1. Chapter 5
Transfer of Training

2. Transfer of Training
Transfer of training - trainees effectively and continually applying what they learned in training on their jobs
The work environment plays an important role in ensuring that transfer of training occurs
Transfer of training is also influenced by:
trainee characteristics
training design

3. A Model of The Transfer Process
Trainee Characteristics
Motivation
Ability
Training Design
Learning Retention
Generalization and Maintenance
Create a Learning Environment
Apply Theories of Transfer
Use Self-Management Strategies
Work Environment
Climate for Transfer
Management and Peer Support
Opportunity to Perform
Technological Support

4. Training Design
Training design refers to factors built into the training program to increase the chances that transfer of training will occur
For transfer of training to occur we need to apply:
Transfer of training theories
Principles of self – management

5. Transfer of Training Theories
Theory
Emphasis
Appropriate Conditions
Type of Transfer
Identical Elements
Training environment is identical to work environment
Work environment features are predictable and stable
Near
Stimulus Generalization
General principles are applicable to many different work situations
Work environment is unpredictable and highly variable
Far
Cognitive Theory
Meaningful material and coding schemes enhance storage and recall of training
All types of training and environments
Near and far

6. Self-Management Strategies
Self-management refers to a person’s attempt to control certain aspects of decision making and behavior
Training programs should prepare employees to self-manage their use of new skills and behaviors on the job

7. Self-Management Involves:
Determining the degree of support and negative consequences in the work setting for using newly acquired skills
Setting goals for using learned capabilities
Applying learned capabilities to the job
Monitoring use of learned capabilities on the job
Engaging in self – reinforcement

8. Obstacles in the work environment that inhibit transfer of training: (1 of 3)
Work Conditions (Trainee has difficulty using new knowledge, skills, or behavior)
Time pressures
Inadequate equipment
Few opportunities to use skills
Inadequate budget

9. Obstacles in the work environment that inhibit transfer of training: (2 of 3)
Lack of Peer Support (Peers do not support use of new knowledge, skills, or behavior)
Discourage use of new knowledge and skills on the job
Unwilling to provide feedback
See training as a waste of time

10. Obstacles in the work environment that inhibit transfer of training: (3 of 3)
Lack of Management Support (Managers do not reinforce training or provide opportunities to use new knowledge, skills, or behavior)
Do not accept ideas or suggestions that are learned in training
Do not discuss training opportunities
Oppose use of skills learned in training
Communicate that training is a waste of time
Unwilling to provide feedback and reinforcement for trainees to use training content

11. Sample Content of Self-Management Module: (1 of 2)
Discuss lapses
Note evidence of inadequacy
Provide direction for improvement
Identify skills targeted for transfer
Identify when lapses are likely
Situations
Actions to deal with lapses
Identify personal or environment factors contributing to lapse
Low self-efficacy
Time pressure
Lack of manager or peer support

12. Sample Content of Self-Management Module: (2 of 2)
Discuss coping skills and strategies
Time management
Setting priorities
Self-monitoring
Self-rewards
Creating a personal support network
Discuss resources to ensure transfer of skills
Manager
Trainer
Other trainees

13. Work Environment Characteristics Influencing Transfer of Training
Peer
Support
Opportunity to
Use Learned
Capabilities
Technological
Climate for
Transfer
Manager
The following suggestions specify the types of changes in jobs that are most likely to lead to improvements in each of the five core dimensions.
(1) Combine tasks - managers should put existing fractionalized tasks back together to form a new, larger module of work. This increases skill variety and task identify.
(2) Create natural work units - managers should design tasks that form an identifiable and meaningful whole. This increases employee “ownership” of the work and encourages employees to view their work as meaningful and important rather than as irrelevant and boring.
(3) Establish client relationships - the client is the user of the product or service that the employee works on. Whenever possible, managers should establish direct relationships between workers and their clients. This increases skill variety, autonomy, and feedback for the employee.
(4) Expand jobs vertically - vertical expansion means giving employees responsibilities and controls that were formerly reserved for management. It partially closes the gap between the “doing” and “controlling” aspects of the job, and it increases employee autonomy.
(5) Open feedback channels - by increasing feedback, employees not only learn how well they are performing their jobs but also whether their performances are improving, deteriorating, or remaining at a constant level. Ideally, employees should receive performance feedback directly as they do their jobs rather than from management on an occasional basis. 9

