Chapter 5 Transfer of Training

In many training programs, most of the attention and money is focused on developing the program, but
just as important is the follow-up which ensures that learning is put into practice. Trainee motivations to
learn as well as manger support for training are key issues for ensuring learning and the application of
training on the job.
-Transfer of training : trainees effectively and continually applying what they learned in training
(knowledge, skills, behaviors, cognitive strategies) to their jobs.
A Model of the Transfer Process:
This model is useful for considering what you can do to ensure that trainee characteristics, training design
and the work environment are conducive to transfer of learning.
-transfer of training includes both the generalization of training to the job and the maintenance of learned
material.
-Generalization - a trainees ability to apply learned capabilities to on-the-job work problems and
situations that are similar but not identical to those problems and situations encountered in the learning
environment.
-Maintenance - process of continuing to use newly acquired capabilities over time.
-For generalization and maintenance to occur, capabilities must be learned and retained. The model shows
three factors that influence learning and transfer of training. These factors influence learning, retention,
maintenance and generalization.
1-Training design : the characteristics of
the learning environment, including
meaningful material, opportunities to
practice, feedback, learning objectives
,program, organization and physical
features of the training site.
2-Trainee characteristics: include ability
and motivation. If trainees lack the basic
skills needed to master learned
capabilities, are not motivated to learn,
and do not believe that they can master
the learned capabilities (low self-efficacy),
it is doubtful that learning and transfer of
training will occur.
3-Work environment : includes factors
on the job that influence transfer of
training, such as managers support, peer
support, technology support, the climate for transfer and the opportunity to use newly acquired
capabilities on the job.
-although transfer of training sounds like something to be considered after training occurs, the conditions
that facilitate transfer need to be provided before the training actually occurs.

Training design
For transfer of training to occur, managers need to apply transfer of training theories and encourage
trainees to take responsibility for learning and engage in self-management strategies .
1-Apply theories of transfer ( transfer of training theory)

1-Theory of identical elements : proposes that transfer of training occurs when what is being learned in
the training session is identical to what the trainee has to perform on the job. Transfer will be maximized to

the degree that the tasks, materials, equipment and other characteristics of the learning environment are
similar to those encountered in the work environment.
-The theory of identical elements has been applied to many training programs, particularly those that deal
with the use of equipment or that involve specific procedures that must be learned.
-identical elements theory is particularly relevant in making sure that near transfer occurs. Near transfer:
trainees ability to apply learned capabilities exactly to the work situation. Programs that emphasizes learn
transfer should include the following training designs:
-the program should teach specific concepts and procedures. -trainees should be given an explanation as
to any differences between training tasks and work tasks
-trainees should be encouraged to focus only
on important differences between training tasks sand work tasks.
-behaviors or skills that trainees
learn in the program should contribute to effective performance.
-identical elements theory does not encourage transfer where the learning environment and the training
environment are not necessarily identical. This situation arises particularly in interpersonal skills training.
2-Stimulus Generalization approach: suggests that the way to understand the transfer of training issue
is to construct training so that the most important features or general principles are emphasized. It is also
important to identify the range of work situations in which these general principles can be applied.
-the approach emphasizes far transfer: the trainees ability to apply learned capabilities to the work
environment, even though the work environment is not identical to that of the training session. Program
that emphasize far transfer include the following training designs:
-the program should teach general
concepts and broad principles.
-trainees should be made aware of examples from their experiences that are similar to those emphasized
in training so that connections can be made among strategies that have been effective in different
situations.
-the program should emphasize that the general principles might be applied to a greater set of contexts
than those presented in the training setting.
-the stimulus generalization approach can be seen in the design of managerial skill training programs,
known as behavior modeling training. One step in developing behavioral modeling programs is to identify
key behaviors that are needed to be successful in a situation. Key behaviors: set of behaviors that can
be used successfully in a wide variety of situations.
3-Cognitive theory of transfer: this theory is based on the information processing theory of learning.
Storage and retrieval of information are key aspects of this model of learning. According to this theory, the
like hood of transfer depends on the trainees ability to retrieve learned capabilities. The like hood of
transfer is increased by providing trainees with meaningful material that enhances the chances that they
will link what they encounter in the work environment to the learned capability.
-Also important is providing the trainee with cognitive strategies for coding the learned capabilities in
memory so that they are easily retrievable.
-the influence of cognitive theory is seen in training design that encourages trainees as part of the
program, to consider potential applications of the training content to their job.
-Application assignments :work problems or situations in which trainees are asked to apply training
content to solve them. The use of application assignments in training helps the trainee understand the link
between the learned capability and real-world application, which makes it easier to recall the capability
when needed.
2-Encourage trainee responsibility and self management
Trainees need to take responsibility for learning and transfer which includes: 1-preparing for training. 2being involved and engaged during training. 3-using training content back on the job.
-before training, trainees need to consider why they are attending training and set specific learning goals
as part of completing an action plan. Also trainees need to complete any assigned pre-training
assignments.
- during training, trainees need to be involved, they need to participate and share experience in
discussions, to practice, and to ask questions if they are confused.
-after training, trainees need to review and work toward reaching the goals established in their action plan.
They need to be welling to change and ask peers and mangers for help if they need it.
-Self-management : a persons attempt to control certain aspects of decision making and behavior.
Training programs should prepare employees to self-manage their use of new skills and behaviors on the
job. Self management involves:
1- determining the degree of support and negative consequences in work settings for using newly acquired
capabilities.
2- setting goals for using learned capabilities. 3- applying learned capabilities on the job.
4- monitoring use of learned capabilities on the job.
5- engage in self-reinforcement.

