Abstract
Employee knowledge, skills, and abilities (KSAs) are the foundation of organizational strategic competitive advantage. In the 21st century Knowledge Age, these KSAs relentlessly change, requiring constant organizational training. A significant expenditure for organizations, training is expected to produce return on investment; however, research confirms that a transfer gap exists with only a small percentage of training resulting in performance application on the job. Copious amounts of research literature on training transfer exist, yet the problem persists. Technology and innovation have resulted in change in workplace environments; however, the learning transfer framework provided by Baldwin and Ford (1988) used for research has changed minimally. The research topic area is organizational learning transfer to job performance behavior. The purpose of this mixed-methods, convergent, parallel design was to explore extant research on neuroeducation discoveries, specific contemporary learning theories, and performance support science to develop a new learning transfer framework facilitating further research on the topic from a new perspective. This was accomplished through the procedures inherent in constructivist grounded theory such as coding, categorizing, and memo writing for the qualitative segment and frequency and intensity of initial codes as the quantitative segment method. The Yoder Dynamic Learning Transfer Framework provides a new perspective for future research and exploration of learning transfer to job performance behavior.|Keywords: training transfer, learning transfer, neuroeducation, learning theories, performance support, and literature review