaburu DS, Van Dam K, Hutchins HM. 2010b. Social support in the workplace and training transfer: a longitudinal analysis. Int. J. Sel. Assess. 18:2187–200 [Google Scholar]
  36. Choi M, Roulston K. 2015. Learning transfer in practice: a qualitative study of medical professionals' perspectives. Hum. Resour. Dev. Q. 26:249–73 [Google Scholar]
  37. Cianciolo AT, Crabb BT, Schaefer P, Jackson S, Grover J. 2010. Sustainment of Individual and Collective Future Combat Skills: Modeling and Research Methods Radcliff, KY: Dyn. Res. Corp.
  38. Colquitt JA, LePine JA, Noe RA. 2000. Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. J. Appl. Psychol. 85:678–707 [Google Scholar]
  39. Conger J. 2004. Leadership development: What is inside the black box. ? Acad. Manag. Exec. 18:3137–40 [Google Scholar]
  40. Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH. et al. 2013. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Med. Teach. 35:1e867–e898 [Google Scholar]
  41. Cooke NJ, Gorman JC, Duran JL, Myers CW, Andrews D. 2013. Retention of team coordination skill. See Arthur et al. 2013a 344–63
  42. Davis GF. 2016. The Vanishing American Corporation: Navigating the Hazards of a New Economy Oakland, CA: Berrett-Koehler
  43. DeRue DS, Wellman N. 2009. Developing leaders via experience: the role of developmental challenge, learning orientation, and feedback availability. J. Appl. Psychol. 94:859–75 [Google Scholar]
  44. Deshpande SP, Viswesvaran C. 1992. Is cross-cultural training of expatriate managers effective: a meta-analysis. Int. J. Intercult. Relat. 16:295–310 [Google Scholar]
  45. Dierdorff EC, Ellington JK. 2012. Members matter in team training: multilevel and longitudinal relationships between goal orientation, self‐regulation, and team outcomes. Pers. Psychol. 65:3661–703 [Google Scholar]
  46. Donovan JJ, Radosevich DJ. 1999. A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. J. Appl. Psychol. 84:795–805 [Google Scholar]
  47. Dorner B. 2010. Position of the American Dietetic Association: individualized nutrition approaches for older adults in health care communities. J. Am. Diet. Assoc. 110:1549–53 [Google Scholar]
  48. Driskell JE, Willis RP, Copper C. 1992. Effect of overlearning on retention. J. Appl. Psychol. 77:615–22 [Google Scholar]
  49. Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. 2013. Improving students' learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol. Sci. Public Interest 14:14–58 [Google Scholar]
  50. Ellingson JE, Noe RA. 2017. Autonomous Learning in the Workplace New York: Taylor & Francis
  51. Ellis AP, Bell BS, Ployhart RE, Hollenbeck JR, Ilgen DR. 2005. An evaluation of generic teamwork skills training with action teams: effects on cognitive and skill‐based outcomes. Pers. Psychol. 58:3641–72 [Google Scholar]
  52. Ellis S, Davidi I. 2005. After-event reviews: drawing lessons from successful and failed experience. J. Appl. Psychol. 90:857–71 [Google Scholar]
  53. Enos MD, Kehrhahn MT, Bell A. 2003. Informal learning and the transfer of learning: how managers develop proficiency. Hum. Resour. Dev. Q. 14:369–87 [Google Scholar]
  54. Ford JK, Meyer T. 2013. Advances in training technology: meeting the workplace challenges of talent development, deep specialization, and collaborative learning. The Psychology of Workplace Technology M Coovert, L Thompson 43–76 New York: Routledge [Google Scholar]
