This research investigates the linkage between training evaluation, learning design and training transfer. A new training evaluation model, (i.e., learning-transfer evaluation model [LTEM]), was used to examine its ability to provide evaluative evidence through robust assessments in pre-, post- and delayed assessments. The model was used to…

The need for workplace training about diversity, equity and inclusion is widely acknowledged. To date, however, there is conflicting evidence as to its effectiveness. Various aspects of design and content may be influential. This study explored the relationship between the terminology used in diversity training and trainee reactions. It employed…

The purposes of the present investigation were to attempt to replicate the negative effects for learning prompts in older adults reported by Cavanagh, Kraiger and Peters (2016), determine if the impact of learning prompts depends on type of prompt, and investigate the two possible explanations of the negative impact of prompts -- increased…

This paper aims to explore the influence of one cycle of a learning set experience in a postgraduate medical leadership development programme. It does so from two perspectives: first, from the self-reports of nine senior doctors working in leadership roles in England in the National Health Service; and second from a researcher perspective as we…

This work illustrates the psychometric properties of the Italian version of the Questionnaire for Professional Training Evaluation, designed and validated by Grohmann and Kauffeld. This 12-item questionnaire provides for the evaluation of different training outcomes, is time-efficient, applicable to several professional contexts and shows sound…

This article considers how training professionals can respond to differences in training preferences between generational groups. It adopts two methods. First, it surveys the existing research and finds generally that preferences for training approaches can differ between groups and specifically that younger employees are perceived to leverage…

Student assessment, particularly at classroom level, remains an integral part of teaching and learning and is a driving force for the implementation of educational policies and practices in many countries. Nevertheless, problems associated with teachers' classroom assessment practices continue to exist in schools and research shows that teachers…