The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.

This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement.  It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.  Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,

Abstract-In this study, the researchers analyzed the elements (dimensions) of religious calling as a contributing factor to turnover intention and proposed religiosity to be added as a factor for the theory of employee satisfaction. The study was conducted among employees working at Hypermarkets in the Klang Valley, Selangor, Malaysia. Participants consisted of 125 employees currently working at Hypermarkets (Carefour, Tesco, and Giant) in the Klang Valley, Malaysia. The respondents were conveniently selected and the data were gathered through the distribution of questionnaires. The study found that there was no significant relationship between religious calling and turnover intention. However, Policies and Procedures in organizations did contribute to employee satisfaction that can influence turnover intention. Employees were more satisfied with organizations that had clear policies and procedures on religiosity, provide space for prayer or meditation, allow employees to take time off for prayers, respect the employees' freedom to display religious decorations in the workplace and dress according to their religious beliefs. As a conclusion, the researchers also found that the religious calling, even if it was not a predictor of turnover intention, was nevertheless noteworthy.Index Terms-Religiosity calling, turnover intentions, employee satisfaction.

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