  55. Ford JK, Quiñones MA, Sego DJ, Sorra JS. 1992. Factors affecting the opportunity to perform trained tasks on the job. Pers. Psychol. 45:511–27 [Google Scholar]
  56. Ford JK, Webb J, Showler M. 2017. Building deep specialization through intentional learning activities. The Cambridge Handbook of Workplace Training and Employee Development KG Brown 228–55 Cambridge, UK: Cambridge Univ. Press [Google Scholar]
  57. Ford JK, Yelon SL, Billington AQ. 2011. How much is transferred from training to the job? The 10% delusion as a catalyst for thinking about transfer. Perform. Improv. Q. 24:7–24 [Google Scholar]
  58. Franke F, Felfe J. 2012. Transfer of leadership skills: the influence of motivation to transfer and organizational support in managerial training. J. Pers. Psychol. 11:138–47 [Google Scholar]
  59. Friedman S, Ronen S. 2015. The effect of implementation intentions on transfer of training. Eur. J. Soc. Psychol. 45:4409–16 [Google Scholar]
  60. Gagne RM. 1965. The Conditions of Learning New York: Holt, Rinehart, and Winston
  61. Gielnik MM, Uy MA, Funken R, Bischoff KM. 2017. Boosting and sustaining passion: a long-term perspective on the effects of entrepreneurship training. J. Bus. Ventur. 32:334–53 [Google Scholar]
  62. Goldstein IL, Ford JK. 2002. Training in Organizations Belmont, CA: Wadsworth
  63. Gollwitzer PM, Sheeran P. 2006. Implementation intentions and goal achievement: a meta‐analysis of effects and processes. Adv. Exp. Soc. Psychol. 38:69–119 [Google Scholar]
  64. Gorman JC, Cooke NJ, Amazeen PG. 2010. Training adaptive teams. Hum. Factors 52:295–307 [Google Scholar]
  65. Gould D, Carson S. 2008. Life skills development through sport: current status and future directions. Int. Rev. Sport Exerc. Psychol. 1:58–78 [Google Scholar]
  66. Grossman R, Salas E. 2011. The transfer of training: what really matters. Int. J. Train. Dev. 15:103–20 [Google Scholar]
  67. Hager P, Hodkinson P. 2009. Moving beyond the metaphor of transfer of learning. Br. Educ. Res. J. 35:619–38 [Google Scholar]
  68. Hagman JD, Rose AM. 1983. Retention of military tasks: a review. Hum. Factors 25:199–213 [Google Scholar]
  69. Hardy J III, Day EA, Hughes MG, Wang X, Schuelke MJ. 2014. Individual differences and exploration in learning a complex task: a between- and within-person examination. Organ. Hum. Decis. Process. 125:98–112 [Google Scholar]
  70. Ho M. 2016. Investment in learning increases for the fourth straight year. Talent Development Nov. 1. https://www.td.org/Publications/Magazines/TD/TD-Archive/2016/11/Investment-in-Learning-Increases-for-Fourth-Straight-Year
  71. Hoffman RR, Ward P, Feltovich PJ, DiBello L, Fiore SM, Andrews DH. 2014. Accelerated Expertise New York: Psychology Press
  72. Hollenbeck JR, Beersma B, Schouten ME. 2012. Beyond team types and taxonomies: a dimensional scaling conceptualization for team description. Acad. Manag. Rev. 37:182–106 [Google Scholar]
  73. Holyoak KJ. 1991. Symbolic connectionism: toward third generation theories of expertise. Towards a General Theory of Expertise KA Ericsson, J Smith 301–35 Cambridge, UK: Cambridge Univ. Press [Google Scholar]
  74. House R, Javidan M, Hanges P, Dorfman P. 2002. Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. J. World Bus. 37:3–10 [Google Scholar]
  75. Huang JL, Blume BD, Ford JK, Baldwin TT. 2015. A tale of two transfers: disentangling maximum and typical transfer and their respective predictors. J. Bus. Psychol. 30:709–32 [Google Scholar]
