Presentation1

Transfer of Training

Presented byGajaba Perera-GunawardenaManagement Consultant

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Introduction

For training to be beneficiary, individuals participating in this training need to take new knowledge back to the workplace and apply what they have learned (Hatala & Fleming, 2007; Wang & Wilcox, 2006).

This effective and continuing application of the knowledge and skills gained by trainees to their jobs is known as transfer of training (Broad & Newstrom, 1992; Kirwan & Birchall,2006).

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Definition Positive transfer of training is the degree to

which trainees effectively apply the knowledge, skills and attitudes gained in a training context to the job (Newstrom 1984, Wexley and Latham 1981).

Transfer of training, therefore, is more than a function of original learning in a training program (Atkinson 1972, Fleishman 1953). For transfer to have occurred, learned behavior must be generalized to the job context and maintained over a period of time on the job.”

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Two Levels of Training Outcome

It is useful to think about evaluation of training with two levels of outcome, training outcomes and transfer outcomes.

Baldwin and Ford (1988) define training outcomes as the amount of original learning that occurs during a training program, and the retention of that material after the training is competed. Training outcomes are generally gathered during or immediately after training.

Transfer outcomes however, are typically assessed by measuring how trained skills have been maintained and generalized by the trainee after being on the job for some time (Baldwin and Ford 1988).

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Conditions of 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

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Factors affecting Transfer of training During the past 20 years, many researchers have tried

finding an answer to the challenges transfer of training poses. Pivotal review studies are the following: Baldwin and Ford (1988), (three groups of variables influencing transfer of training: trainee characteristics, training design and work environment.)

Cheng and Ho (2001), (focus on motivation as an influential variable, beside trainee characteristics and work environment.)

Holton et al . (2000), (added ability as a separate variable beside these three variables.)

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Factors affecting TrainingBaldwin and Ford

(1988) three groups of variables

influencing transfer of

training

Cheng and Ho (2001)

Holton et al . (2000)

Trainee characteristics

Training design Work

Environment

focus on

motivation as an influential variable, beside trainee characteristics and work environment

added ability as a separate variable beside these three variables

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Three Major Factors Affecting Training 1. Training Design: They also identified three types of

training inputs factors that can impact training outcomes and training transfer. These design factors are the incorporation of learning principles, the sequencing of training material, and the job relevance of training content.

2. Trainee Characteristics include ability, skill, motivation, and personality factors of the trainee.

3. Work environment factors include transfer climate, social support from supervisors and peers as well as the constraints and opportunity to perform learned behavior on the job

(The numbers correspond to those in figure 1 above)

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Training Transfer Model

Based in part on Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999 & Baldwin & Ford, 1988.

Learner Characteristics

Intervention Design

Work Environment

-Cognitive Ability

-Self-efficacy

-Motivation (personality, job/career)

Development of Learning GoalsAdult Learning PrinciplesInstructional Methods & Media Self-Management Strategies

Strategic Link of TrainingOrg Climate & AccountabilityOpportunity to PerformTechnological Support

Learning Transfer Individual &OrganizationalPerformance

Individual &OrganizationalPerformance

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TRANSFER OF TRAININGTypes 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

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TRANSFER OF TRAINING

Extent of Transfer of TrainingPositive: Trainees effectively apply

new learning on the jobZero: Trainees do not apply new

learning on the jobNegative: Trainees perform worse on

the job after training

TRAINING INPUTSTraining 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

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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

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TRAINING INPUTSTrainee CharacteristicsMost 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

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TRAINING INPUTSWork 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 INPUTSWork 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?

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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

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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

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STRATEGIES FOR TRANSFER

Activities before Training (cont'd)

Trainer Ensure application of ISD model (Instructional

Systems Design) 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.

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STRATEGIES FOR TRANSFERActivities during Training

ManagementParticipate in training programsAttend training programs before

traineesReassign employee’s work while they

are attending training

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STRATEGIES FOR TRANSFER

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

STRATEGIES FOR TRANSFERActivities 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

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STRATEGIES FOR TRANSFERActivities 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

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STRATEGIES FOR TRANSFERActivities after Training (cont'd)

Trainer Stay involved

Conduct field visits Observe trainees, provide feedback and

support

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STRATEGIES FOR TRANSFER

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

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TRANSFER INTERVENTIONSTake 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