TRANSFER OF TRAINING

THEORY
 Transfer of training

Refers to trainees’ effectively and

continually applying what they learned
in training (knowledge, skills and
behaviours).
Closed skills- training objectives that are linked to learning
specific skills that are to be identically produced by the trainee
on the job.
There is only one correct way to complete a task if it requires
closed skills.
Open skills- there is no single correct way to perform and
the learner is given some general principles to follow.
Open skills are more difficult to train because they require
the trainee to not only acquire and recall general principles,
but also to consider how they can be adapted and used to fit a
wide range of circumstances, many of which cannot be
practiced during training.
 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, equipments and other characteristics of the
learning environment are similar to those encountered in
the work environment.
 Ex simulators for training pilots.
 Skills in flying, take off, landing, dealing with emergency
situations are learned in the simulator , can be transferred
to the work setting.
 Fidelity- extent to which training environment is similar
to work environment.
 Learning environment has complete fidelity with the work
environment.
 Implications

Applied to many training programs, specially those

that deal with the use of equipment or that involves
specific procedures that must be learned.
Relevant in making sure that near transfer
ensures
Near transfer refers to trainee’s ability to apply
learned capabilities exactly to the work situation.
This theory does not encourage transfer where the
learning environment and the training environment
are not necessarily identical
 Stimulus Generalization Approach

Construct training so that the most important features

or general principles are emphasized.
Identify the range of work situations in which these
general principles can be applied.
Stimulus generalization approach emphasizes far
transfer
Far transfer refers to trainee’s ability to apply learned
capabilities to the work environment, even though the
work environment ( equipment, problems, tasks) is
not identical to that of the training session.
 Implications

Interpersonal skill training/negotiation training

Identify key behaviours that are needed to be
successful in a situation.
Key behaviours- refers to behaviours that can be
successfully used in a wide variety of situations.
Social learning theory- model demonstrates the key
behaviour in a video and trainees have opportunities
to practice them.
 Cognitive Theory of Transfer

Based on information processing theory of learning.

According to this theory the likelihood of transfer
depends on the trainee’s ability to retrieve learned
capabilities.
Likelihood of transfer is increased by providing
trainees with meaningful material that enhances the
chance that they will link what they encounter in the
work environment to the learned capability.
 Implications

In training design-encourage trainees to consider

potential applications of the training content to their
jobs.
Many training programs have trainees identify a
work problem or situation and discuss the potential
application of training content.
A Model of Transfer of Training
 Factors influencing Transfer of Training

Factors Related to Trainees

 Readiness to Learn
 High self efficacy
 Internal Locus of control

Factors Related to Training Design

 Learning principles

Factors Related to Work Environment

 Feedback to trainees after training
 Work Environment Characteristics that Influence Transfer

Climate for Transfer- focus on near or far transfer

Manager Support
Peer Support
Opportunity to Use Learned Capabilities
Technological Support
 Climate for transfer-focus on near or far transfer

Near transfer-
Trainees need to follow standardized procedures,
processes and checklists.
Trainees to be provided with an explanation of why
and how the procedure should be performed to help
them understand the concepts behind the procedure.
Far transfer –
Teach general concepts ,broad principles or key
behaviours.
 Encourage Manager Support for Training

Refers to the degree to which trainee’s manager ‘s

 Emphasize the importance of attending training
programs
 Stress the application of training content to the job.
 Provide opportunities for trainees to use what they
learned on the job.
Levels of Management Support for Training

Acceptance
●
Permit employees to attend training
●
Acknowledge importance of training

Encouragement
●
Accommodate attendance at training
●
Rearrange work schedule

Participation ●Attend session

Levels of Management Support for Training

Reinforcement
Discuss progress with trainees
●

Ask how to support trainees use of new capabilities

●

Allow trainees opportunity to

Practice skills
●

practice

Teaching ●
Participate as trainer
 Peer Support

ToT can be enhanced by support networks

Support networks-group of 2 or more trainees
who meet to discuss their progress in using learned
capabilities on the job.
F2F meetings, e-mails, social networks
Successful experiences in using training content
How to obtain resources needed to use training
content on the job.
How to cope up with work environment that
interfered with the use of training content.
 Peer Support

Newsletter- features interviews with trainees who

have been successful in using new skills.
Mentors- provides advice and support related to
transfer of training issues.
 Opportunity to use Learned Capabilities

Opportunity to perform – extent to which trainee can

apply newly learned knowledge, skills and behaviours
from the training program.
Measured by asking trainees to indicate whether they
perform a task, how many times they perform a task;
extent to which they perform difficult and challenging
tasks,
Influenced by work environment and trainee motivation.
Work environment-manager’s role on giving work
assignments that allow them to use newly acquired
capabilities.
Individuals who report low levels of opportunity to
perform need to be given refresher courses.
Low level of opportunity to perform may also
indicate manager not supporting
It can also mean that training content is not
important for the employee’s job.
 Technological Support

Performance support system is a computer

application that can provide skills training,
information access and expert advice as requested.
Enhances transfer of training by providing trainees
with electronic information source that they can
refer to on an as- needed basis while they attempt to
apply learned capabilities on the job.
Can be in the form of mobile apps or social media.