  76. Huang JL, Bramble RJ. 2016. Trait, state, and task-contingent conscientiousness: influence on learning and transfer. Pers. Individ. Diff. 92:180–85 [Google Scholar]
  77. Huang JL, Ford JK. 2012. Driving locus of control and driving behaviors: inducing change through driver training. Transp. Res. F 15:3358–68 [Google Scholar]
  78. Huang JL, Ford JK, Ryan AM. 2017. Ignored no more: within-person variability enables better understanding of training transfer. Pers. Psychol. 70:557–96 [Google Scholar]
  79. Hughes AM, Gregory ME, Joseph DL, Sonesh SC, Marlow SL. et al. 2016. Saving lives: a meta-analysis of team training in healthcare. J. Appl. Psychol. 101:1266–304 [Google Scholar]
  80. Johnson SK, Garrison LL, Hernez-Broome G, Fleenor JW, Steed JL. 2012. Go for the goal(s): relationship between goal setting and transfer of training following leadership development. Acad. Manag. Learn. Educ. 11:555–69 [Google Scholar]
  81. Jones KJ, Skinner AM, High R, Reiter-Palmon R. 2013. A theory-driven, longitudinal evaluation of the impact of team training on safety culture in 24 hospitals. BMJ Qual. Safety 22:5394–404 [Google Scholar]
  82. Kanfer R. 1990. Motivation theory and industrial/organizational psychology. Handbook of Industrial and Organizational Psychology 1 MD Dunnette, L Hough 75–170 Palo Alto, CA: Consult. Psychol. Press [Google Scholar]
  83. Keith N, Frese M. 2008. Effectiveness of error management training: a meta-analysis. J. Appl. Psychol. 93:59–69 [Google Scholar]
  84. Kendall M. 2016. Zume Pizza: made by robots, baked in delivery truck. Mercury News Sept. 29. http://www.mercurynews.com/2016/09/29/zume-pizza-startup-robots/
  85. Kim Y, Ployhart RE. 2014. The effects of staffing and training on firm productivity and profit growth before, during, and after the Great Recession. J. Appl. Psychol. 99:3361–89 [Google Scholar]
  86. Kleiner A, Roth G. 1996. How to make experience your company's best teacher. Harv. Bus. Rev. 75:5172–77 [Google Scholar]
  87. Kozlowski SWJ, Gully SM, Brown KG, Salas E, Smith EM, Nason ER. 2001. Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organ. Behav. Hum. Decis. Process. 85:1–31 [Google Scholar]
  88. Kraiger K, Aguinis H. 2001. Training effectiveness: assessing training needs, motivation, and accomplishments. How People Evaluate Others in Organizations M London 203–19 Mahwah, NJ: LEA [Google Scholar]
  89. Krause N, Markides K. 1990. Measuring social support among older adults. Int. J. Aging Hum. Dev. 30:137–53 [Google Scholar]
  90. Kraut AI, Mondo L. 2009. SIOP goes global. Or is it the other way around. ? Soc. Ind. Organ. Psychol. 47:133–40 [Google Scholar]
  91. Lancaster S, Di Milia L. 2014. Organisational support for employee learning: an employee perspective. Eur. J. Train. Dev. 38:7642–57 [Google Scholar]
  92. Lancaster S, Di Milia L, Cameron R. 2013. Supervisor behaviours that facilitate training transfer. J. Workplace Learn. 25:16–22 [Google Scholar]
  93. Lee SM, Koopman J, Hollenbeck JR, Wang LC, Lanaj K. 2015. The Team Descriptive Index (TDI): a multidimensional scaling approach for team description. Acad. Manag. Discov. 1:191–116 [Google Scholar]
  94. Manuti A, Pastore S, Scardigno AF, Giancaspro ML, Morciano D. 2015. Formal and informal learning in the workplace: a research review. Int. J. Train. Dev. 19:11–17 [Google Scholar]
