Retail Training - Transfer of Training Srikant

8/8/2019 Retail Training - Transfer of Training Srikant

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Kulo August 2010

Titan Retail Training


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A CRO s Learning Continuum Is Very Short It Does Not Extend Beyond The Classroom


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Two Bold Statements

1.We May Be Measuring TheWrong Things

And

Actually Perpetuating OurTraining Problems In TheProcess

2.We May Just Be TrainingPeople To Fish Where FishAre.

Not Something That IsChallenging


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Training As A Motivational ToolOne Key FactorIn Employee

- Motivation- Retention

IsThe OpportunityEmployees WantTo Continue

1. To Grow And2. To Develop

Job And Career

Enhancing Skills.

In FactThis OpportunityTo Continue

1. To Grow2. To Develop

Through Training AndDevelopment

Isp One Of The Most

Important FactorsIn Employee Motivation.

We Not OnlyDo A Poor Job

At This

But We Also Make ItObvious That

Training Is More ForUs Than For Them

(CROs/Franchisees)

This Could BeDesign Issue


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A Couple Of Secrets About What Employees WantFrom Training

Training And DevelopmentOpportunitiesA re Not Just Found In External Training ClassesAnd Seminars.This EmphasizesWh at CROs W ant

In Training AndDevelopmentOpportunities.

This Also ArticulatesTitan s O pportunity To Create Devoted,

Growing EmployeesW ho W ill Bene f it Both1. Titan s BusinessAnd

2. Th emselves (CROs)Through Titan s Training AndDevelopment opportunities.


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A Couple Of Secrets About What Employees WantFrom Training

Training And DevelopmentOpportunitiesA re Not Just Found In External Training ClassesAnd Seminars.This EmphasizesWh at CROs W ant

In Training AndDevelopmentOpportunities.

This Also ArticulatesTitan s O pportunity To Create Devoted,

Growing EmployeesW ho W ill Bene f it Both1. Titan s BusinessAnd

2. Th emselves (CROs)Through Titan s Training AndDevelopment opportunities.


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A Change In Mindset And The Way We Do Training AndNot Just Tweaking A Program Or Introducing A New

Program Or Two.

Training Sustainability Needs .Titan s

TrainingPrograms

Don t STICK

It Could Be ASustainability

Issue


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A Change In Mindset And The Way We Do Training AndNot Just Tweaking A Program Or Introducing A New

Program Or Two.

Training Sustainability Needs .


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A. WillImpact The W ay W e Do Training AcrossBrand

B. WillInvolve A ll Those

In t h e Value C h ain andBeyond

1. Operations Group Retail, Sales, Regional HR,

Regional TrainingCoordinators

2. Store Manager3. Franc h isee

4. Management5. Customer (When

Transaction MethodsChange)

Training Sustainability Needs Change in Mindset

Training Sustainability Is More Complex Than AnyProcess Or System We Introduce And Sustain


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4. Management5. Customer (When

Transaction MethodsChange)


Training Sustainability Is More Complex Than AnyProcess Or System We Introduce And SustainWho

Are .


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4. Management5. Customer (WhenTransaction MethodsChange)


Training Sustainability Is More Complex Than AnyProcess Or System We Introduce And Sustain


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Retailing

IsSuch A Nitty-GrittyBusinessIt Is Of ten Di ff icult To See T h e Forest ForTh e Trees

Retail Strategy

Is An Overall PlanTo Gain A Competitive A dvantage

Throughp Th e Use Of A Distinctive

Retail MixTo Capture ThePatronage Of One Or More Target Markets

Current Training format1. Does Not Make CROs See The Forest

2. Does Not Make The Job Seem Strategic To A CRO

Current Training Format And Retailing


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Retailing

IsSuch A Nitty-GrittyBusinessIt Is Of ten Di ff icult To See T h e Forest ForTh e Trees

Retail Strategy

Is An Overall PlanTo Gain A Competitive A dvantage

Throughp Th e Use Of A Distinctive

Retail MixTo Capture ThePatronage Of One Or More Target Markets

Titans Current Training Format1. Does Not Make CR Os See The Forest 2 . Does Not Make The Job Seem Strategic To A CRO

