HRM635 Week 5 Discussion

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PowerPoint Presentation for Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

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Chapter 9

Transfer of Training

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Learning Outcomes

After reading this chapter, you should be able to:

Compare and contrast positive, negative, zero, far, near, horizontal, and vertical transfer

Explain the major barriers to transfer of training, when they occur, and who is responsible for them

Describe the factors that influence the transfer of training using Baldwin and Ford’s model

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Learning Outcomes

Explain what managers, trainers, and trainees can do before, during, and after training to improve the transfer of training

Explain how to use transfer of training interventions and post-training supplements to improve the transfer of training

Analyze the transfer system and its implications for improving the transfer of training

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Introduction

Transfer of training refers to the generalization of knowledge and skills learned in training on the job and the maintenance of acquired knowledge and skills over time

Transfer of training occurs when knowledge and skills learned in training are generalized to the job and maintained over a period of time on the job

There are several types of transfer of training

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Training programs are designed with strategies to facilitate the application of training on the job; this is known as transfer of training

Generalization occurs to the use of training or application of learned material to the job

Maintenance refers to the use or application of learned material on the job over a period of time

Transfer of training occurs when learned material is generalized to the job context and maintained over a period of time on the job

Types of Transfer of Training

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Several types of transfer of training are reviewed in Table 9.1

After reviewing each type of training transfer, it is important to note that the focus of this training is horizontal transfer, which is a necessary condition for vertical transfer

The Transfer of Training Problem

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A transfer of training problem exists in organizations

Some studies report that between 60 and 90 percent of training is not applied on the job

The Conference Board of Canada reported that only 49 percent of organizations indicated employees apply learning immediately after a training program

Barriers to the Transfer of Training

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A transfer of training problem exists in organizations

Some studies report that between 60 and 90 percent of training is not applied on the job

The Conference Board of Canada reported that only 49 percent of organizations indicated employees apply learning immediately after a training program

Many of the barriers in Table 9.3 are related to the work environment, including a lack of support from supervisors in the organization

Supervisor Support

The number one barrier to transfer of training is the immediate manager’s lack of support for training

Supervisor support is the extent to which supervisors reinforce and encourage the use of learning on the job

Supervisor support is one of the most important factors for transfer of training, along with the social support system in an organization

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Transfer of Training Process

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Baldwin and Ford’s model of the transfer of training process consists of three main factors:

Training inputs

Training outputs

The conditions of transfer

Trainee characteristics, training design, and the work environment have a direct effect on learning and retention

Trainee characteristics, the work environment, and learning and retention have a direct effect on transfer generalization and maintenance

Transfer of Training Process

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Training Inputs—Trainee Characteristics

Trainee capabilities, personality traits, motivational factors, values and interests, attitudes and emotions, and perceptions

Cognitive ability, training motivation, self-efficacy, goal orientation, job attitudes, and personality traits all directly affect transfer

Cognitive ability has been found to be most strongly related to transfer

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Trainees with a higher cognitive ability, training motivation, self-efficacy, and a learning goal orientation are more likely to transfer

Trainees with an internal locus of control and a high need for achievement are more likely to apply on the job what they learn in training

Employees with higher job involvement, job satisfaction, and organizational commitment are more likely to learn and transfer

Cognitive ability has been found to be most strongly related to transfer

Training Inputs—Trainee Characteristics

Motivation to transfer is also important; a trainee’s intended effort to use skills and knowledge learned in training on the job

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Motivation to transfer has been found to be a significant predictor of positive transfer

Training Inputs—Training Design

A number of design elements that are known as learning principles also affect the transfer of training:

Identical elements

General principles

Stimulus variability

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A number of design elements known as learning principles affect the transfer of training

These principles include identical elements, general principles, and stimulus variability

Identical elements are those experiences and conditions that resemble the work environment; these are especially important for near transfer

Training Inputs—Training Design

Identical elements: Experiences and conditions during training that closely resemble those in the actual work environment

Physical and psychological fidelity

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A number of design elements known as learning principles affect the transfer of training

These principles include identical elements, general principles, and stimulus variability

Identical elements are those experiences and conditions that resemble the work environment; these are especially important for near transfer

Training Inputs—Training Design

General principles: General rules and theoretical principles that underlie the application of trained knowledge and skills

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The training provides trainees with an explanation of the theory and principles behind a skill or task that they are learning to perform

On-the-job application is more likely when trainees are taught the general rules and theoretical principles that underlie training content

Training Inputs—Training Design

Stimulus variability: A variety of stimuli and experiences, such as multiple examples of a concept and practice experiences in a variety of situations