- research suggests that trainees exposed to self-management strategies exhibit higher level of transfer of
behavior and skills than do trainees who are not provided with self-management strategies.
-self management is important because the trainee is likely to encounter several obstacles in the work
environment that inhibit transfer of training.
-these obstacles inhibit transfer because they cause lapses: lapses take place when the trainee uses
previously learned, less effective capabilities instead of trying to apply the capability emphasized in the
training program. Trainees should try to avoid a consistent pattern of slipping back or using old, ineffective
learned capabilities.
-one way to prepare trainees to deal with these obstacles is to provide instruction in self-management
techniques at the end of the training program.
- Examples of Obstacles in the Work Environment That Inhibit Transfer of Training

Sample
Content of
Self-Management Module

*Work Environment Characteristics That Influence Transfer

1-Climate for transfer: It refers to trainees perceptions about a wide variety of characteristics of the
work environment that facilitate or inhibit use of trained skills or behavior.
-These characteristics include: Manager and peer support ,Opportunity to use skills, The consequences for
using learned capabilities.
Characteristics of a Positive Climate for Transfer of Training

2-Manager support: refers to the degree to which managers: 1-emphasize the importance of attending
training programs. 2- stress the application of training content to the job.
-Managers can communicate expectations to trainees as well as provide the encouragement and resources
needed to apply training on the job.
Levels of Management Support for Training

-managers should be actively involved in the design and delivery of training programs.
- Managers who serve as instructors are more likely to provide many of the lower-level support functions,
such as reinforcing use of newly learned capabilities, discussing progress with trainees and providing
opportunities to practice.
- to maximize transfer of training, trainees need to achieve the highest level of support possible.
-managers can also facilitate transfer through reinforcement(use of action plans),Action plan :written
document that includes the steps that the trainee and manager will take to ensure that training transfers
to the job. It includes :
1-a goal identifying what training content will be used and how it will be used (project, problem)
2- strategies for reaching the goal (including what the trainee will do differently, resources needed, and
type of support from managers and peers) 3- strategies for receiving feedback 4- expected results.
-It provides a progress check schedule of when the manager and trainee meet to discuss the progress
being made in using learned capabilities on the job.
-Ways to gain managers support for training:
1-Provide a brief on the purpose of the program and its relationship to business objectives and strategy.
2-Encourage trainees to bring to the training session work problems and situations they face on the job.
3-Share benefits of the course with managers. 4-Trainers can assign trainees to complete action plans with
their managers.
5-If possible, use managers as trainers.
-Managers pay attention to the development of their staff because part of their incentive plan is based on
training and development. The incentive plan comprises fiscal, productivity, and strategic goals. Training
and development are considered a strategic goal.

