CITATION: Yamnill, S. & McLean, G.N. (2001). Theories supporting transfer of training.
Human Resource Development Quarterly, 12(2), 195-208.
Factors affecting transfer
 Traditional approaches identify
 Training inputs (trainee characteristics, training design & work
environment)
 Training outputs (learning and retention)
 Conditions of transfer (generalization and maintenance of training)
 Holton’s Transfer of Training Model
 Primary outcomes of training
 Learning
 Individual performance
 Organizational results
 Factors that affect transfer of training
 Motivation to transfer (trainees desire to use the knowledge and skills mastered in
the training program on the job)
o Influences on transfer motivation include
- Intervention fulfillment (extent to which training meets or fulfills
training expectations)
- Learning outcomes (more successful learners may feel better able
to perform, and more motivated to transfer while less successful
learners may be less motivated)
- Job attitudes (individuals with high commitment and job
satisfaction may be more likely to exert effort to transfer)
- Expected payoff (trainees who perceive training to lead to rewards
in their job and career may be more motivated to transfer)
- Based on Expectancy theory, goal-setting theory and equity theory
 Transfer design (cognitive learning may occur, but there may be little opportunity
for trainees to practice the training in the job context or they may lack training in how
to apply their new knowledge to the job)
o Transfer may be improved by increasing the equivalence among the training
setting stimuli, responses, and conditions and those associated factors
functioning in the work environment (Identical elements theory)
o It may be advantageous to focus on the general principles needed to learn a
task to the trainee can apply them to problem solving in the transfer setting
(Principles theory)
o Near and Far Transfer (Near transfer refers to the use of learning in situations
similar to those in the training and far transfer refers to using learning to
situations dissimilar to those experienced in the training context)
- Near transfer may be enhanced by similarity between training
content and program and the trainee’s workplace as well as greater
specificity about where and how the training is to be applied to the
task, overlearning of tasks, emphasis on the procedural nature of
the task, and restriction to only those areas for which the trainee
was prepared (Identical elements theory)
-
Far transfer may be enhanced by greater emphasis on the
underlying principles, concepts, and assumptions of the skills and
behaviors being learned, a variety of contexts and the use of
novelity in practice exercises, and encouragement to discuss and
apply the training in situations of that trainees choose for
themselves (Principles theory)
 Transfer climate (consists of two types of workplace clues)
o Situation cues (remind trainees of opportunities to use their learning when
they return to work including goal cues, social cues, task cues, and selfcontrol cues)
o Consequence cues (feedback trainees receive after applying their newly
acquired knowledge, skills and attitudes to their jobs including positive
feedback, negative feedback, punishment, and no feedback) (Organization
theory)
Literature review