1. 5
Chapter
Transfer of Training

2. Objectives After reading this chapter, you should be able to:
Diagnose and solve a transfer of training problem.
Create a work environment that will facilitate transfer of training.
Explain to a manager how he can ensure that transfer of training occurs.
Discuss the implications of identical elements, stimulus generalization, and cognitive theories for transfer of training.

3. Objectives (continued)
Develop a self-management module for a training program.
Discuss the technologies that can be used to support transfer of training.
Discuss the key features of the learning organization.
Provide recommendations of how to manage knowledge.

4. Introduction
Patagonia’s culture supports the company’s business objectives and strategy by creating conditions under which innovative and creative clothing design can occur and contributions to protecting the natural environment can happen too.
As a result, the culture encourages learning and the use of new skills.

5. Introduction (continued)
Employees and their managers value training, support attendance at training programs, and encourage employees to use on the job what they have learned in programs, internships, or temporary assignments.
Without a supportive culture or work environment, employees will be frustrated in trying to use training content on the job.
Also, they will be less enthusiastic about attending formal training programs.

6. Transfer of Training
Transfer of training refers to 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 and training design.

7. 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

8. 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

9. 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

10. 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.

11. 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.
Self – reinforcement.

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

13. Obstacles in the work environment that inhibit transfer of training: (continued)
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

14. Obstacles in the work environment that inhibit transfer of training: (continued)
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

15. Sample Content of Self-Management Module:
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

16. Sample Content of Self-Management Module: (continued)
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

17. Work Environment Characteristics Influencing Transfer of Training:
Climate for Transfer
Manager Support
Peer Support
Opportunity to Perform
Technological Support

18. Characteristics of a Positive Climate for Transfer of Training:
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.

19. Characteristics of a Positive Climate for Transfer of Training: (continued)
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.

20. 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

21. Organizational Environments That Encourage Transfer of Training:
The Learning Organization
Knowledge and Knowledge Management

22. The Learning Organization
A learning organization is 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.

23. Key Features of a Learning Organization
Continuous Learning
Knowledge Generation and Sharing
Critical Systematic Thinking
Key Features of a Learning Organization
Learning Culture
Encouragement of Flexibility and Experimentation
Valuing of Employees

24. Knowledge and Knowledge Management
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

25. Knowledge and Knowledge Management (continued)
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

26. Knowledge and Knowledge Management (continued)
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

27. Examples of Knowledge Management
Ernst & Young has information on employees’ skills and competencies to help assemble project teams.
Xerox has created a database of “communities of interests:”
employees throughout the organization who have a common interest in a technology, product, service, or process who may not formally work together, but share and build knowledge for themselves and the company