Interactions between trainer and training characteristics as predictors of trainers’ transfer knowledge

Even though teaching staff (i.e., trainers) play an important role regarding the extent to which adult learners transfer training content to practice (i.e., transfer of training), little research has been conducted with respect to their knowledge regarding such transfer. It also remains unclear whether trainer and training characteristics predict transfer knowledge. In this quantitative research, we investigated how trainer knowledge about the transfer of training is related to their qualifications, their teaching experience and the training content and how these characteristics interact with one another. The study was conducted in Germany and included 432 trainers who responded to an assessment instrument regarding three dimensions of transfer knowledge, namely, knowledge about learner characteristics, training design and learner work environment. Having a pedagogical/psychological degree was a positive predictor of the transfer knowledge about training design and learner work environment. In addition, having earned a train-the-trainer certificate and years of teaching experience were positive predictors of transfer knowledge with respect to the work environment. Unexpectedly, the number of training days per year negatively predicted transfer knowledge about training design. When training content was added as a possible moderator, there were no moderation effects regarding transfer knowledge, degrees in pedagogy/psychology, train-the-trainer certificates, or years of teaching experience. However, training content moderated the relationship between trainers’ training days per year and their transfer knowledge. These findings provide finer grained insights into what can predict transfer knowledge among trainers and whether train-the-trainer courses should be tailored to specific types of trainers.