Current Training Format And Retailing

People Should BeMade To See The

Larger Picture

People Should BeMade To Feel ThatThey Are Part Of Larger Cause (Or

Scheme of Things)


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What It Is?Short Term (Milking)Increasing EmployeeProductivity

Through TheDissemination Of 1. Knowledge2. Skill Sets

Productivity = Sales/ Number of Employees

What It Should Be?Long-Term (Nurturing)

1. CRO AttitudeCustomer SatisfactionAnd Loyalty Long-TermPerformance

2. Increasing CROSatisfaction/Motivation

Reducing Employee

Turnover

Training Format


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What It Is?Short Term (Milking)Increasing EmployeeProductivity

Through TheDissemination Of 1. Knowledge2. Skill Sets

Productivity = Sales/ Number of Employees

What It Should Be?Long-Term (Nurturing)

1. CRO AttitudeCustomer SatisfactionAnd Loyalty Long-TermPerformance

2. Increasing CROSatisfaction/Motivation

Reducing Employee

Turnover

Training Format


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Titan s Leadership In Retail TrainingBeen Aggressively Training Retail Staff Over 15 Years .

Trains 1000s Of Staff Every Year

Recognized As One Of The Pioneers In Retail Training .

Titan s Retail Training Spreads Across1. Different Product Categories

2. Different Store Formats

- Requiring Different Training Knowledge And Training SkillsSets

Titan s Retail Trainings Cuts Across Different Cultures And

Languages


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Yet ..

1. W hat Content Right OrWrong, Out Dated orCurrent, Sufficient Or NotSufficient?

2 . W hat Subject RelevantNot Relevant?

3 . W hich Trainer In-house

or Out Sourced,Effectiveness Of Trainer?4 . W ho To Be Trained Staff,

Franchisee Etc?

5. W hether Training E ff ort Should Be Same OrDifferent Given The

Diverse Work Force?6. W hether Training Is

Impact f ul Or Not?7 . W hether Training Follow

Up Is Required Or Not8 . W hen Has Evaluation A nd

W hat Type Of EvaluationHas To Be Done?

Titan Has Never Been Able Articulate Its Training NeedsOr Issues


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Yet ..

1. W hat Content Right OrWrong, Out Dated orCurrent, Sufficient NotSufficient?

2 . W hat Subject RelevantNot Relevant?

3 . W hich Trainer In-house

or Out Sourced,Effectiveness Of Trainer?4 . W ho To Be Trained Staff,

Franchisee

5. W hether Training E ff ort Should Be Same OrDifferent Given The

Diverse Work Force?6. W hether Training Is

Impact f ul Or Not?7 . W hether Training Follow

Up Is Required Or Not?8 . W hen Has Evaluation A nd

W hat Type Of EvaluationHas To Be Done?

Titan Has Never Been Able Articulate Its Training NeedsOr Issues


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Titan s Talent War

Titan s Retail Training Gives A WideRange Of Training For The Staff ToBe Effective And Productive. But At

The Ground Level There Is NoBelie f That The KnowledgeImparted Can Be Used In PracticeAnd There Is No Commitment To

Ensure The Knowledge Imparted Through Training A re Used InPractice .

This AttitudeCan Also Be

With TheManagement


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Titan s Retail Training

Gives A Wide Range Of Training For The Staff ToBe Effective AndProductive. But At The

Ground Level There Is NoBelie f That TheKnowledge Imparted CanBe Used In Practice AndThere Is No Commitment To Ensure The KnowledgeImparted ThroughTraining A re Used InPractice .

Th is Problem Stems FromOperations Group

Retail, Sales, Regional HR AndRegional Training CoordinatorStore ManagersFranchiseeNot Trained Or Have TheKnowledge Or Have The Tools

To Leverage T h e TrainingImparted To T h e Staff

p To Enhance Per f ormance Post Training .

Titan s Talent War

TheAttitude


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Th is Problem Stems FromOperations Group

Retail, Sales, Regional HR AndRegional Training CoordinatorStore ManagersFranchiseeNot Trained Or Have TheKnowledge Or Have The Tools

To Leverage T h e TrainingImparted To T h e Staff

p To Enhance Per f ormance Post Training .