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The idea is that trainees’ understanding of material can be strengthened by providing several examples of a concept because they will see how the concept can be applied in a variety of situations

This enables greater generalization of the new skills and prevents the potential problem of learning being limited to a narrow range of situations

Training Inputs—Work Environment

Characteristics of the work environment before training (the pre-training environment) and after training (the post-training environment) also influence transfer of training

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In the pre-training environment, management actions will send signals to employees about the importance of training

These messages can influence employees’ training motivation

If management sends the signal that training is not important, employees will not be motivated to attend training and will be less likely to learn

If employees have constraints in their job, like a lack of time, equipment, and/or resources, they will not be highly motivated to learn

Training Inputs—Work Environment

Pre-training environment: Messages managers send to employees prior to training about its importance and the extent to which the organization supports training

These messages can influence employees’ training motivation

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In the pre-training environment, management actions will send signals to employees about the importance of training

These messages can influence employees’ training motivation

If management sends the signal that training is not important, employees will not be motivated to attend training and will be less likely to learn

If employees have constraints in their job, like a lack of time, equipment, and/or resources, they will not be highly motivated to learn

Training Inputs—Work Environment

Post-training environment: Factors in the post-training environment can encourage, discourage, or prevent employees from applying new knowledge and skills on the job

One of the most important characteristics of the post-training environment is the amount of support provided by trainees’ supervisors and co-workers

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In the post-training environment, factors can prevent employees from applying knowledge on the job

Supervisory support is key in training transfer

Training Inputs—Work Environment

Opportunity to perform: The extent to which a trainee is provided with the opportunity to perform trained tasks on the job

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In the post-training environment, factors can prevent employees from applying knowledge on the job

Supervisory support is key in training transfer

Training Inputs—Work Environment

Training transfer climate: Characteristics in the work environment that facilitate or inhibit the application of training on the job

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A positive transfer climate is one with cues to remind employees to apply training material on the job, positive consequences such as feedback and rewards for applying training on the job, and supervisor and peer support for the use of newly acquired skills and abilities

Training Inputs—Work Environment

In a positive transfer climate:

Cues remind employees to apply training material on the job

Positive consequences such as feedback and rewards are provided for applying training on the job

Supervisor and peer support for the use of newly acquired skills and abilities is provided

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Training Inputs—Work Environment

Continuous learning culture: A culture in which employees believe that knowledge and skill acquisition are part of their job and that learning is an important part of work life

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Research has shown that the transfer of training is greater in organizations that have a continuous learning culture

Transfer of Training Strategies

Transfer of training strategies can be implemented before, during, and after training and involve managers, trainers, and trainees

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It is helpful to review strategies that can be implemented before, during, and after training to improve the transfer of training

Positive transfer of training requires the involvement of three key players (management, trainers, and trainees)

Transfer Strategies Before Training

Management

Decide who should attend training (assess readiness to learn/trainability)

Meet with employees prior to training to discuss training programs, WIIFM, and valence

Valence: Trainee beliefs about the desirability of outcomes obtained from training

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It is important to select trainees who will learn the training material and apply what they learned on the job

Readiness to learn/trainability is the extent to which an individual has the KSAs and motivation to learn the training content

By having trainees take a trainability test, the trainee can be assessed related to his ability to learn and perform training tasks

In addition, meeting with employees to discuss the program regarding its importance and relevance can satisfy the WIIFM (what’s in it for me?) question for trainees

Readiness to Learn

The extent to which an individual has the knowledge, skills, abilities, and the motivation to learn the training content

Readiness to Learn = (Ability × Motivation × Perceptions of the Work Environment)

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Transfer Strategies Before Training

Management

Get employee input and involvement in the training process

Provide employees with support (release time to prepare)

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Trainee involvement and input in the training process, whether discussing training needs, allowing trainees to decide what training programs to attend, and/or providing input regarding training content, can enhance training motivation, learning, and transfer

By providing support from management to the trainee, supervisors demonstrate their support and interest in the outcome of the training experience

Transfer Strategies Before Training

Trainer

Ensure application of ISD model

Ensure supervisors and trainees are prepared for the training program

Find out supervisor/trainee needs and expectations

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Ensure a needs analysis has been conducted, training objectives have been developed, and learning and design principles have been incorporated into the design of the program

Trainer must be certain about what the trainees’ needs are and supervisory and trainee expectations

