Transfer Of Training  TRANSFER of training refers to trainees effectively and continually applying what they learned in training (knowledge, skills, behaviors, cognitive strategies) to their jobs  GENERALIZATION refers to a trainee’s ability to apply learned capabilities (verbal, motor skills, etc.) to on-the-job work problems & situations similar but not completely identical to those problems encountered in the learning environment  MAINTENANCE refers to the process of continuing to use newly acquired capabilities

Generalization & Maintenance  For Generalization & Maintenance to occur capabilities must be learned  Three influences on learning are: 1. learning environment 2. trainee characteristics include the ability and motivation that affect learning 3. work environment include factors on the job that influence transfer of training including, manager, peer, & technology support

Model Of the Transfer Process Trainee Characteristics *Motivation *Ability Training Design *Create a learning environment *Apply theories of transfer *Use self-management Work Environment *Climate for transfer *Management & peer support *Opportunity to perform *Technological support Learning Retention Generalization & Maintenance

Applications Of Transfer Of Training Theory Theory Emphasis Appropriate Type of Conditions Transfer Identical Training environment is Work environment features Near Elements identical to work are predictable and stable environment Stimulus General principles are Work environment is Far Generalization applicable for different unpredictable & highly work situations variable

Theory Of Identical Elements  Fidelity refers to the extent to which the training environment is similar to the work environment  Near Transfer refers to trainees’ ability to apply learned capabilities exactly to the work situations  Key Behaviors refer to the set of behaviors that can be used successfully in a wide variety of situations

Self-Management Strategies  Self Management is a person’s attempt to control certain aspects of decision making and behavior  Self management involves: 1. Determining the degree of support 2. Setting goals for using learned capabilities 3. Applying learned capabilities 4. Monitoring use of learned capabilities 5. Self-reinforcement

Obstacles In the Work Environment That Inhibit Transfer  Work conditions  Time pressures  Inadequate equipment  Few opportunities to use skills  Inadequate budget  Lack of peer support  Discourage use of new knowledge & skills  Unwilling to provide feedback  See training as a waste of time  Lack of management support  Do not accept ideas or suggestions  Do not discuss training opportunities  Oppose use of skills learned in training  Communicate that training is a waste of time  Unwilling to provide reinforcement  Lapses occur when the trainee uses previous training, less effective capabilities instead of trying to apply the capability learned in the training program

Self-Management Module 1. Discuss lapses 1. Note evidence of inadequacy 2. Provide direction for improvement 2. Identify skills targeted for transfer 3. Identify personal or environmental factors 1. Low self-efficacy 2. Time pressure 3. Lack of manager/peer support 4. Discuss coping skills and strategies 1. Time management 2. Setting priorities 3. Self-monitoring 4. Self-rewards 5. Creating a personal support network 5. Identify when lapses are likely 1. Situations 2. Actions to deal with lapses 6. Discuss resources to ensure transfer of skills 1. Manager 2. Trainer 3. Other trainees

Work Environment Characteristics Influencing Transfer of Training  Climate for transfer  Manager support

Characteristics Of a Positive Climate For Transfer  Supervisors and co-workers  Task cues  Feedback consequences  Lack of punishment  Extrinsic reinforcement consequences  Intrinsic reinforcement consequences

Action Plan  Action plan is a written document that includes the steps that the trainee and manager will take to ensure that training transfers to the job  The action plan includes  A goal identifying what training content will be used and how  Strategies for reaching the goal  Strategies for getting feedback  Expected outcome

Peer Support  A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job

Opportunity To Use Learned Capabilities  Opportunity to use learned capabilities (opportunity to perform) refers to the extent to which the trainee is provided with or actively seeks experience with newly learned knowledge, skill and behaviors from the training program

Technological Support  Electronic performance support systems (EPSSs) are computer applications that can provide, as requested, skills training, information access, and expert advice

Key Features Of a Learning Organization  Continuous learning  Knowledge generation and sharing  Critical systematic thinking  Learning culture  Encouragement of flexibility and experimentation  Valuing of employees