Titan s Talent WarOr Even Just Sustain The

Knowledge Imparted

Through Training Over ALonger Period Of Time


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Titan s Talent War

Th is Problem Stems From

Operations GroupRetail, Sales, Regional HR AndRegional Training CoordinatorStore ManagersFranchiseeMaking The Environment More

Prescriptive

TheAttitude


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Titan s Talent War


Operations GroupRetail, Sales, Regional HR AndRegional Training CoordinatorStore ManagersFranchiseeMaking The Environment More

Prescriptive

SALESWALK-INsCONVERSIONSNO. OF

SIGNETSWOWS


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Titan s Talent War


Operations GroupRetail, Sales, Regional HR AndRegional Training CoordinatorStore ManagersFranchiseeA re Not A bleTo Create A Learning Culture

W ith in Th e Four W alls Of AStore

TheAttitude


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Ground Level There Is NoBelie f That The

Knowledge Imparted CanBe Used In Practice AndThere Is No Commitment To Ensure The KnowledgeImparted ThroughTraining A re Used InPractice .

Titan s Talent War


Operations GroupRetail, Sales, Regional HR AndRegional Training CoordinatorStore ManagersFranchiseeA re Not A bleTo Create A Learning Culture

W ith in Th e Four W alls Of AStore

UnderstandImpact Of

Learning On ACRO s

Emotions

UnderstandImpact Of Learning On

CRO s

Behavior

UnderstandHow People

Want To Feel -KnowledgeableArticulate etc .

Build A Learning

Organization,Within The Store,

That Delivers ALearning

Experience To TheCRO At The Store .


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In A Learning CultureAt The StoreAfter A Day At T h e Store

1. With No Good Sales ForThe Day

2. With No SignetsA CRO Would Be Able Still

Rate His/Her LearningExperience For The Day A s

A Knocks Socks Off/D AZZ LEDB Exceed/ P LE A SED

C Meet/ S ATISFIEDD Disappoint/ UNH A PPY F Fail/ UPSET

Titan s Talent War


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In A Learning CultureAt The StoreAfter A Day At T h e Store

1. With No Good Sales ForThe Day

2. With No SignetsA CRO Would Be Able Still

Rate His/Her LearningExperience For The Day A s

A Knocks Socks Off/D AZZ LEDB Exceed/ P LE A SED

C Meet/ S ATISFIEDD Disappoint/ UNH A PPY F Fail/ UPSET

Titan s Talent War


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How Important Is Being A Learning Organization To YouPersonally?

How Important Is Being A Learning Organization To Your Organization? Extremely Important Very Important

Important Somewhat Important Not Very Important Not Important At All

Titan s Talent War

Some Basic Questions


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Store Associates Master Bear Builders Are CarefullyRecruited, Receive Training, and A re Given Career

O pportunities

Many Of Our Employees Look At This A s A Career, Not Just A Job . Employees Are Glad To W ork In A PlaceW here They Receive Psychic Income .'

Retail May Not Pay Top Dollar, But There Is A Lot Of Satisfaction Here. One Of My Marks Of Success IsHaving Our A ssociates Grow W ith The Business A nd

Move Up The Chain .

Company Founder, Maxine Clark


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Winning the Talent War

Retailers Are EngagedIn A W ar W ith Their Competitors For Talent For EffectiveEmployees And Managers

Who Can Effectively Deal With The Increased Complexities Of Retail jobs

1. The use of new technologies2. Increased Profit & Loss Responsibilities3. Increased Global Competition

4. A Diverse WorkforceRetailers A re Hence Forced To Invest In A nd DevelopPrograms To Attract, Develop, Motivate, A nd Keep Talent

09-33


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Winning the Talent War

Retailers Are EngagedIn A W ar W ith Their Competitors For Talent For EffectiveEmployees And Managers

Who Can Effectively Deal With The Increased Complexities Of Retail jobs

1. The use of new technologies2. Increased Profit & Loss Responsibilities3. Increased Global Competition

4. A Diverse WorkforceRetailers A re Hence Forced To Invest In A nd DevelopPrograms To Attract, Develop, Motivate, A nd Keep Talent

09-34


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Retail Training - 1


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Articulating Problem W ith Titan s Retail TrainingProgram


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Transfer of Training

Effectively Moving From Classroom Training ToOn The Job Learning


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Training TransferIs

Critical To Ensure That Training

IsUsed To Enhance Individual Per f ormance A nd Development

Using The W ork Place (TheStore) A s A TrainingEnvironment .

