Transfer of Training

Think About It

• Why do employers offer training to their

employees??

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 Key Terms and Definitions

• Definition: Training transfer is 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 Work environment features are Near

identical to work environment. predictable and stable.

Stimulus Generalization General principles are Work environment is unpredictable Far

applicable to many different and highly variable.
work situations.

Cognitive Theory Meaningful material and coding All types of training and Near and far
schemes enhance storage and environments.
recall of training.

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

Learner Characteristics
-Cognitive Ability
-Self-efficacy
-Motivation (personality, job/career)

Intervention Design
Development of Learning Goals
Individual&&
Individual
Adult Learning Principles Learning Transfer Organizational
Instructional Methods & Media Organizational
Self-Management Strategies Performance
Performance

Work Environment
Strategic Link of Training
Org Climate & Accountability
Opportunity to Perform
Technological Support

Based in part on Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999 & Baldwin &
Ford, 1988.
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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?

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 Thank You!

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Resource made available by SHRM US