  95. Marks MA, Mathieu JE, Zaccaro SJ. 2001. A temporally based framework and taxonomy of team processes. Acad. Manag. Rev. 26:3356–76 [Google Scholar]
  96. McCauley CD, Drath WH, Palus CJ, O'Connor PM, Baker BA. 2006. The use of constructive-developmental theory to advance the understanding of leadership. Leadersh. Q. 17:6634–53 [Google Scholar]
  97. McCauley CD, Ruderman MN, Ohlott PJ, Morrow JE. 1994. Assessing the developmental components of managerial jobs. J. Appl. Psychol. 79:4544–60 [Google Scholar]
  98. Morris MA, Robie C. 2001. A meta‐analysis of the effects of cross‐cultural training on expatriate performance and adjustment. Int. J. Train. Dev. 5:112–25 [Google Scholar]
  99. Noe RA, Clarke AD, Klein HJ. 2014. Learning in the twenty-first-century workplace. Annu. Rev. Organ. Psychol. Organ. Behav. 1:245–75 [Google Scholar]
  100. O'Connor P, Campbell J, Newon J, Melton J, Salas E, Wilson KA. 2008. Crew resource management training effectiveness: a meta-analysis and some critical needs. Int. J. Aviat. Psychol. 18:4353–68 [Google Scholar]
  101. O'Dea A, O'Connor P, Keogh I. 2014. A meta-analysis of the effectiveness of crew resource management training in acute care domains. Postgrad. Med. J. 90:699–708 [Google Scholar]
  102. Paris CR, Salas E, Cannon-Bowers JA. 2000. Teamwork in multi-person systems: a review and analysis. Ergonomics 43:81052–75 [Google Scholar]
  103. Phan JH, Moffitt RA, Stokes TH, Liu J, Young AN. et al. 2009. Convergence of biomarkers, bioinformatics and nanotechnology for individualized cancer treatment. Trends Biotechnol 27:6350–58 [Google Scholar]
  104. Pierce S, Gould D, Camire M. 2016. Definition and model of life skills transfer. Int. Rev. Sport Exerc. Psychol. 10:186–211 [Google Scholar]
  105. Podsakoff PM, MacKenzie SB, Lee JY, Podsakoff NP. 2003. Common method biases in behavioral research: a critical review of the literature and recommended remedies. J. Appl. Psychol. 88:5879–903 [Google Scholar]
  106. Rentsch JR, Delise LA, Salas E, Letsky MP. 2010. Facilitating knowledge building in teams: Can a new team training strategy help. ? Small Gr. Res. 41:5505–23 [Google Scholar]
  107. Roe RA. 2008. Time in applied psychology: the study of “what happens” rather than “what is.”. Eur. Psychol. 13:37–52 [Google Scholar]
  108. Roediger HL, Butler AC. 2011. The critical role of retrieval practice in long-term retention. Trends Cogn. Sci. 15:120–27 [Google Scholar]
  109. Salas E, Burke CS, Bowers CA, Wilson KA. 2001. Team training in the skies: Does crew resource management (CRM) training work?. Hum. Factors 43:4641–74 [Google Scholar]
  110. Salas E, Nichols DR, Driskell JE. 2007. Testing three team training strategies in intact teams: a meta-analysis. Small Gr. Res. 38:4471–88 [Google Scholar]
  111. Salas E, Tannenbaum SI, Kraiger K, Smith-Jentsch KA. 2012. The science of training and development in organizations: what matters in practice. Psychol. Sci. Public Interest 13:274–101 [Google Scholar]
  112. Schindler LA, Burkholder GJ. 2016. A mixed methods examination of the influence of dimensions of support on training transfer. J. Mixed Methods Res. 10:3292–310 [Google Scholar]
  113. Shantz A, Latham GP. 2012. Transfer of training: written self‐guidance to increase self‐efficacy and interviewing performance of job seekers. Hum. Resour. Manag. 51:5733–46 [Google Scholar]
