Transfer of Training

1. Transfer of Training
Presented by
Gajaba Perera-Gunawardena
Management Consultant
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2. Introduction
 For training to be beneficiary, individuals
participating in this training need to take
new knowledge back to the workplace
and apply what they have learned
(Hatala & Fleming, 2007; Wang &
Wilcox, 2006).
 This effective and continuing
application of the knowledge and skills
gained by trainees to their jobs is known
as transfer of training (Broad &
Newstrom, 1992; Kirwan & Birchall,2006).
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3. Definition
 Positive transfer of training is the degree to
which trainees effectively apply the
knowledge, skills and attitudes gained in a
training context to the job (Newstrom
1984, Wexley and Latham 1981).
 Transfer of training, therefore, is more than a
function of original learning in a training
program (Atkinson 1972, Fleishman 1953).
For transfer to have occurred, learned behavior
must be generalized to the job context and
maintained over a period of time on the job.”
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4. Two Levels of Training Outcome
 It is useful to think about evaluation of training
with two levels of outcome, training outcomes
and transfer outcomes.
 Baldwin and Ford (1988) define training
outcomes as the amount of original learning that
occurs during a training program, and the
retention of that material after the training is
competed. Training outcomes are generally
gathered during or immediately after training.
 Transfer outcomes however, are typically
assessed by measuring how trained skills have
been maintained and generalized by the trainee
after being on the job for some time (Baldwin
and Ford 1988).
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5. Conditions of Transfer of training
Refers to application 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
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6. Factors affecting Transfer of
training
 During the past 20 years, many researchers have
tried finding an answer to the challenges transfer
of training poses. Pivotal review studies are the
following: Baldwin and Ford (1988), (three
groups of variables influencing transfer of
training: trainee characteristics, training
design and work environment.)
 Cheng and Ho (2001), (focus on motivation
as an influential variable, beside trainee
characteristics and work environment.)
 Holton et al . (2000), (added ability as a
separate variable beside these three variables.)
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7. Factors affecting Training
Baldwin and Ford
(1988) three
groups of
variables
influencing
transfer of
training
Cheng and Ho
(2001)
Holton et al .
(2000)
Trainee
characteristics
Training design
Work
Environment
focus on
motivation as
an influential
variable, beside
trainee
characteristics
and work
environment
added ability as a
separate variable
beside these three
variables
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8. 8/16/2013 8

9. Three Major Factors Affecting
Training
 1. Training Design: They also identified three types of
training inputs factors that can impact training
outcomes and training transfer. These design factors
are the incorporation of learning principles, the
sequencing of training material, and the job relevance
of training content.
 2. Trainee Characteristics include
ability, skill, motivation, and personality factors of the
trainee.
 3. Work environment factors include transfer
climate, social support from supervisors and peers as
well as the constraints and opportunity to perform
learned behavior on the job
 (The numbers correspond to those in figure 1 above)
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10. Training Transfer Model
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Based in part on Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999 &
Baldwin & Ford, 1988.
Learner Characteristics
Intervention Design
Work Environment
-Cognitive Ability
-Self-efficacy
-Motivation
(personality, job/career)
Development of Learning Goals
Adult Learning Principles
Instructional Methods & Media
Self-Management Strategies
Strategic Link of Training
Org Climate & Accountability
Opportunity to Perform
Technological Support
Learning Transfer
Individual &
Organizational
Performance

11. 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
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12. 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
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13. TRAINING INPUTS
Training Design
 Active practice and conditions of practice
 Learning principles:
• Identical Elements
– Experiences and conditions that closely
resemble those in the work environment
– Similar to physical and psychological fidelity
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14. TRAINING INPUTS
 General Principles
• General rules and theoretical principles
that underlie the use and application of
a skill
 Stimulus Variability
• Providing a variety of stimuli or
experiences; multiple examples of a
concept; practise experiences in varied
settings
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15. TRAINING INPUTS
Trainee 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
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16. 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
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17. TRAINING INPUTS
Work Environment (cont'd)
 Post-Training
 Support provided by trainees’ supervisor
and peers
 Training transfer climate
 Continuous learning culture
What are the important considerations
learned in earlier chapters on learning
culture?
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18. TRAINING INPUTS
 To recap: Baldwin and Ford’s model of
transfer of training process indicates:
 Transfer generalization and maintenance are
a function of trainee characteristics, the work
environment, and learning & retention
 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
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19. STRATEGIES FOR TRANSFER
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
training8/16/2013 19

20. STRATEGIES FOR TRANSFER
Activities before Training (cont'd)
Trainer
 Ensure application of ISD model (Instructional
Systems Design)
 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.8/16/2013 20

21. STRATEGIES FOR TRANSFER
Activities during Training
Management
Participate in training programs
Attend training programs before
trainees
Reassign employee’s work while they
are attending training
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22. STRATEGIES FOR TRANSFER
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
 Provide interventions at end of content
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23. STRATEGIES FOR TRANSFER
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
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24. STRATEGIES FOR TRANSFER
Activities after Training
Management
 Ensure trainees have immediate and frequent
opportunities to practise 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, and8/16/2013 24

25. STRATEGIES FOR TRANSFER
Activities after Training (cont'd)
Trainer
 Stay involved
 Conduct field visits
 Observe trainees, provide feedback and
support
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26. STRATEGIES FOR TRANSFER
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
 Set goals for transfer
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27. TRANSFER INTERVENTIONS
Take place in the learning environment before the
trainee returns to work
 Relapse Prevention (RP)
• Anticipate transfer obstacles, 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
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