The transfer of training from learning environments to workplace environments has been a major concern for training professionals and researchers for decades. How should organizations evaluate the effectiveness of their training programs and what impacts are those programs having on their employees' on-the-job performance? These questions are particularly relevant in an age of e-learning courses because many organizations are looking for practical ways to support the transfer of the knowledge and skills employees learn during training to real-world contexts. To address this issue, an experimental study was conducted to examine the effectiveness of an online transfer intervention (Transfer e-Booster) designed to measure and promote training transfer. A total of 53 volunteers (control n = 25, experimental n = 28) at a non-profit organization participated in the study by completing an e-learning course about emergency preparedness. Following the e-learning course, participants in the experimental group interacted with an online transfer intervention and completed an experience survey. The study measured two aspects of training transfer: knowledge retention and behavioral application. In addition, participants in the experimental group rated their perceptions of the intervention's main design components: key identified behaviors, knowledge retention questions, behavioral application self-assessment, and peer sharing. Four weeks after the e-learning course, all participants completed a post-test. The results of the experiment yielded mixed results. Participants in the experimental group earned significantly higher knowledge retention scores. They also earned higher behavioral application scores, but the difference was not significant. In terms of their perceptions of the online transfer intervention, participants rated all four design components positively, suggesting the design of the intervention may have supported their ability to transfer the knowledge and skills gained during the training to their work environment. Taken together, the study's findings demonstrate the promise of online transfer interventions to support the transfer of workplace training. In addition, the study offers potential design suggestions for transfer interventions that may, in turn, help trainees make sense of their learning and find ways to apply it to their on-the-job responsibilities. The study ends by demonstrating how data collected from an online transfer intervention might be analyzed to provide organizations with an overview of training quality and how training transfer might be supported at scale. Future research is needed to better understand the impact of online transfer interventions and how they might be designed to maximize transfer opportunities across topics and settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]