Unfortunately

Many Employers

Do Not Measure TrainingTrans f er

As Much As

Th ey Measure EffectivenessOf Training In A Class RoomEnvironment.



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Training TransferIs

Critical To Ensure That Training

IsUsed To Enhance Individual Per f ormance A nd Development

Using The W ork Place (TheStore) A s A TrainingEnvironment .

Unfortunately

Many Employers

Do Not Measure TrainingTrans f er

As Much As

Th ey Measure EffectivenessOf Training In A Class RoomEnvironment.



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What Is Transfer Of Training?


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" That almost magical link betweenclassroom performance and somethingwhich is supposed to happen in the real

world " - J. M. Swinney.


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Transfer of Training?

Transfer of learning is the application of knowledge, skills, andattitudes acquired in a training setting to the job. Thisencompasses what happens in a store, before, during andafter a CRO attends training to either support or underminethe likelihood that what is learned (during training) willactually be applied and result in improved job performance(of the CRO).

With practice on the job, the level of a CROs skill willincrease beyond the level demonstrated at the end of training.

A FTER


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Definition:

Training TransferIss

E ff ectively A nd Continually A pplying OnThe JobW hat The Trainee (TheCRO ) Learned DuringTraining .

Goals of SuccessfulTraining transfer :

Trainees (CR Os)1. Generalize Skills ( Learnt

During The Training) ToThe Work Setting.

2. Maintain Skills ( Learnt During The Training) In

The Work Setting.


Training Trans f er Is Measured After Participation In ATraining Program.


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Definition:





During The Training) ToThe Work Setting.2. Maintain Skills ( Learnt

During The Training) In

The Work Setting.




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Definition:





During The Training) ToThe Work Setting.2. Maintain Skills ( Learnt

During The Training) In

The Work Setting.




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Transfer Of Training

Managers Having The A bility ( Or Enhancing Their A bility) To Promote/Aid CROs Learning On The PostClassroom Training

Managers Creating A nd Sustaining A ConstructiveLearning Environment In Their Individual StoresManagers Using Trans f er Of Training Strategies (UsingLearning From The Classroom) To Promote CROs Job

Performance At The Store


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Pre-requisiteTo TOT IsPrimary

Partners Being

Skilled In TOT


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The LearningThe LearningOrganizationOrganization

Knowledge andKnowledge andKnowledgeKnowledgeManagement Management

Organizational Elements That Encourage Transfer:


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Level 1 (Reactions)Indicates How LearnersResponded To T h e TrainingLevel 2 ( Learning)Attempts To Measure Skills,Knowledge, Or AttitudesBefore And After LearningOccurs

Level 3 (Trans f er)Tries To S h ow Ch anges InBeh avior Due To T h eTraining ProgramLevel 4 (Results)Looks for RO I

Kilpatrick s Four Levels Of EvaluationTransfer of Training?

CompletelyMissing In

Titan s TrainingAgenda


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Relationship Between Levels

Each subsequent level ispredicated upon doingevaluation at lower level

A Level 3 will be of marginaluse, if a Level 2 evaluation isnot conducted

Slide 51

Level 1 - Reaction

Was the environment suitable for learning?

Level 2 - KnowledgeDid they learn anything

Level 3 - Beh aviorKnowledge being used on the job?

Level 4 - ResultsWas it worth it?

