The impact of implementation intentions on the transfer of training from a management development program

Figures & data

Figure 1. A contemporary framework of factors affecting the transfer of training.

Figure 2. A conceptual framework incorporating goal setting and implementation intentions.

Table 1. Child nodes and their description within the theme ‘situational awareness’.

Code	Description
Action	Contains references to where the respondent has taken a course of action and accomplished a goal
Action plans	Contains references to where the respondent has talked about specific plans or steps they took in order to complete an action either during the module or after.
Assignment completion	Contains references where respondents talked about completing the assignment.
Increased knowledge of the strategy map	Contains references to where respondents have made reference to an increased understanding of the strategy map either through increased knowledge or practical application.
Perceived behavioural control	Contains references to where the respondent has made reference to the ease or difficulty they felt in being able to perform new behaviour through internal or environmental considerations.
Situational context	Contains references to where the respondent has elaborated on the situation in which they used some of the new skills or knowledge.
Situational cue	Contains references to where the respondent has talked about using the University strategy map.

Table 2. Child nodes and their description within the theme ‘productive reflection’.

Code	Description
Behavioural beliefs	Contains responses where the respondent has mentioned what they thought the likely consequences (positive or negative) of a course of action would be
Familiarity with material	Contains references to familiarity with the material generally because of teaching or research expertise
Planned reflection	Contains references where respondents talk about forced or compulsory reflection built into work or the development programme.
Skills refresher	Contains references to where respondents didn’t feel they had learned anything new but felt that the unit had refreshed skills and knowledge they already had
Subliminal reflection	Contains references where respondents talk about automatic reflection which is neither spoken about nor written down anywhere
Summative reflection	Contains references to reflection taking place at the end of an activity.
Verbal reflection	Contains references where respondents were happy to talk about their experiences and reflect on them rather than writing them down.
Written reflection	Contains references where people talk about documenting their reflections.

Table 3. Child nodes and their description within the theme ‘transfer of training’.

Code	Description
Far transfer	Contains references to where respondents have transferred some of the knowledge and skills to different situations other than their immediate job role
Near transfer	Contains references where the respondent has directly applied some of the new knowledge and skills to their job role.
Negative transfer	Contains references to where the respondent has indicated that they used previously held knowledge or skills alone to complete a new task.
Positive transfer	Contains references to where respondents talked about direct use of new knowledge and skills and have given specific work based examples

Figure 3. Group query, situational cue, situational context, increased knowledge of the strategy map, assignment completion and positive transfer.

Figure 4. Group query, written reflection, planned reflection, summative reflection and positive transfer.