1. 1© 2010 by Nelson Education Ltd. Chapter Ten Transfer of Training

2. 2© 2010 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 & Ford’s model of the transfer of training process  Describe the activities that managers, trainers, and trainees can do 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. 3© 2010 by Nelson Education Ltd. Learning Outcomes  Explain what a transfer 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. 4© 2010 by Nelson Education Ltd. Transfer of Training Refers to generalization 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. 5© 2010 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. 6© 2010 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. 7© 2010 by Nelson Education Ltd. The Transfer Problem  60-90% of what is learned in training not applied on-the-job  Canadian study: Trainees apply 62% immediately after, 44% after six months, 34% after one year  Table 10.1: lists majors barriers to transfer

8. 8© 2010 by Nelson Education Ltd. The Transfer of Training Process Figure 10.1 Source: From Baldwin, T.T., and Ford, J.K., Transfer of Training: A Review and Directions for Future Research, Personnel Psychology, 41, 63—105; Blackwell Publishing, 1988. Training InputsTraining Outputs Conditions of Transfer

9. 9© 2010 by Nelson Education Ltd. Training Inputs Trainee characteristics  Cognitive ability, training motivation, self-efficacy, personality 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

10. 10© 2010 by Nelson Education Ltd. Training Inputs Training design  Active practice & conditions of practice  Learning principles: Identical elements Experiences and conditions that closely resemble those in the work environment Similar to physical and psychological fidelity

11. 11© 2010 by Nelson Education Ltd. Training Inputs General principles General rules and principles that underlie the use and application of a skill Stimulus variability Providing a variety of stimuli or experiences; multiple examples of a concept; practice experiences in varied settings

12. 12© 2010 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

13. 13© 2010 by Nelson Education Ltd. Training Inputs Work environment (cont'd)  Post-training Support provided by trainees’ supervisor Training transfer climate Learning culture Do you recall the discussion in Ch 4 on transfer climate &learning culture?

14. 14© 2010 by Nelson Education Ltd. Training Inputs  To recap: Baldwin & Ford’s model of transfer of training process indicates that: Transfer generalization and maintenance are a function of trainee characteristics, the work environment, and learning & retention. And 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

15. 15© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training 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

16. 16© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training 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.

17. 17© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training 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

18. 18© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training Activities during training Management  Participate in training programs  Speak about importance of training program  Attend training programs before trainees  Reassign employee’s work while they are attending training

19. 19© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training 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  Include instruction on transfer of training  Have trainees prepare a performance contract

20. 20© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training 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

21. 21© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training Activities after training Management  Ensure trainees have immediate and frequent opportunities to practice 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

22. 22© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training Activities after training (cont'd) Trainer  Conduct field visits Observe trainees, provide feedback & support  Offer booster sessions Definition: Extensions of training programs that involve periodic face-to-face contact between the trainer and trainees

23. 23© 2010 by Nelson Education Ltd. Facilitating and Improving Transfer of Training 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

24. 24© 2010 by Nelson Education Ltd. Transfer of Training Interventions Take place in the learning environment before the trainee returns to work  Relapse prevention Anticipate transfer obstacles and 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

25. 25© 2010 by Nelson Education Ltd. Transfer of Training Interventions Post -Training Supplements take place on the job following training and include:  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

26. 26© 2010 by Nelson Education Ltd. The Transfer System All of the factors just described are summed up in Holton and colleagues’ The 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

27. 27© 2010 by Nelson Education Ltd. The 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 10.4 Specific factors General factors

28. 28© 2010 by Nelson Education Ltd. Model of Training Effectiveness Figure 10.2

29. 29© 2010 by Nelson Education Ltd. Model of Training Effectiveness Building on the model as presented in Ch 3 and Ch 5  Now can add Work Environment and Learning Principles factors  Now can add direct link from trainee characteristics and work environment to individual behaviour and performance  Now can add direct link from training design to individual behaviour and performance  Identify link of all of these on Vertical Transfer

30. 30© 2010 by Nelson Education Ltd. Summary  The transfer of training process and reasons why it is a serious problem were discussed  Baldwin and Ford’s model of the transfer of training process was presented 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) were discussed  Transfer of training interventions, post-training supplements, and the transfer system were also discussed