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8-IRE347-TransferofTraining.pdf

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IRE347 TRAINING & DEVELOPMENT Anny Fong M.Eng, MBA, LL.M, PMP

July 27, 2022

Agenda

¨ Common questions from exit cards ¨ Recap from previous class ¨ Transfer of Training ¨ Case Discussion ¨ A look into the (near) future ¨ Group work

Common questions from exit cards

TBD 3

Quick recap of previous class

¨ Lesson plans ¨ Qualities of an effective trainer ¨ Logistics ¨ Scheduling ¨ Administration ¨ Ethics ¨ Learning climate ¨ Gagné’s 9 Events of instruction ¨ Closing training ¨ Common problems and possible solutions

First impressions of Transfer of Training

¨ Kahoot!

¨ To participate, join at ¤ www.kahoot.it or Kahoot! App ¤ Enter the game PIN when it’s time

http://www.kahoot.it/

What do we mean by ”transfer of training”? 6

¨ Generalization of knowledge and skills learned in training

¨ Maintenance of required of acquired knowledge and skills over time

Image source: PBWorks

Here’s the problem though 7

What does the research say? 8

¨ Hughes et al. conducted a meta- analysis on the efficacy of training transfer

¨ Work environment support variables (peer, supervisor, organizational support) ¤ Moderate and positive correlations

with transfer of training ¤ Motivation to transfer mediates the

work environment support variables and transfer

¤ Positively related to sustainment n Peer and supervisor support showed

strongest relationships

(SOURCE: The Role of Work Environment in Training Sustainment: A Meta-Analysis Ashley M. Hughes, The University of Illinois at Chicago, USA, Stephanie Zajac, MD Anderson Cancer Center, Houston, USA, Amanda L. Woods,nand Eduardo Salas, Rice University, Houston, Texas, USA Human Factors, DOI: 10.1177/0018720819845988)

Did you know?

The #1 barrier to transfer of training is the immediate manager’s lack of support for training

Transfer of Training Process 9

Training Inputs – Trainee Characteristics 10

Cognitive abilities

Motivational factors

Personality traits

Values

Goal orientation

Job attitudes

etc.

Most strongly related to transfer

Training Inputs – Training Design 11

Identical elements

• Experiences and conditions during training that closely resemble the actual work environment

General principles

• General rules and theory that underlie the application

Stimulus variability

• Multiple examples

• Practices experiences in a variety of situations

Training Inputs – Training Environment 12

Pre/post- training

environment

Messaging to

employees

Opportunity to perform

Continuous learning culture

Image sources: The Noun Project: time machine by Beckstein, stage by Bernd Lakenbrink, message by AliWijaya, continuous playing by artworkbean

Transfer of Training Strategies – Before 13

M a

na g

e m

e nt •Assess who should attend

(readiness to learn, trainability, perceived value to EE)

•Messaging •EE involvement •Be ready to

provide support

Tr a

in e

r •Application of ISD model

•Preparing stakeholders

•Clarifying expectations

•Ensuring management/ EE communication

•Ensuring trainees are prepared

Tr a

in e

e s •Find out about

programs prior to attendance

•Discuss action plans with manager

•Prepare for program including completing any pre-work needed

Image sources: The Noun Project: boss by Hans trainman, Teacher by Federico Galaschi, students by Timo Schmid

Transfer of Training Strategies – During 14

M a

na g

e m

e nt •Attend and participate before

trainees •Reassign EE’s work

so that EE can attend

•Remove interruptions during training

Tr a

in e

r •Incorporate learning practices to engage

•Apply learning principles (e.g. identical elements)

•Include relevant content and examples

•Have trainees prepare and commit to a performance contract for the transfer of trained skills on the job

Tr a

in e

e s •Attend with a

growth mindset •Actively engage •Develop action

plan for application of training on the job

Image sources: The Noun Project: boss by Hans trainman, Teacher by Federico Galaschi, students by Timo Schmid

Transfer of Training Strategies – After 15

M a

na g

e m

e nt •Ensure EE has immediate and

frequent opportunities to practice

•Encourage and reinforce application of new skills on the job

•Provide recognition and positive feedback for the use of new skills

•Evaluate EE’s use of trained skills on the job

Tr a

in e

r •Stay involved in the training and transfer process

•Conduct field visits •Provide feedback •Conduct follow-up

sessions Tr a

in e

e s •Use new

knowledge and skills on the job as frequently as possible

•Discuss with manager opportunities for transfer

•Form a “buddy system” with peers who attended the training

Image sources: The Noun Project: boss by Hans trainman, Teacher by Federico Galaschi, students by Timo Schmid

Transfer of Training Interventions 16

¨ Provided at the end of a training program to facilitate the transfer of training

Relapse prevention

Self- managementGoal-setting

Relapse Prevention 17

What is relapse?

• When a trainee reverts to using old skills or to pre-training behaviours

What can we do to prevent it?

• Instruct trainees to anticipate transfer obstacles and high-risk situations

• Develop skills and strategies to overcome obstacles

• Develop coping strategies for high-risk situations

Self-Management 18

¨ Teach trainees to perform steps to manage their transfer behaviour

Anticipate obstacles

Plan to overcome

them Set goals Monitor progress

Reward for goal

attainment

Image sources: The Noun Project: Roadblock by Cuputo, plan by Sumit Saengthong, goal by Larea, trends by Setyo Ari Wibowo, Trophy by Vectorstall

Goal-Setting 19

¨ Teaches trainees about the goal-setting process and how to set specific goals for using trained skills on the job

pecific

easurable

chievable

esults-Based

ime-Sensitive

Post-Training Supplements 20

¨ Interventions that take place on the job following a training program

Booster sessions

• Extensions of training

• Debriefs about transfer experiences and obstacles

Self-coaching

• Reflecting on own performance

• Setting transfer goals upon completion

Upward feedback

• Provide data on frequency of post-training behaviours

• Trainees can establish improvement goals

“The School Board” case

Breakout Discussion 1. What are some of the reasons that the training did not

transfer well? 2. What are some of the transfer strategies that could

have been implemented before training, during training, and after training?

3. What are some of the transfer of training interventions that can be leveraged? Consider booster sessions, self- coaching, and upward feedback.

4. What could be some practical challenges of implementing the training interventions?

5. What could be some unintended consequences of this training?

Summary 22

¨ Transfer of training – what is it? ¨ Transfer of training process ¨ Training inputs that impact the transfer of

training ¤ Trainee characteristics ¤ Training design ¤ Work environment

¨ Transfer of training strategies ¤ Before/during/after

¨ Transfer of training interventions ¨ Post-training supplements

Exit cards! 23

¨ Before you leave today, please fill in the exit card ¤ Instead of an ‘attendance’ sign in ¤ Opportunity to reflect on today’s class

¨ Quercus > Quizzes > Exit Card – Class 8

Note about next week’s class 24

¨ Focus is on project check-ins during class ¨ No “regular lecture” ¨ Each group should book a time with me

¤ Book before July 29 ¤ Link to Google doc to book

(also on Quercus > Class 9) ¤ Only attend the time slot booked for your

group

https://docs.google.com/spreadsheets/d/17ndLD42vwp5WiH3NcJ200tma9Vi5vjgiDahKFVxcsCA/edit

Looking Forward

Aug 3 •Project

check-ins

Aug 8 •Evaluating

training

Aug 10 •Training

programs

Aug 15 •Review

Image sources: The Noun Project: Crystal ball by Sumit Saengthong, waving hello by Zach Bogart, evaluation by Dinosoft Lab, collection by Markus, books by Jakub Čaja