Transfer of learning in job-related training programs is still one of the most persistent topics in the field of continuing training and lifelong learning. Many researchers remain interested in understanding the mechanism that influences transfer of learning into the workplace. Stakeholders believe that training efforts are unlikely to result in positive changes in job performance unless the newly trained competencies are transferred to the work environment. Baldwin and Ford (1988) define transfer as 'the degree to which trainees effectively apply the knowledge, skills, and attitudes gained in the training context to the job' (p. 63). Several studies have been conducted to understand the transfer process and have supported models in which transfer is influence by several variables at different levels of analysis: individual, training and organization (Baldwin and Ford, 1988; Holton et al., 2000, 2005; Velada et al, 2007). However, these studies usually have a narrow scope to define transfer as being conceptualize as application of knowledge or skills. On the other hand, it is argued that transfer involves not only application of knowledge or skills into a new situation but also a transformation of the skills and knowledge being used (Hager and Hodkinson, 2009).

The present research analyses transfer of learning to workplace regarding to job-related training courses. Training courses analysed this study are offered under the professional training for employment framework in Spain. The current model of professional training for employment was established in 2007 due to the implementation of work market-driven public policies. Currently, professional training for employment is organized under a tripartite model that is co-funded and regulated by the administration, the employers and the unions. The system of professional training for employment offers three types of activity: training that is offered by social agents; training that is organized by and responds to the demands of businesses; and complementary actions aimed at research and development. Although the current training model was only created recently, the specialized literature contains some important studies that try to explain the way the system functions and the possible results that it gives rise to (Ramírez del Río and Garrido Casas, 2011; Griker and Ramírez del Río, 2009; Pineda, 2007; Pineda and Sarramona, 2006). However, with one exception (Ramírez del Río, 2011), research in this field has usually been qualitative and has made no reference to transfer of learning in this training scheme.

In this study we want to look into transfer of learning from a wider scope, understanding transfer of learning not only as application of knowledge but as a transformation of participant's knowledge and changes in workplace practice. In this regard, we expect to develop a reliable measure of transfer of learning accounting for transformation of knowledge and changing practices at work. Using this definition of transfer, we look into how types of motivation to participate (job-improvement oriented or learning-oriented), the training design (effectiveness and coherence) and work activities features (autonomy, variability, complexity) have influence in transfer of learning. 

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