Transfer of Training

1
Transfer of Training

• Transfer of training refers to trainees
  effectively and continually applying what they
  learned in training to their jobs.

2
Transfer of Training

• 40 of skills learned in training are transferred
  immediately
• 25 remain after 6 months
• 15 remain after 1 year

3
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/resources

4
Obstacles in the work environment that inhibit
transfer of training (continued)

• Lack of Peer Support (Co-workers 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

5
Obstacles Continued

• Lack of Management Support
• Doesnt accept ideas or suggestions that are
  learned in training
• Doesnt discuss training opportunities
• Opposes the use of skills learned in training
• Communicates that training is a waste of time
• Unwilling to provide feedback and reinforcement
  for trainees to use training content

6
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, coding schemes practice enhance storage and recall of training All types of training and environments Near and far
7
Conditions of Practice

• Material learned under spaced practice is
  usually retained longer
• Managers often resist it because it lengthens the
  training session
• Instead of an 8 hour training session try 2 four
  hour sessions or try 4 two hour sessions

8
Progressive Training

• Useful for training the soft skills where there
  are steps in a process to learn or various
  theories or models to learn. Thus, tasks are
  interdependent.

9
Progressive Training

• Learn and practice step 1
• Practice step 1, learn and practice step 2
• Practice step 1, 2, learn and practice step 3
• Practice step 1,2,3, learn and practice step 4
• Practice steps 1,2,3,4

10
Tips for ensuring transfer of training

• Use realistic examples
• Give learners meaningful contexts for
  applications of concepts
• Include practice time in the design
• Use visual aids
• Consider using pre-training assignments
• Keep concepts and skills as close as possible to
  the work done by trainees
• Build in post training follow-up

11
Traditional Training Methods Categories
Presentation Methods
Hands-on Methods
Group Building Methods
12
Presentation Methods

• Lecture and Discussion
• Panels
• Team Training
• Guest Speakers
• Trainee Presentations
• Audio-Visual

13
Hands-on Methods

• Hands-on methods refer to training methods that
  require the trainee to be actively involved in
  learning.
• These methods include
• On-the-job training
• Simulations
• Case studies
• Business games
• Role plays

14
Group Building Methods

• Group building methods refer to training methods
  designed to improve team or group effectiveness
  as well as the trainees individual skills.
• Group building methods involve trainees
• Sharing ideas and experiences
• Building group identity
• Understanding interpersonal dynamics
• Learning their own strengths and weaknesses and
  of their co-workers.

15
Group Building Methods (continued)

• Group building methods include
• Adventure learning (teamwork leadership through
  outdoor activities
• Team training (building morale, cohesiveness,
  decision making, respect, trust)
• Action learning (teams work on actual problem and
  action plan)

16
Choosing a Training Method

1. Identify the type of learning outcome that you
   want training to influence.
2. Consider the extent to which the learning method
   facilitates learning and transfer of training
   based on the number of people trained
3. Evaluate the costs related to development and use
   of the method.
4. Consider the effectiveness of the training method
   based on research.
5. Should always use more than 1 method