Kilpatrick s Four Levels Of Evaluation

Behavior Is Influenced By

Knowledge Imparted DuringTraining And The PerformanceEnvironment (The Store)


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Level 1: REACTIONTo what degree participants react favorably to the

training

Kirkpatrick Four Levels


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Level 2: LEARNINGTo what degree participants acquire intended

knowledge, skills, and attitudes based onparticipation in learning event



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Level 3: BEHAVIORTo what degree participants apply what they

learned during training on the job



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Level 4: RESULTSTo what degree targeted outcomes occur, as a

result of the learning event(s) and subsequent

reinforcement



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Preparation and Readiness: 20%Learning Intervention: 10%Application Environment: 70%

Causes of Training Failure

Lack Of ApplicationOf Training On T h e

Job 70%


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Basic Obstacles to Transfer Of Training

Lack Of Motivation ForLearning Or Transfer(Trainee and PrimaryPartners).Lack Of Rein f orcement Of New Knowledge Of Skills.Inter f erence From TheWork Environment (Store)Holding Back Sta ff From Attending Training

Non-Supportive Culture(Organization AndPrimary Partners).Impractical, Irrelevant Training (Cannot RelateTraining To Work PlaceCulture, Discipline Etc).Poor Training Design AndFacilitation.

Lack Of A ccountability (For Quality Of Staff Post Training).


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Basic Obstacles to Transfer Of Training

Lack Of Motivation ForLearning Or Transfer(Trainee and PrimaryPartners).Lack Of Rein f orcement Of New Knowledge Of Skills.Inter f erence From TheWork Environment (Store)Holding Back Sta ff From Attending Training

Non-Supportive Culture(Organization AndPrimary Partners).Impractical, Irrelevant Training (Cannot RelateTraining To Work PlaceCulture, Discipline Etc).Poor Training Design AndFacilitation.

Lack Of A ccountability (For Quality Of Staff Post Training) .

This Lack Of Accountability Can Be

One Reasons For ThePerception That Training Is

Not Working


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Titan Spends LargeAmount Of CRO Time AndMoney On Formal RetailTraining Programs.

In Order To Maximize TheInvestment In TrainingEveryone ( Not Just Retail

Training Group) Should Be1. Involved In The Training( Learning) Process, A nd

2. Need To Be Concerned A bout The Trans f er Issue ( Lack Of Trans f er Of Learning)


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Primary Partners To Transfer Of Training

Each Of The Primary Partners Has

A Specific Role To Play AndActions To Take, Or NotTake, Before, During, AndAfter Training Occurs.

These actions will affectthe likelihood that transferwill occur.

Who Are The Primary

Partners Of Titan s Retail Training Process :A. Members Of The

Operations GroupRetailSales AndRegional HRRegional TrainingCoordinators (Facilitators)

B. The Store ManagerC. The Franchisee


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M anagement includesStore M anagers,Operations Group Retail, Sales &Regional HR,Franchisee andRegional Training Coordinators.

Trainers includescurriculumdesigners, subjectmatter experts, andthe Trainers whoactually delivers the

training and theIRSG RetailTraining group.

In Other WordsThree Primary Players In The Training Partnership

Who Are KeyTo The Trans f er Of Learning (Training) E ff ort AreThe Trainees , The Trainer , And The Management .

Training Partnership


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Role Of Primary Partners In The Transfer Of Learning Process

The A ttitudeOf

The Primary Partners1. To The Training Per Se .

Or2 . To The Training E ff ort Of

The Organization

The ResponseOf

The Primary Partners1. To The Trainee (CR O )

Post Training (I f it s theSame A s Pre-Training)

Or2 . Sel f -development Or Sel f -Per f ormance E ff ort Of The CRO Post Training

What Can Either Help Or Hurt The Transfer Of TrainingProcess?


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The Knowledge

Of The Primary Partners

Retailing

Product O perationsCustomer ExperienceCompetition

What Can Either Help Or Hurt The Transfer Of TrainingProcess?

Role Of Primary Partners In The Transfer Of


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What Can Either Help Or Hurt The Transfer Of Training

Process?

Primary Partners Must Assume1. A n Encouraging"

And2 . A Requiring

Response A. To The Training Per Se.

B. To The Things A CRO Learnt At The Training

R l Of P i P t I Th T f Of L i g


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Role Of Primary Partners In The Transfer Of LearningProcess

W hat Can Either Help Or Hurt The Trans f er Of Training Process?

