hr knowledge: transfer of training - shrm india

Transfer of Training

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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 isis 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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Summary

• Training transfer is critical to ensure that learning is used to enhance performance. Unfortunately, many employers do not measure training transfer.

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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

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 GoalsAdult Learning PrinciplesInstructional Methods & Media Self-Management Strategies

Strategic Link of TrainingOrg Climate & AccountabilityOpportunity to PerformTechnological Support

Learning TransferIndividual &

OrganizationalPerformance

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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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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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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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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?

Thank You!

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