Transfer of Training

 Transfer of training refers to trainees

effectively and continually applying what
they learned in training to their jobs.
Transfer of Training
 40% of skills learned in training are
transferred immediately
 25% remain after 6 months
 15% remain after 1 year
Obstacles in the work environment
that inhibit transfer of training:
 Work Conditions (Trainee has difficulty using
new knowledge, skills, or behavior)
 Time pressures
 Inadequate equipment
 Few opportunities to use skills
 Inadequate budget/resources
Obstacles in the work environment
that inhibit transfer of training:
(continued)
 Lack of Peer Support (Co-workers do not
support use of new knowledge, skills, or behavior)
 Discourage use of new knowledge and skills on
the job
 Unwilling to provide feedback
 See training as a waste of time
Obstacles Continued
 Lack of Management Support
Doesn’t accept ideas or suggestions that are
learned in training
Doesn’t discuss training opportunities
Opposes the use of skills learned in training
Communicates that training is a waste of time
Unwilling to provide feedback and
reinforcement for trainees to use training
content
 Transfer of Training Theories
Theory Emphasis Appropriate Type of
Conditions Transfer
Identical Training Work environment Near
elements environment is features are
identical to work predictable and
environment stable
Stimulus General principles Work environment Far
generalization are applicable to is unpredictable and
many different highly variable
work situations
Cognitive Meaningful All types of training Near and far
theory material, coding and environments
schemes &
practice enhance
storage and recall
of training
Conditions of Practice
 Material learned under “spaced practice” is
usually retained longer
 Managers often resist it because it
lengthens the training session
 Instead of an 8 hour training session try 2
four hour sessions or try 4 two hour
sessions
Progressive Training
Useful for training the “soft skills” where there
are steps in a process to learn or various
theories or models to learn. Thus, tasks are
interdependent.
Progressive Training
 Learn and practice step 1
 Practice step 1, learn and practice step 2
 Practice step 1, 2, learn and practice step
3
 Practice step 1,2,3, learn and practice step
4
 Practice steps 1,2,3,4
Tips for ensuring transfer of training
 Use realistic examples
 Give learners meaningful contexts for
applications of concepts
 Include practice time in the design
 Use visual aids
 Consider using pre-training assignments
 Keep concepts and skills as close as possible to
the work done by trainees
 Build in post training follow-up
Traditional Training Methods
Categories

Presentation Methods

Hands-on Methods

Group Building Methods

Presentation Methods
 Lecture and Discussion
 Panels
 Team Training
 Guest Speakers
 Trainee Presentations
 Audio-Visual
Hands-on Methods
 Hands-on methods refer to training methods that
require the trainee to be actively involved in
learning.
 These methods include:
 On-the-job training
 Simulations
 Case studies
 Business games
 Role plays
Group Building Methods
 Group building methods refer to training
methods designed to improve team or group
effectiveness as well as the trainee’s individual
skills.
 Group building methods involve trainees:
 Sharing ideas and experiences
 Building group identity
 Understanding interpersonal dynamics
 Learning their own strengths and weaknesses and of
their co-workers.
Group Building Methods
(continued)

 Group building methods include:

 Adventure learning (teamwork & leadership
through outdoor activities
 Team training (building morale, cohesiveness,
decision making, respect, trust)
 Action learning (teams work on actual
problem and action plan)
 Choosing a Training Method
1. Identify the type of learning outcome that you
want training to influence.
2. Consider the extent to which the learning
method facilitates learning and transfer of
training based on the number of people trained
3. Evaluate the costs related to development and
use of the method.
4. Consider the effectiveness of the training
method based on research.
5. Should always use more than 1 method