Some Encouraging Response To Transfer Of Training

Showing Eagerness To Send A CRO On Training

AndNot Holding Back A CRO

From Attending A TrainingProgram

1 . Season2 . Cost 3. Lack Of Sufficient Staff 4. Lack Of Trust In Training5. Cynical It Helps The

Company Only

Discussing The TrainingW ith The CR O

Be f ore A nd A f ter TrainingProgram

1 . Content Of The Training

2 . How The Training Will

Help The CRO And TheOrganization

3. Need For The CRO To DoWell In The Training

R l Of P i P t I Th T f Of L i g


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Some Encouraging Response To Transfer Of Learning

Attempt To Create A Readiness ( W illingness To A

llow)To ChangeEvery Time A CRO (Any)

Returns From Training

1. The Environment (TheStore)

2. The CRO (Sel f -Development, Sel f

Per f ormance)

Encourage The CR O To A pply Learning From

The TrainingUpon Returning To The Job

Role Of Primary Partners In The Transfer Of Learning


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A. Know W hat The CR O Learnt During The Training

B. Design A ctivities To Promote Trans f er Of Learning ( W eekly Quiz Etc)

C . ProvideCoaching A nd Feedback On

CRO s Per f ormance Post Training

D. Constantly A ssess CROs A pplying W hat W as Taught At The Training



Some Requiring Response To Trans f er Of Learning



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Barriers To Trans f er Of Learning Process

Primary PartnersTaking

1 . A Preventing Position 2. A Discouraging Position Or3. A Neutral Position

To Retail Training



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Preventing Response:I Know What You Learned In Training, But We Don t Do It Like

That.

Discouraging Response:That s Good Information You Have Got From Training, But It s

Not Realistic.

Neutral response:

Whatever makes you happy as long as you get your work done. "



Barriers To Trans f er Of Learning Process

R l Of P i P I Th T f Of L i


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Level Level DescriptionDescription

Teaching inProgram

Practice Skills

Reinforcement

Participation

Encouragement

Acceptance

Participate as Trainer

Allow Trainees Opportunity to Practice

Discuss Progress with Trainees; Ask How toSupport Trainees Use of New Capabilities

Attend Session

Accommodate Attendance at Training ThroughRearranging Work Schedule; Endorse Employees Attending Training

Permit Employees to Attend Training;

Acknowledge Importance of Training

HIGH HIGH SUPPORT SUPPORT

LOW LOW

SUPPORT SUPPORT

Levels of Primary Partner (Management) Support for Training


Role Of Work Environment (The Store) In The Transfer


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Role Of Work Environment (The Store) In The TransferOf Learning Process

When Training IsStrategically Linked To Organizational (Business) Goals

CROs Can Seep How Their Training Trans f er

Can Improve Overall1. Organizational Performance2. Individual Performance.

Role Of Work Environment (The Store) In The Transfer


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Encourage

A Supportive TransferClimate In The Store .Hold CROsAccountableFor Their Learning (PostTraining Particularly).

InvolvePrimary Partners

1. To Support TrainingTransfer At The Store

And2. To Provides CROs W ith

OpportunitiesTo Practice Their NewSkillsIn Th e W ork Setting(The Store).

Role Of Work Environment (The Store) In The TransferOf Training Process

W ork Environment (The Store) In f luencesInclude That

Organizations


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Emerging TechnologiesSuch AsA. Learning Management

SystemsAndB. Employee Performance

Support Systems

Help SupportTh e Application Of Learning In The W ork

Setting (The Store)By Helping CROs

p A ccess Knowledge OnDemand .