Transfer Strategies Before Training

Trainer

Make sure trainees and supervisors meet and discuss training

Make sure trainees are prepared for the training

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Ensure supervisors and trainees are prepared for the training program (assessed readiness to learn and met to discuss training objectives and content as well as benefits of the program, and that trainees know what they are expected to learn and do after the training)

Find out what supervisors and trainees expect from the training program and the trainer

Transfer Strategies Before Training

Trainees

Find out about programs prior to attendance

Meet with supervisor to discuss training and develop an action plan

Prepare for the training program and ensure that they are ready to learn and that they will benefit from the training

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Trainees need to be involved in their training and the training process

Find out why they are going to attend training and what their objectives are

Meet with their supervisor to discuss the program and develop a plan of action

Prepare for the program to make sure they are ready to learn and that they will benefit from the program

Transfer Strategies During Training

Management

Attend and participate in training programs

Attend training programs before trainees

Reassign employees’ work while they are attending training

Ensure that trainees are not interrupted during training

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Attend if possible

Speak about the importance and relevance at the start of the program

Be a trainer within the program if possible

It helps if they have already taken the program; they can then model the behaviour

While trainee is away they can reassign some of their workload; ensure trainees aren’t interrupted during training

Doing so signals the importance and priority of the training

Transfer Strategies During Training

Trainer

Incorporate active practice and conditions of practice, adult learning principles, and other learning principles (e.g., identical elements) in program design

Increase trainees’ training motivation during training

Include content and examples that are relevant and meaningful

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Explain the value of a skill and by using training content and examples that are familiar and meaningful to trainees

Transfer Strategies During Training

Trainer

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

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Outlines which of the newly acquired skills are beneficial to the trainee and how they will be applied to the job

Copies should be provided to the trainer, a peer, or the supervisor who will monitor progress toward these goals

Transfer Strategies During Training

Trainees

Begin training with a positive attitude and motivation to learn

Engage in the program by getting involved and actively participating

Develop an action plan for the application of training on the job

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Take notes and participate in discussions and exercises

Ask and answer questions

Interact with the trainer and the other trainees

Set goals, develop an action plan for applying the training on the job, and be prepared to discuss their goals and action plan with their supervisor and co-workers

Transfer Strategies After Training

Management

Ensure trainees have immediate and frequent opportunities to practise their learning on the job

Encourage and reinforce trainees’ application of new skills on the job

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Ensure that employees have immediate and frequent opportunities to practise what they learned in training on the job

Behaviour that is not reinforced is not repeated; therefore, managers must encourage and reinforce the application of new skills—praise, recognition, more challenging assignments, additional opportunities for training, and other extrinsic rewards

Transfer Strategies After Training

Management

Provide recognition and positive feedback for the use of new skills on the job

Develop an action plan with trainees for transfer and show support

Evaluate employees’ use of trained skills on the job

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Feedback has been found to be a significant predictor of transfer of training

It also sends a signal to other employees that training is important and learning and transfer will be rewarded

Developing an action plan, reducing job pressures and workload, arranging for co-workers to be briefed, arranging practice sessions, publicizing successes, giving promotional preference to employees who have received training, and evaluating employees’ use of trained skills on the job

Transfer Strategies After Training

Trainer

Stay involved in the training and transfer process by conducting field visits to observe trainees’ application of skills, provide feedback, and continue to support and assist trainees

Meet with trainees for a follow-up session to review the training program and discuss transfer problems and solutions

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Maintain their involvement in the training and transfer process

Follow-up sessions can review the training program

Discuss transfer problems and solutions

Transfer Strategies After Training

Trainees

Use new knowledge and skills on the job as soon as possible and frequently

Meet with supervisor to discuss opportunities for transfer

Form a “buddy system” or network of peers who attended training

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Transfer of Training Interventions

Transfer of training interventions are provided at the end of a training program to facilitate the transfer of training

Three types:

Relapse prevention

Self-management

Goal setting

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Relapse occurs when trainees revert to using the old skills or their pre-training behaviour

Relapse prevention (RP) sensitizes trainees to the possibilities of a relapse and immunizes them against obstacles and barriers in the workplace that prevent successful transfer

Trainees are asked to identify obstacles and barriers and develop a coping strategy for each

RP prepares trainees to anticipate, prevent, and recover from temporary lapses

Transfer of Training Interventions: Relapse Prevention

Relapse prevention is an intervention that instructs trainees to anticipate transfer obstacles and high-risk situations and to develop skills and strategies to overcome them

A relapse occurs when trainees revert back to using the old skills or their pre-training behaviour

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Relapse occurs when trainees revert to using the old skills or their pre-training behaviour

