1© 2010 by Nelson Education Ltd. Chapter Ten Transfer of Training.

1© 2010 by Nelson Education Ltd.

Chapter Ten

Transfer of Training


Learning Outcomes

Define transfer of training and positive, negative, zero, far, near, horizontal, and vertical transfer

Describe the major barriers to transfer of training Describe Baldwin & Ford’s model of the transfer

of training process Describe the activities that managers, trainers, and

trainees can do before, during, and after training to improve transfer of training

Define identical elements, general principles, and stimulus variability and explain how they can improve transfer of training


Learning Outcomes

Explain what a transfer intervention is and describe relapse prevention, self-management, and goal setting interventions

Explain what a post-training supplement is and describe booster sessions, self-coaching, and upward feedback interventions

Define transfer systems and describe the transfer system factors



Refers to generalization of knowledge and skills learned in training on the job and maintenance of acquired knowledge and skills over time

Two conditions:• Generalization

• The use or application of learned material to the job

• Maintenance• The use or application of learned material to the

job over a period of time



Types of transfer of training:

Near – Applying new learning to situations that are very similar to those in which training occurred

Far – Applying new learning to situations that are novel or different from those in which training occurred

Horizontal – Transfer across different setting or contexts at the same level

Vertical – Transfer from trainee level to organizational level or impact on organizational outcomes



Extent of transfer of training:

Positive – Trainees effectively apply new learning on the job

Zero – Trainees do not apply new learning on the job

Negative – Trainees perform worse on the job after training


The Transfer Problem

60-90% of what is learned in training not applied on-the-job

Canadian study: Trainees apply 62% immediately after, 44% after six months, 34% after one year

Table 10.1: lists majors barriers to transfer


The Transfer of Training Process

Figure 10.1 Source: From Baldwin, T.T., and Ford, J.K., Transfer of Training: A Review and Directions for Future Research, Personnel Psychology, 41, 63—105; Blackwell Publishing, 1988.

Training Inputs Training Outputs Conditions ofTransfer


Training Inputs

Trainee characteristics

Cognitive ability, training motivation, self-efficacy, personality characteristics

Most likely to transfer: • High cognitive abilities, motivation

to learn, self-efficacy• Internal focus of control and high

need for achievement• High job involvement, job

satisfaction, and organizational commitment


Training Inputs

Training design

Active practice & conditions of practice

Learning principles:• Identical elements

• Experiences and conditions that closely resemble those in the work environment

• Similar to physical and psychological fidelity


Training Inputs

• General principles

• General rules and principles that underlie the use and application of a skill

• Stimulus variability

• Providing a variety of stimuli or experiences; multiple examples of a concept; practice experiences in varied settings


Training Inputs

Work environment

Pre-training• Management actions send messages/signals

regarding importance and organizational support of training

• Organizational constraints: lack of time, equipment, and/or resources


Training Inputs

Work environment (cont'd)

Post-training• Support provided by

trainees’ supervisor• Training transfer climate• Learning culture

Do you recall the discussion in Ch 4

on transfer climate &learning culture?


Training Inputs

To recap: Baldwin & Ford’s model of transfer of training process indicates that:• Transfer generalization and maintenance are a

function of trainee characteristics, the work environment, and learning & retention.

• And learning and retention are a function of trainee characteristics, training design, and the work environment

• Thus, transfer of training is influenced as far back as the design stage


Facilitating and Improving Transfer of Training

Activities before training

Management

Decide who should attend• Readiness to learn/trainability• Trainability tests

Increase motivation to learn• Meet with employees to discuss training needs• “WIIFM”

Provide employees with support for learning and training



Activities before training (cont'd)

Trainer

Ensure application of ISD model Ensure both trainees’ supervisor and trainees are prepared

in terms of knowing objectives and benefits Find out supervisor and trainee needs and expectations Ensure that trainees are prepared for training in terms of

prerequisite courses/readings etc.



Activities before training (cont'd)

Trainees

Find out about training objectives prior to attendance Meet with supervisor to discuss training program and

develop action plan for learning and transfer Prepare for training program



Activities during training

Management

Participate in training programs Speak about importance of

training program Attend training programs

before trainees Reassign employee’s work

while they are attending training



Activities during training (cont'd)

Trainer

Incorporate conditions of practice, adult learning principles, and other learning principles in design

Include content and examples that are relevant and meaningful

Include instruction on transfer of training Have trainees prepare a performance contract



Activities during training (cont'd)

Trainees

Enter training program with positive attitude and motivation to learn

Engage themselves by actively participating

Develop an action plan for application of training on-the-job



Activities after training

Management

Ensure trainees have immediate and frequent opportunities to practice and apply what they learned

Encourage and reinforce trainees’ application of new skills Develop action plan with trainees, reduce job pressures

and workload, arrange practice sessions, give promotional preference to employees who have received training and, transfer and evaluate employees’ use of trained skills on-the-job



Activities after training (cont'd)

Trainer Conduct field visits

• Observe trainees, provide feedback & support

Offer booster sessions• Definition: Extensions of

training programs that involve periodic face-to-face contact between the trainer and trainees



Activities after training (cont'd)

Trainees

Begin using new knowledge and skills on-the-job ASAP Meet with supervisor to discuss opportunities for transfer Form a “buddy system” Consider high-risk situations that might cause a relapse

and develop strategies for overcoming them and avoiding a relapse


Transfer of Training Interventions

Take place in the learning environment before thetrainee returns to work Relapse prevention

• Anticipate transfer obstacles and develop coping skills

Self-management• Perform a series of steps to manage transfer behaviour

Goal setting• Set specific, challenging goals to enhance transfer

Goal setting interventions• Teach trainees about the goal setting process


Transfer of Training Interventions

Post -Training Supplements take place on the job following training and include:

Booster Sessions• Extensions of training programs that involve a review of the

training material Self-coaching

• Trainee self-reflection, goal setting following the training Upward Feedback

• Feedback from subordinates on performance of training behaviours


The Transfer System

All of the factors just described are summed up in Holton and colleagues’ The Transfer SystemAll factors in the person, training and organization that influence transfer of learning to job performance

Learning Transfer System Inventory (LTSI) A diagnostic tool to assess transfer system

• 16 factors• 1-11 are specific to particular training program• 12-16 are general factors


The Transfer System

1. Learner readiness

2. Motivation to transfer

3. Positive personal outcomes

4. Negative personal outcomes

5. Personal capacity for transfer

6. Peer support

7. Supervisor support

8. Supervisor sanctions

9. Perceived content validity

10. Transfer design

11. Opportunities to use

12. Transfer effort-performance expectations

13. Performance-outcome exp.

14. Resistance/openness to change

15. Performance self-efficacy

16. Performance coaching

See Table 10.4Specific factorsGeneral factors


Model of Training Effectiveness

Figure 10.2


Model of Training Effectiveness

Building on the model as presented in Ch 3 and Ch 5 Now can add Work Environment and Learning

Principles factors Now can add direct link from trainee characteristics

and work environment to individual behaviour and performance

Now can add direct link from training design to individual behaviour and performance

Identify link of all of these on Vertical Transfer


Summary

The transfer of training process and reasons why it is a serious problem were discussed

Baldwin and Ford’s model of the transfer of training process was presented as framework to understand how to facilitate and improve training transfer

Activities for improving transfer (before, during, and after training) and who should implement them (manger, trainer, trainee) were discussed

Transfer of training interventions, post-training supplements, and the transfer system were also discussed

1© 2010 by Nelson Education Ltd. Chapter Ten Transfer of Training.

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