1© 2013 by Nelson Education Ltd. CHAPTER TEN Transfer of Training.

1© 2013 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 and Ford’s model of the transfer

of training process Describe the strategies that managers, trainers,

and trainees can use 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 of training 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


TRANSFER OF TRAINING

Refers to application 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


TRANSFER OF TRAINING PROBLEM

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

Canadian study: Trainees apply 54% immediately after, 54% after 15% after six months, 11% after one year




TRANSFER OF TRAINING PROCESS


TRAINING INPUTS

Trainee 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 and 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 theoretical principles that underlie the use and application of a skill

Stimulus Variability

• Providing a variety of stimuli or experiences; multiple examples of a concept; practise 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 and

peers• Training transfer climate• Continuous learning culture

– What are the important considerations learned in earlier chapters on learning culture?


TRAINING INPUTS

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

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

• 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

CONTINUOUS LEARNING CULTURE

A culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization• Research supports transfer is greater in these

cultures



STRATEGIES FOR TRANSFER

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 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 Provide interventions at end of content portion 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 practise 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 Stay involved

• Conduct field visits• Observe trainees, provide feedback and support



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

Set goals for transfer


TRANSFER INTERVENTIONS

Take place in the learning environment before thetrainee returns to work Relapse Prevention (RP)

• Anticipate transfer obstacles, 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 interventionsTeach trainees about the goal-setting process


POST-TRAINING SUPPLEMENTS

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


TRANSFER SYSTEM

Summed up in Holton and colleagues’ transfer system:All 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


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 10.6Specific factorsGeneral factors


TRAINING EFFECTIVENESS MODEL


SUMMARY

Discussed the transfer of training process and reasons why it is both important and a serious problem

Presented Baldwin and Ford’s model of the transfer of training process 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) are methodologies to improve ROI

1© 2013 by Nelson Education Ltd. CHAPTER TEN Transfer of Training.

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