1© 2013 by Nelson Education Ltd. CHAPTER TEN Transfer of Training

2© 2013 by Nelson Education Ltd. LEARNING OUTCOMES  Define transfer of training and positive, negative, zero, far, near, horizontal, and vertical transfer  Describe the major barriers to transfer of training  Describe Baldwin and Ford’s model of the transfer of training process  Describe the strategies that managers, trainers, and trainees can use before, during, and after training to improve transfer of training  Define identical elements, general principles, and stimulus variability and explain how they can improve transfer of training

3© 2013 by Nelson Education Ltd. LEARNING OUTCOMES  Explain what a transfer of training intervention is and describe relapse prevention, self- management, and goal-setting interventions  Explain what a post-training supplement is and describe booster sessions, self-coaching, and upward feedback interventions  Define transfer systems and describe the transfer system factors

4© 2013 by Nelson Education Ltd. 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

5© 2013 by Nelson Education Ltd. TRANSFER OF TRAINING Types 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

6© 2013 by Nelson Education Ltd. TRANSFER OF TRAINING Extent of Transfer of Training  Positive: Trainees effectively apply new learning on the job  Zero: Trainees do not apply new learning on the job  Negative: Trainees perform worse on the job after training

7© 2013 by Nelson Education Ltd. TRANSFER OF TRAINING PROBLEM  60–90% of what is learned in training not applied on-the-job  Canadian study: Trainees apply 54% immediately after, 54% after 15% after six months, 11% after one year

TRANSFER OF TRAINING 8© 2013 by Nelson Education Ltd.

9 TRANSFER OF TRAINING PROCESS

10© 2013 by Nelson Education Ltd. TRAINING INPUTS Trainee Characteristics  Most 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

11© 2013 by Nelson Education Ltd. TRAINING INPUTS Training 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

12© 2013 by Nelson Education Ltd. 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

13© 2013 by Nelson Education Ltd. TRAINING INPUTS Work Environment  Pre-Training Management actions send messages/signals regarding importance and organizational support of training Organizational constraints: lack of time, equipment, and/or resources

14© 2013 by Nelson Education Ltd. TRAINING INPUTS Work 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?

15© 2013 by Nelson Education Ltd. 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

CONTINUOUS LEARNING CULTURE  A culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization Research supports transfer is greater in these cultures 16© 2013 by Nelson Education Ltd.

17© 2013 by Nelson Education Ltd. 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

18© 2013 by Nelson Education Ltd. STRATEGIES FOR TRANSFER Activities before Training (cont'd) Trainer  Ensure application of ISD model  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.

19© 2013 by Nelson Education Ltd. STRATEGIES FOR TRANSFER Activities before Training (cont'd) Trainees  Find out about training objectives prior to attendance  Meet with supervisor to discuss training program and develop action plan for learning and transfer  Prepare for training program

20© 2013 by Nelson Education Ltd. STRATEGIES FOR TRANSFER Activities during Training Management  Participate in training programs  Attend training programs before trainees  Reassign employee’s work while they are attending training

21© 2013 by Nelson Education Ltd. 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

22© 2013 by Nelson Education Ltd. STRATEGIES FOR TRANSFER Activities 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

23© 2013 by Nelson Education Ltd. STRATEGIES FOR TRANSFER Activities 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

24© 2013 by Nelson Education Ltd. STRATEGIES FOR TRANSFER Activities after Training (cont'd) Trainer  Stay involved Conduct field visits Observe trainees, provide feedback and support

25© 2013 by Nelson Education Ltd. 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

26© 2013 by Nelson Education Ltd. TRANSFER INTERVENTIONS Take place in the learning environment before the trainee 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 interventions Teach trainees about the goal-setting process

27© 2013 by Nelson Education Ltd. POST-TRAINING SUPPLEMENTS  Booster Sessions Extensions of training programs that involve a review of the training material  Self-Coaching Trainee self-reflection, goal-setting following the training  Upward Feedback Feedback from subordinates on performance of training behaviours

28© 2013 by Nelson Education Ltd. TRANSFER SYSTEM Summed up in Holton and colleagues’ transfer system: All factors in the person, training, and organization that influence transfer of learning to job performance  Learning Transfer System Inventory (LTSI)  A diagnostic tool to assess transfer system 16 factors 1–11 are specific to particular training program 12–16 are general factors

29© 2013 by Nelson Education Ltd. TRANSFER SYSTEM 1.Learner readiness 2.Motivation to transfer 3.Positive personal outcomes 4.Negative personal outcomes 5.Personal capacity for transfer 6.Peer support 7.Supervisor support 8.Supervisor sanctions 9.Perceived content validity 10.Transfer design 11.Opportunities to use 12.Transfer effort–performance expectations 13.Performance–outcome exp. 14.Resistance/openness to change 15.Performance self-efficacy 16.Performance coaching See Table 10.6 Specific factors General factors

30© 2013 by Nelson Education Ltd. TRAINING EFFECTIVENESS MODEL

31© 2013 by Nelson Education Ltd. SUMMARY  Discussed the transfer of training process and reasons why it is both important and a serious problem  Presented Baldwin and Ford’s model of the transfer of training process as framework to understand how to facilitate and improve training transfer  Activities for improving transfer (before, during, and after training) and who should implement them (manger, trainer, trainee) are methodologies to improve ROI