R l Of W k E i t (Th St ) I Th T f


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Peer Support

Opportunity toUse Learned Capabilities

Technological Support

Climate for Transfer

Manager Support

Work Environment Characteristics Influencing Transfer of Training


Role Of CRO In The Transfer Of Training Process


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Role Of CRO In The Transfer Of Training ProcessSelf-Management

CRO Sel f -Management Involves

Using Coac h ing Or Buddy System Or Learning SupportSystems/Tools

To Determine1. The Degree Of Support Requires

And

2 . The Negative Consequences Expected (To OvercameOr Handle The Same)

p In Th e W ork Setting For Using Newly Acquired Skills

R l Of CRO I Th T f Of T i i P


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Self-Management

To Setting Goals

For Using LearnedCapabilities

To A pply

Learned Capabilities

To Th e Job

To Monitor

Use Of LearnedCapabilities

On Th e Job

To EngageIn Self Reinforcement

CRO Sel f -Management Involves

Using Coac h ing Or Buddy System Or Learning SupportSystems/Tools

Role Of CRO In The Transfer Of Training Process


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Sample Content of Self-Management Module: (1of 2)

Discuss lapses Note evidence of

inadequacy Provide direction for

improvementIdentify skills targetedfor transferIdentify w h en lapses are

likely Situations Actions to deal with lapses

Identify personal orenvironment factorscontributing to lapse Low self-efficacy Time pressure Lack of manager or peer

support


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Sample Content of Self-Management Module: (2of 2)

Discuss coping skills andstrategies Time management

Setting priorities Self-monitoring

Self-rewards

Creating a personalsupport network

Discuss resources toensure transfer of skills Manager

Trainer Other trainees


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Transfer of Learning Matrix

Before During After

Trainer ? ? ?

PrimaryPartners

? ? ?

Trainee ? ? ?

Which Combination Of Role Player And Time Period Do You ThinkIs The Most Signi f icant In Promoting Learning Transfer?

9 = Most Significant/Powerful In Promoting Transfer

1= Least Significant/Powerful In Promoting Transfer


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Transfer of Learning Matrix

Before During After

Trainer 1 9 1

PrimaryPartners

9 1 9

Trainee 1 9 6

The Most Powerful Factor In Promoting The Transfer Of Learning Is What The Primary Partners Does BEF ORE theTraining Even Occurs . Notice That The Primary Partners Occupy Two Of The Top Four Positions In The Matrix.

IDEAL


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What Should The Organization Do To Help PrimaryPartners To Facilitate Transfer Of Learning?

IRSG Retail Training Group Should

Extend Its Role Beyond The TraditionalDefinitions Of Training And Learning


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What Is The Direction We (IRSG Retail) Do?

Whe r e Lea r Takes Place

P r r to being "t r ained": 20%Du r ing "t r aining": 10%On the job: 70%

The Increase In Informal Learning

- Josh Bersin and Associates, 2008


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Crossing over is not easy


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What Are You At The Boutique?I Am A CRO?


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What Is Your Job Here At The Boutique?I Am Part Of A Team That Makes Tanishq The Most

Desired Jewellery Brand To Our Customers!


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What Is Your Job Here At The Boutique?I Am Part Of A Team That Sets Gold Standard In Our

Customers Shopping Experience!

Wh t I Th Di ti W (IRSG R t il) D ?


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When Training IsStrategically Linked To Organizational (Business) Goals

CROs Can Seep How Their Training Trans f er

Can Improve Overall1. Organizational Performance2. Individual Performance.




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EncourageA Supportive TransferClimate In The Store .Hold CROsAccountableFor Their Learning (PostTraining Particularly).

InvolvePrimary Partners

1. To Support TrainingTransfer At The Store

And2. To Provides CROs W ith

OpportunitiesTo Practice Their NewSkillsIn Th e W ork Setting(The Store).

W ork Environment (The Store) In f luencesInclude That

Organizations




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Emerging TechnologiesSuch AsA. Learning Management

SystemsAndB. Employee Performance

Support Systems

Help SupportTh e Application Of Learning In The W ork

Setting (The Store)By Helping CROsp A ccess Knowledge On

Demand .




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Supporting Trans f er Of Training

At1. Th e CRO Level

2. Th e Design Level And3. Th e W ork Environment

(Th e Store) Levels

RequiresDeveloping Interventions

ThatOccur T h roug h out (Be f ore,

During, A f ter) Th e Trainingexperience.


IRSG Retail Training Group s Larger ResponsibilityWill Be

Developing These Interventions

Documents

Retail Training - Transfer of Training Srikant