3-Peer support: transfer of training can also be enhanced by a support network among the
trainees.
-Support network : a group of two or more trainees who agree to meet and discuss their progress in
using learned capabilities on the job which may involve face-to-face meetings or communications via email.
-trainees may share successful experiences in using training content on the job. They might also discuss
how they obtained resources needed to use training content or how they coped with a work environment
that interfered with use of training content.
-Trainers might also use a newsletter to show how trainees are dealing with transfer of training issues.
-trainers may also provide trainees with a mentor, a more experienced employee who can provide advice
and support related to transfer of training issues. The mentor can provide advice and support related to
transfer of training issues
4-Opportunity to use learned capabilities or opportunity to perform :refers to the extent to which
the trainee is provided with or actively seeks experiences that allow for application of the newly learned
knowledge, skill, and behaviors from the training program. It is influenced by the work environment and
trainee motivation.
-one way trainees have the opportunity to use learned capabilities is through assigned work experiences
that require their use.
-opportunity to perform is also influenced by the degree to which trainees take personal responsibility to
actively seek out assignments that allow them to use newly required capabilities.
-Opportunity to perform is determined by breadth, activity level, and task type.
Breadth: includes the number of trained tasks performed on the job. Activity level: the number of times
or the frequency with which trained tasks are performed on the job. Task type: refers to the difficulty of
the trained tasks that are actually performed on the job.
-Low levels of opportunity to perform may indicate that: 1-the work environment is interfering with using
new skills.
2-training content is not important for the employees job.
5-Technological support:
-Electronic performance support systems (EPSSs) :computer applications that can provide, as
requested, skills training, information access, and expert advice.
-It may be used to enhance transfer of training by providing trainees with an electronic information source
that they can refer to on an as-needed basis while they attempt to apply learned capabilities on the job.
-Trainers can monitor trainees use of EPSS, which provides the trainer with valuable information about the
transfer of training problems that trainees are [Link] problems might relate to the training
design or work environment.
*Organizational Environments That Encourage Transfer
1- The Learning organization: is a company that has an enhanced capacity to learn, adapt, and change.
-Training processes are carefully scrutinized and aligned with company goals. In a learning organization,
training is seen as one part of a system designed to create human capital.
- learning organizations emphasizes that learning occurs not only at the individual employee level but also
at the group and organizational levels. The learning organization emphasizes knowledge management.
-Key Features of a Learning Organization

2-knowledge and knowledge management:

-knowledge is either tacit: personal knowledge based on individual experience and influenced by
perception and values, or explicit: manuals, formulas and specifications that are described in formal
language.
- There are Four Modes of Knowledge Sharing:
1- Socialization: sharing tacit knowledge by sharing experiences. Knowledge is shared and learning occurs
through observation, imitation and practice.
2-externalization: involves translating tacit knowledge into explicit knowledge, this takes the form of
metaphors, models, concepts and equations.
3-combination: involves systematizing explicit concepts into a knowledge system by analyzing,
categorizing and using information in a new way.
4- Internalization: converting explicit knowledge to tacit knowledge using training methods such as
simulations, action learning, and on the job experiences.

-Knowledge management: the process of enhancing company performance by designing and

implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use
of knowledge.
-knowledge management can help companies get products to market quicker, better serve customers,
develop innovative products and services and attract new employees and retain current ones by giving
people the opportunity to learn and develop.
-Ways to create and share knowledge
1- Use technology, e-mail, and social networking sites or portals on the company intranet that allow people
to store information and share it.
2-Create an online library of learning resources such as journals, technical manuals, training opportunities,
and seminars.
3-Publish directories that list what employees do, how they can be contacted and the type of knowledge
they have.
4-Develop informational maps that identify where specific knowledge is stored in the company.
5-Allow employees to take time off from work to acquire knowledge, study problems, attend training, and
use technology.

6-Create chief information officer and chief learning officer positions for cataloging and facilitating the
exchange of information in the company.
7-Require employees to give presentations to other employees about what they have learned from training
programs they have attended.
8- Design office space to facilitate interaction between employees.
9-Create communities of practice using face-to-face meetings, wikis, or blogs for employees who share a
common interest in a subject.
-Keys for effective knowledge management
1-Training and information technology collaboration:
For knowledge management to be effective, the training department and information technology
department must collaborate. Training can help develop the culture as well as the content and learning
strategies. Information technology develops the systems for accessing, sharing and storing knowledge and
delivering training.
2-Create knowledge management leadership positions: by creating a position that is considered to
be part of the companys top management team, a signal is sent to all employees that learning is valued
and knowledge management is seen as being related to business strategy and critical for the companys
success.
Chief learning or knowledge officers (CLOs): are leaders of a companys knowledge management efforts.
-the CLOs job is to develop, implement, and link a knowledge/learning culture with the companys
technology infrastructure including databases and intranet.
-the CLO locate knowledge and find ways to create capture and distribute it.
-the CLO has to ensure that trainers, information technologists and business units support and contribute
to the development of knowledge management practices.
3-Provide easy to use technology for employees to access and share information within the context of
their job.
4-Ensure employee trust and willingness to share information. Employees may not know or trust
other employees, may hoard knowledge to have power over others, may fear their ideas will be ridiculed or
challenged or may see knowledge sharing as involving too much work and additional responsibility. To
encourage knowledge sharing, companies must recognize and promote employees who learn, teach, and
share.