Schlenker's model of responsibility was used in this study to investigate to what extent leadership trainers consider themselves accountable for the transfer of training. We conducted 15 semi-structured interviews and evaluated the answers using qualitative content analysis. With respect to the responsibility links of Schlenker's model, the…

Successful training transfer is necessary for employees to adapt to this fast-changing working world. In this study, we investigate whether transformational trainer behaviour can inspire training participants to change their self-concept during training and whether this is related to increased training transfer. Following the self-concept based…

Although continuous vocational education and training (CVET) trainers are relevant stakeholders who can initiate and support transfer, they have received little attention in the context of transfer research, especially with respect to their transfer knowledge. In this study, we investigated the extent to which the transfer knowledge of CVET…

Many workforce development training programmes use learning gains as a measure of programme effectiveness. However, research on K-12 education suggests that posttest scores may be influenced by pretesting effects. Pretesting may improve posttest performance by giving learners preknowledge of posttest content. Alternatively, pretesting may enhance…

The ongoing digitalization in the training sector produces new demands on the media-didactical competence of trainers. We conducted an online survey of 279 trainers in Germany to investigate the relationships among media-didactical competence, media-didactical self-efficacy, attitudes toward the use of digital media and the actual use of digital…