Transfer of Training
Learning Objectives
1.
Define transfer of training and the primary
theories of transfer.
2.
Discuss the role and importance of transfer in
evaluating training outcomes.
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Learning Objectives (cont’d)
3.
Discuss three factors that affect transfer and
learner performance.
4.
Discuss how transfer can be supported before,
during and after training.
5.
Identify key stakeholders to support transfer
strategies.
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Think About It
• Why do employers offer training to their
employees??
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Key Terms and Definitions
•
Definition: Training transfer is effectively and continually
applying on the job what the trainee learned during training.
•
Goals of successful training transfer:
> Trainees generalize skills to the work setting.
> Trainees maintain skills in the work setting.
•
Training transfer is measured after participation in a training
program.
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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
Noe (2008)
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Training Evaluation Process: Kirkpatrick’s Framework
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Class 1 Summary & Activity
•
Training transfer is critical to ensure that learning is used to
enhance performance. Unfortunately, many employers do
not measure training transfer.
•
Activity 1 will measure your knowledge of the key terms
and theories reviewed in this class.
•
Our next class will focus on the three main factors of
training transfer.
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Class 2 - Introduction Activity Quick Review
• Identify three key learning points from our prior
discussion of transfer; definitions, types and the
role in evaluation.
• Pair up with a partner and share your ideas. We will
discuss these as a class.
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Think About It
• Recall a learning experience where you successfully
transferred your knowledge and skills to another setting.
• What helped you transfer your knowledge and skills?
Were there interventions or activities that were useful in
supporting your transfer of training to your job?
• What worked against successfully transferring your
knowledge and skills?
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Training Transfer Model
Learner Characteristics
-Cognitive Ability
-Self-efficacy
-Motivation (personality, job/career)
Intervention Design
Development of Learning Goals
Adult Learning Principles
Instructional Methods & Media
Self-Management Strategies
Learning
Transfer
Individual &
Organizational
Performance
Work Environment
Strategic Link of Training
Org Climate & Accountability
Opportunity to Perform
Technological Support
Based in part on Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999 & Baldwin &
Ford, 1988.
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Learner Characteristics
• Includes a learner’s intellectual ability and self efficacy
(perceived ability) to understand and use his or her
knowledge and skills and certain motivational factors,
such as personality and usefulness of learning to job and
career enhancement.
• Learner characteristics influence both learning and
transfer.
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Training Design
•
The development of specific learning goals, the use of adult
learning principles in the design and facilitation of training
and the use of instructional media that support both near and
far transfer.
•
Self management strategies—such as goal-setting—help
learners think about how they will use their knowledge and
skills in the work setting.
•
Training design affects transfer only through learning.
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Work Environment
•
When training is strategically linked to organizational goals, learners
can see how their training transfer can improve overall organizational
performance.
•
Other work environment influences include that employers:
>
>
>
•
Encourage a supportive transfer climate.
Hold learners accountable for their learning.
Involve managers and peers to support training transfer and provides
learners with opportunities to practice their new skills in the work
setting.
Emerging technologies such as learning management systems and employee
performance support systems help support the application of learning in the work
setting by helping learners access knowledge “on demand”.
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Organizations in the Spotlight
•
In 2003, Multicare Health Systems (Tacoma, WA) faced patient
care and staff motivation issues. To address these issues,
Multicare introduced a clinical education program to increase
nurses’ knowledge and patient care skills. Multicare made sure
learners used and maintained their learning on the job by
aligning the performance management system with training
goals. The education program also incorporated action plans,
formal coaching, job aids and learning sessions that included
roleplay activities and opportunities for reflection.
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Continuous Support of Transfer
• Supporting transfer at the learner, design and work
environment levels requires developing
interventions that occur throughout (before,
during, after) the training experience.
• Are there different transfer strategies that might
better if used before, during or after training?
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Transfer Strategies Used Before Training
• Review training goals with manager and
understand how learning will contribute to improved
performance.
• Review training content before the training session.
• Use actual work issues or examples during training
to support the “identical elements theory” of
transfer.
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Transfer Strategies Used During Training
• Create a mnemonic device to help trainees remember
key concepts (i.e., abbreviations or metaphors).
• Have managers participate in training to show support
for training program.
• Have trainees complete action plans as a part of training
program.
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Transfer Strategies Used After Training
• Provide trainees with opportunities to apply their new
knowledge and skills on the job.
• Talk with other trainees about how they are applying the
training at work.
• Discuss transfer behaviors during performance reviews.
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Activity #2
• Review the mini-case study and answer the
following questions:
> How was transfer supported or not supported in this
organization before, during and after training?
> What was the ultimate affect of training?
> What changes would you suggest to enhance
transfer of training?
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Summary
• Supporting transfer is a multifaceted process that
involves activities and interventions throughout a training
experience.
• In the final session, you will learn about some of the
obstacles to transfer and how stakeholders play a
fundamental role in removing obstacles to support
transfer.
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Class 3: Stakeholder Support of Transfer
• In addition to understanding when and how transfer can
be supported (as we did in the second class), we now
will consider who plays a critical role to ensure that
transfer takes place through the training experience.
• As organizations become more technologically and
culturally complex, stakeholders become important to
help employees achieve effective performance.
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Obstacles to Transfer
•
•
•
•
•
•
•
Lack of motivation for learning or transfer.
Lack of reinforcement of new knowledge of skills.
Interference from the work environment.
Non-supportive culture.
Impractical, irrelevant training.
Poor training design and facilitation.
Lack of accountability.
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Role of Stakeholders
• Consider how the following stakeholders might play
a role in supporting transfer:
> Learners/Trainees
> Peers/Co-workers
> Trainers
> Supervisors
> Executives
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Think About It
Identify the stakeholders who would be the most
responsible for supporting the transfer strategies listed
below:
• Create mnemonic devices to help trainees remember
key concepts (i.e., abbreviations or metaphors).
• Have managers participate in training to show support
for training program.
• Have trainees complete action plans as a part of training
program.
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Stakeholders’ Support of Transfer
• Broad’s (2005) transfer matrix provides a
framework to understand how transfer can be
continuously supported throughout the training
experience:
> Role of Stakeholders
> Temporal Dimension (Before, During and After)
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Transfer Matrix
Before
During
After
Trainers
Trainees
Supervisors
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Activity #3
• Read the training scenario and generate at least
two ideas to support transfer. Record your ideas in
the 3 x 3 grid provided in your activity handout.
• Discuss your ideas to support transfer.
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Review and Summary
• Reflect on what we’ve discussed over the past few
sessions about transfer of training. Consider the
following:
> What I now know: What did you learn about training
transfer?
> What I will now do: How will you use this new
knowledge in your work setting or when you engage
in new learning in the future?
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