  114. Sherbourne CD, Stewart AL. 1991. The MOS social support survey. Soc. Sci. Med. 32:6705–14 [Google Scholar]
  115. Sonesh SC, Gregory ME, Hughes AM, Feitosa J, Benishek LE. et al. 2015. Team training in obstetrics: a multi-level evaluation. Fam. Syst. Health 33:3250–61 [Google Scholar]
  116. Sparr JL, Knipfer K, Willems F. 2017. How leaders can get the most out of formal training: the significance of feedback‐seeking and reflection as informal learning behaviors. Hum. Resour. Dev. Q. 28:129–54 [Google Scholar]
  117. Stansfeld S, Marmot M. 1992. Deriving a survey measure of social support: the reliability and validity of the Close Persons Questionnaire. Soc. Sci. Med. 35:81027–35 [Google Scholar]
  118. Sung SY, Choi JN. 2014. Do organizations spend wisely on employees? Effects of training and development investments on learning and innovation in organizations. J. Organ. Behav. 35:393–412 [Google Scholar]
  119. Tannenbaum SI, Cerasoli CP. 2013. Do team and individual debriefs enhance performance? A meta-analysis. Hum. Factors 55:1231–45 [Google Scholar]
  120. Taylor PJ, Russ-Eft DF, Chan DW. 2005. A meta-analytic review of behavior modeling training. J. Appl. Psychol. 90:692–709 [Google Scholar]
  121. Towler A, Watson A, Surface EA. 2014. Signaling the importance of training. J. Manag. Psychol. 29:829–49 [Google Scholar]
  122. Vashdi DR, Bamberger PA, Erez M. 2013. Can surgical teams ever learn? The role of coordination, complexity, and transitivity in action team learning. Acad. Manag. J. 56:4945–71 [Google Scholar]
  123. Villado AJ, Arthur W Jr.. 2013. The comparative effect of subjective and objective after-action reviews on team performance on a complex task. J. Appl. Psychol. 98:3514 [Google Scholar]
  124. Wang X, Day EA, Kowollik V, Schuelke MJ, Hughes MG. 2013. Factors influencing knowledge and skill decay after training: a meta-analysis. See Arthur et al. 2013a, 68–116 [Google Scholar]
  125. Weissbein DA, Huang JL, Ford JK, Schmidt AM. 2011. Influencing learning states to enhance trainee motivation and improve training transfer. J. Bus. Psychol. 26:4423–35 [Google Scholar]
  126. Wood RE. 1986. Task complexity: definition of the construct. Organ. Behav. Hum. Decis. Process. 37:160–82 [Google Scholar]
  127. Yang B, Wang Y, Drewry AW. 2009. Does it matter where to conduct training? Accounting for cultural factors. Hum. Resour. Manag. Rev. 18:324–33 [Google Scholar]
  128. Yelon SL, Ford JK. 1999. Pursuing a multidimensional view of transfer. Perform. Improv. Q. 12:58–78 [Google Scholar]
  129. Yelon SL, Ford JK. 2016. Four cases of transfer leading to accomplishment. Perform. Improv. Q. 29:3201–30 [Google Scholar]
  130. Yelon S, Ford JK, Bhatia S. 2015. How trainees transfer what they have learned: toward a taxonomy of use. Perform. Improv. Q. 27:27–52 [Google Scholar]
  131. Yelon SL, Ford JK, Golden S. 2013. Transfer over time: stories about transfer years after training. Perform. Improv. Q. 25:43–66 [Google Scholar]
  132. Yelon S, Sheppard L, Sleight D, Ford JK. 2004. Intention to transfer: How do autonomous professionals become motivated to use new ideas?. Perform. Improv. Q. 17:282–103 [Google Scholar]
/content/journals/10.1146/annurev-orgpsych-032117-104443
Loading
/content/journals/10.1146/annurev-orgpsych-032117-104443
Loading

Data & Media loading...

  • Article Type: Review Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error