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