Relapse prevention (RP) sensitizes trainees to the possibilities of a relapse and immunizes them against obstacles and barriers in the workplace that prevent successful transfer

Trainees are asked to identify obstacles and barriers and develop a coping strategy for each

RP prepares trainees to anticipate, prevent, and recover from temporary lapses

Transfer of Training Interventions: Relapse Prevention

Sensitizes trainees to barriers in the workplace that might inhibit or prevent successful transfer of training

Develop coping strategies for high-risk situations

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Relapse occurs when trainees revert to using the old skills or their pre-training behaviour

Relapse prevention (RP) sensitizes trainees to the possibilities of a relapse and immunizes them against obstacles and barriers in the workplace that prevent successful transfer

Trainees are asked to identify obstacles and barriers and develop a coping strategy for each

RP prepares trainees to anticipate, prevent, and recover from temporary lapses

Transfer of Training Interventions: Self-Management

Self-management is a post-training transfer intervention that teaches trainees to perform a series of steps to manage their transfer behaviour:

Anticipating performance obstacles

Planning to overcome them

Setting goals

Monitoring progress

Rewarding oneself for goal attainment

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Self-management focuses on behavioural change and has a basis in self-regulation and social cognitive theory

Transfer of Training Interventions: Goal Setting

Goal-setting interventions teach trainees about the goal-setting process and how to set specific goals for using trained skills on the job

Trainees develop a goal-setting plan that indicates the steps they will take to achieve their goals and the date by which each step will be achieved

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Involves a discussion of why goal setting is important and a definition of goals; a description of the goal-setting process; characteristics of effective goals; an explanation of the effectiveness of goals; examples of how goal setting has been used in organizations; and a discussion of how goal setting can be effective in one’s own organization

Then trainees develop their own plan that outlines the steps they will take to achieve their goals and the date by which each step will be achieved

Post-training Supplements

Transfer interventions that take place on the job following a training program:

Booster sessions

Self-coaching

Upward feedback

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Debriefs can then lead to plans for overcoming transfer obstacles and the establishment of transfer goals

Post-training Supplements: Booster Sessions

Booster sessions are extensions of training programs that involve a review of the training material; may include debriefs or discussions about trainees’ transfer experiences and transfer obstacles

Debriefs can lead to plans for overcoming transfer obstacles and the establishment of transfer goals

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Debriefs can then lead to plans for overcoming transfer obstacles and the establishment of transfer goals

Post-training Supplements: Self-Coaching

Self-coaching involves reflecting on one’s performance and setting transfer goals upon completion

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During self-coaching, trainees complete an assessment in which they examine the extent to which they have engaged in trained behaviours and then establish performance maintenance and improvement goals

During upward feedback supplements, they receive specific feedback on their performance and then establish performance maintenance and improvement goals

Post-training Supplements: Upward Feedback

Upward feedback involves providing trainees with data on the frequency with which they engaged in trained behaviours and written comments from subordinates on their performance

Trainees establish performance maintenance and improvement goals

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During upward feedback supplements, they receive specific feedback on their performance and then establish performance maintenance and improvement goals

Transfer System

All factors in the person, training, and organization that influence transfer of learning to job performance

The Learning Transfer System Inventory (LTSI) assesses the transfer system in organizations

The LTSI can be used by organizations to diagnose their transfer system

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Benefits of the LTSI include that it recognizes the importance of a systematic approach to the transfer of training

It is important to note that there is no one best strategy for improving transfer of training: multiple transfer strategies should be used in combination

Model of Training Effectiveness

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Summary

Defined different types of transfer of training and described the transfer problem in organizations and transfer barriers

Examined Baldwin and Ford’s model of the transfer process

Described strategies for transfer before, during, and after training by managers, trainers, and trainees

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Summary

Examined use of transfer of training interventions and post-training supplements

Discussed the transfer system

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Key Terms

Booster sessions

Continuous learning culture

Debriefs

Far transfer

Generalization

General principles

Goal-setting intervention

Horizontal transfer

Identical elements

Maintenance

Motivation to transfer

Near transfer

Negative transfer

Opportunity to perform

Performance contract

Positive transfer

Post-training supplements

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Key Terms

Readiness to learn/ trainability

Relapse

Relapse prevention

Self-coaching

Self-management

Stimulus variability

Supervisor support

Trainee characteristics

Training transfer climate

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Transfer system

Transfer of training

Transfer of training interventions

Upward feedback

Valence

Vertical transfer

WIIFM

Zero transfer