Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the "transfer problem." The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.

Although transfer of learning was among the very first issues addressed by early psychologists, the extant literature remains characterized by inconsistent measurement of transfer and significant variability in findings. This article presents a meta-analysis of 89 empirical studies that explore the impact of predictive factors (e.g., trainee characteristics, work environment, training interventions) on the transfer of training to different tasks and contexts. We also examine moderator effects of the relationships between these predictors and transfer. Results confirmed positive relationships between transfer and predictors such as cognitive ability, conscientiousness, motivation, and a supportive work environment. Several moderators had significant effects on transfer relationships, including the nature of the training objectives. Specifically, most predictor variables examined (e.g., motivation, work environment) had stronger relationships to transfer when the focus of training was on open (e.g., leadership development) as opposed to closed (e.g., computer software) skills. Other moderators related to the measurement of transfer also influenced transfer relationships, including situations in which transfer outcomes were obtained by the same source in the same measurement context— which consistently inflated transfer relationships. Findings are discussed in terms of their relevance for future research and training practice.

The views expressed herein are those of the authors and do not reflect the official position of the organizations with which they are affiliated.We thank three anonymous reviewers for comments on earlier versions of this article.

Although factor analysis has been a major contributing factor in advancing psychological research, a systematic assessment of how it has been applied is lacking. For this review we examined the Journal of Applied Psychology, Organizational Behavior and Human Performance, and Personnel Psychology over a ten‐year period (1975–1984) and located 152 studies that employed factor analysis. We then analyzed the choices made by the researchers concerning factor model, retention criteria, rotation, interpretation of factors and other issues relevant to factor analysis. The results indicate that choices made by researchers have generally been poor and that reporting practices have not allowed for informed review, cumulation of results, or replicability. A comparison of results by time interval (1975–1979; 1980–1984) revealed minimal differences in choices made or the quality of reporting practices. Suggestions for improving the use of factor analysis and the reporting of results are presented.

A model of learning transfer that focused on the active role of the learner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, and training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in a 2-day radar operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive activity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes were related to performance on the transfer task. Implications of these findings for research and practice are discussed.