14. Characteristics of a Positive Climate for Transfer of Training: (1 of 2)
Supervisors and co-workers encourage and set goals for trainees to use new skills and behaviors acquired in training
Task cues:
Characteristics of a trainee’s job prompt or remind him to use new skills and behaviors acquired in training
Feedback consequences:
Supervisors support the application of new skills and behaviors acquired in training

15. Characteristics of a Positive Climate for Transfer of Training: (2 of 2)
Lack of punishment:
Trainees are not openly discouraged from using new skills and behaviors acquired in training
Extrinsic reinforcement consequences:
Trainees receive extrinsic rewards for using new skills and behaviors acquired in training
Intrinsic reinforcement consequences:
Trainees receive intrinsic rewards for using new skills and behaviors acquired in training

16. Levels of Management Support for Training:
HIGH SUPPORT
Description
Participate as Trainer
Allow Trainees Opportunity to Practice
Discuss Progress with Trainees; Ask How to Support Trainees’ Use of New Capabilities
Attend Session
Accommodate Attendance at Training Through Rearranging Work Schedule; Endorse Employees’ Attending Training
Permit Employees to Attend Training; Acknowledge Importance of Training
Teaching in Program
Practice Skills
Reinforcement
Participation
Encouragement
Acceptance
LOW
SUPPORT

17. Organizational Elements That Encourage Transfer:
Knowledge and Knowledge Management
The Learning Organization

18. The Learning Organization
Learning organization – a company that has an enhanced capacity to learn, adapt, and change
Training processes are carefully scrutinized and aligned with company goals
Training is seen as one part of a system designed to create intellectual capital

19. Key Features of a Learning Organization (1 of 2)
Description
Continuous Learning
Employees share learning with each other
Use job as a basis for applying and creating knowledge
Knowledge Generation and Sharing
Systems are developed for creating, capturing, and sharing knowledge
Critical Systematic Thinking
Employees are encouraged to think in new ways, see relationships and feedback loops, and test assumptions

20. Key Features of a Learning Organization (2 of 2)
Description
Learning Culture
Learning is rewarded, promoted, and supported by managers and company objectives
Encouragement of Flexibility and Experimentation
Employees are free to take risks, innovate, explore new ideas, try new processes, and develop new products and services
Valuing of Employees
System and environment focus on ensuring the development and well-being of every employee

21. Knowledge and Knowledge Management (1 of 3)
Knowledge refers to:
what individuals or teams of employees know or know how to do (human and social knowledge)
a company’s rules, processes, tools, and routines (structured knowledge)
Knowledge is either:
tacit knowledge, or
explicit knowledge

22. Knowledge and Knowledge Management (2 of 3)
Knowledge management refers to the process of enhancing company performance by:
designing and implementing tools, processes, systems, structures, and cultures
to improve the creation, sharing, and use of knowledge

23. Knowledge and Knowledge Management (3 of 3)
Knowledge management can help companies:
Get products to market quicker
Better serve customers
Develop innovative products and services
Attract new employees and retain current ones by giving people the opportunity to learn and develop

24. Four Modes of Knowledge SharingTO
Tacit Knowledge
Explicit Knowledge
Socialization
Externalization
Internalization
Combination
Tacit Knowledge
FROM
Explicit Knowledge 4

25. Ways to Create and Share Knowledge (1 of 4)
Use technology and software that allows people to store information and share it with others
Publish directories that list:
what employees do
how they can be contacted
the type of knowledge they have

26. Ways to Create and Share Knowledge (2 of 4)
Develop informational maps that identify where specific knowledge is stored in the company
Create chief information officer and chief learning officer positions for cataloging and facilitating the exchange of information in the company

27. Ways to Create and Share Knowledge (3 of 4)
Require employees to give presentations to other employees about what they have learned from training programs they have attended
Allow employees to take time off from work to acquire knowledge, study problems, attend training, and use technology

28. Ways to Create and Share Knowledge (4 of 4)
Create an online library of learning resources such as journals, technical manuals, training opportunities, and seminars
Design office space to facilitate interaction between employees