TRANSFER OF TRAINING AS PERCEIVED BY TRAINERS AND SUPERVISORS IN THE WORKPLACE

TRANSFER OF TRAINING AS PERCEIVED BY TRAINERS AND SUPERVISORS IN THE

WORKPLACE

INTRODUCTION

Pressure today to improve performance (Broad, 1997, p. 7).

Only 2% of companies studied by Csoka (1994) found to be high performing.

Training transferred from the training room to workplace found to solve performance problems (Warren, 1979, p. 8).

PROBLEM STATEMENTWhen training not

transferred , time, money, and confidence in effectiveness of training lost (Gick & Holyoak, 1987, p. 10).

When learners were not able to transfer what was learned, they were less- or non-productive and faced real danger of pay reduction or job loss (Gick & Holyoak, 1987).

Has been great deal of evidence to show training made little or no difference in job behavior (Wexley & Latham, 1981; Goldstein, 1986).

Transfer found to be as low as 10% (Baldwin & Ford, 1988).

SURVEY DEVELOPMENT

Review of literature.Panel of experts.Pilot study.Survey of trainers and

supervisors.

FINALINVENTORY

OF STRATEGIES

BEFORE TRAINING

Identify barriers which might prevent transfer. Learners who prepare to deal with barriers will be equipped for them when they arise.

#1

Promote cooperative participation by telling learners that training is relevant, useful, likely to improve their job skills or advancement potential, and that they are expected to produce measurable payoff.

#2

Promote self-efficacy that will create positive expectations about the training experience in the minds of learners.

#3

Provide learners with focused training course information that will motivate and excite them.

#4

Become involved in the training process.

#5

#6Inform learners that they

are being actively supported.

#7Inform learners that they

will be held accountable for performance improvement.

#8Set goals that will be

fulfilled because of the new or improved skills that will be learned in training.

#9

Create pre-practice conditions (advanced organizers) to support learning.

#10

Develop tools (performance measurements) to support learning.

#11Avoid coercion of learners while endeavoring to provide them with the most desirable training. Transfer may be diminished when learners feel coerced to attend.

Evaluate the readiness of learners to learn and their suitability to the subject matter.

#12

#13

Ensure that the training is need-based and timely.

Coach learners individually and give them the confidence that they will have the help that is needed when they return to work.

#14

Provide delivery methods and instructional strategies that are compatible with the intended training.

#15

DURING TRAINING

#1

Build on prior knowledge.

#2Assist learners in

developing a transfer action plan to internalize and integrate behaviors learned during training.

#3

Provide diagnostic feedback to enable trainers to identify and outline skill differences.

#4Identify barriers to

transfer and diminish them as soon as they are identified.

#5Promote learners’

confidence in their ability to perform.

#6Provide job performance

aids as memory joggers, when they are appropriate.

#7Provide positive

reinforcement to show learners that their learning is important.

#8 Provide practice

opportunities to enable learners to experience hands-on application of learned skills.

#9

Set goals that include training goals and learning outcomes.

#10

Support learners throughout the training process.

#11Communicate an

expectation that learning can and will be transferred.

AFTER TRAINING

#1Identify ways to make

training transfer within the context of the organization climate.

#2Coach learners and

provide them with guidance and encouragement to improve the newly-learned skills.

#3Enhance learners’

confidence in their ability to use the new skills in the work situation.

#4Provide job performance

aids and memory joggers to help learners retain new learning.

#5Provide opportunities to

use the newly-learned skills under actual working conditions.

#6Provide positive

reinforcement and feedback to behaviors learned in training.

#7Schedule follow-up sessions to

provide an opportunity for learners to receive instruction, practice and feedback that relate to the new skills.

#8Provide and communicate

support for new learners in the application of learned skills.

#9Identify and remove

barriers in transfer.

ANALYSIS

Trainers and supervisors as a group rated the model as significantly effective in enhancing or promoting transfer of training ( = 4.37, sd = .40).

Research Question #1No difference in responses of trainers and supervisors

Research Question #2Trainers and supervisors rated the

“during training” phase ( = 4.44, sd. = .527) and the “after training” phase ( = 4.45, sd = .442) of the model significantly higher than the “before training” phase ( = 4.21, sd = .440).

Research Question #3No significant differences were

found among the different age groups of trainers and supervisors in regard to their agreement of the effectiveness of the model.

Research Question #4No significant differences were

found based on experience of trainers and supervisors in regard to their agreement of the effectiveness of the model.

Research Question #5Trainers and supervisors with

undergraduate degrees rated the characteristics higher( = 4.49. Sd. = .403) than trainers and supervisors with graduate degrees ( = 4.30, sd = .394).