Chapter 4

Transfer of Training
McGraw-Hill/Irwin Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.
Chapter Outline

4.1 Transfer of Training definition

4.2 A model of the transfer process

4.3 Transfer of Training theory

4.3.1 Theory of identical elements
4.3.2 Stimulus generalization Approach

4.4 Factors influencing Transfer of Training1-2

4.1 Transfer of Training definition

Transfer of training refers to

trainees effectively and
continually applying what they
have learned in training to
their jobs.
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4.2 A model of the transfer process

Transfer of
Training
• Generalization
• Maintenance

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Trainee characteristics, the design of
the training program (or what occurs
during training), and the work
environment influence whether
trainees learn and use or apply what
they have learned to their job.

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Trainee Characteristics

 Include ability and motivation that affect

learning.
 Includes a learner’s intellectual 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.

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Training design

 The characteristics of the learning

environment.

 Refers to factors built into the training

program to increase the chances that
transfer of training will occur

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Work Environment
 Factors on the job that influence transfer of training.

 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.

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A model of the transfer process
cont.
 Transfers of training model includes both the
generalization of training to the job and maintenance
of learned material.

 Generalization refers to a trainee’s ability to apply

what they learned to on-the job work problems and
situations that are similar but not necessarily identical
to those problems and situations encountered in the
learning environment; i.e., the training program.

 Maintenance refers to process of trainees continuing

to use what they learned over time. 9 1-9
4.3 Transfer Of Training theory

 Transfer of training is more likely to occur when

the trainee works on tasks during training (e.g.,
knowledge, equipment, or processes) that are very
similar to the work environment (near transfer).

 Transfer of training is more difficult when tasks

during training are different from the work
environment (far transfer).
- e.g., applying customer service principles to
interaction with an angry customer in front of a long
line of customers at a cash register.
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 Closed Skills – refer to training objectives that
are linked to learning specific skills that are to be
identically produced by the trainee on their job.
 Open Skills – are linked to more general
learning principles.
 example: Customer Service Skills – not a single correct way
to perform and learner is given some general principle to
follow.
There are two theories of transfer of training which is:
1. Theory of Identical Elements
2. Stimulus Generalization Approach
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 4.3.1 Theory of Identical Elements

 Theory of Identical Elements proposes that

transfer of training occurs when what is
being learned in the training session is
identical to what the trainees has to
perform on the job.

 Transfer will be maximized to the degree that

the tasks, materials, equipment, and other
characteristics of the learning environment are
similar to those encountered in the work
environment. 1-12
 This theory has been applied to many training
programs, particularly those that deal with the
use of equipment or that involve specific
procedures that must be learned.

 This theory also relevant in making sure that

near transfer occurs.

 Near transfer refers to trainees’ ability to apply

learned capabilities exactly to the work situation.
1-13
 4.3.2 Stimulus Generalization Approach

 Stimulus Generalization Approach suggest that the way

to understand the transfer of training issue is to
construct training so that the most important
feature or general principles are emphasized.

 Stimulus generalization Approach emphasized far

transfer.

 Far transfer refers to the trainee’s ability to apply

learned capabilities to the work environment, even
though the work environment (equipment, problems,
and tasks) is not identical to that of the training session.
1-14
 According to this theory, important
knowledge and skills gained as a result of
training can be applied to a wide range of
situations in the workplace.
 In other words, in contrast to The
Principle of Identical Elements “stimulus
generalisation” occurs when the trained
behaviour is utilised under conditions that
differ from those used in training.
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 Theory Emphasis Appropriate Type of Transfer
Conditions
Identical Elements Training Training focused Near
environment is on closed skills
identical to work Work environment
environment. features are
predictable and
stable.
Example: training
to use equipment.

Stimulus General principles Training focuses Far

Generalization are applicable to on open skills.
many different Work environment
work situations. is unpredictable
and highly
variable.
Example: training
in interpersonal
skills.

Table 1: Transfer of Training Theories

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4.4 Factors influencing Transfer Of Training

Management
Climate for and peer
Transfer Support

Technological
Opportunity
to perform Support

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Climate for transfer
 It refers to trainees’ perceptions about a wide variety
of characteristics of the work environment that
facilitate or inhibit use of trained skills or behavior.
It includes:
• Task cues
• Feedback consequences
• Lack of punishment
• Extrinsic reinforcement consequences
• Intrinsic reinforcement consequences
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Characteristics of a Positive Climate for
Transfer of Training

1-19
Manager support

 Manager support
 It refers to the degree to which managers:
emphasize the importance of attending training
programs.
stress the application of training content to the job.
 Action plan - written document that includes
the steps that the trainee and manager will
take to ensure that training transfers to the
job.

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 The action plan includes
 a goal identifying what training content will be
used and how it will be used.
 strategies for reaching the goal.
 strategies for receiving feedback.
 expected results.
 It provides a progress check schedule of
when the manager and trainee meet to
discuss the progress being made in using
learned capabilities on the job.
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Management Support

 Levels of Management Support for

Training:

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Peer support

Support network - group of two or more

trainees who agree to meet and discuss their
progress in using learned capabilities on the job
which may involve face-to-face meetings or
communications via e-mail.
 The more peer meetings that trainees attend,
the more learning transferred to the
workplace.

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 Peer support
 Trainers might also use a newsletter to show
how trainees are dealing with transfer of
training issues.
 Trainers may also provide trainees with a
mentor, a more experienced employee who
can provide advice and support related to
transfer of training issues.

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Opportunity to Use Learned Capabilities

 Opportunity to use learned capabilities or

opportunity to perform refers to the
extent to which the trainee is provided
with or actively seeks experiences that
allow for application of the newly learned
knowledge, skill, and behaviors from the
training program.
 It is influenced by the work environment
and trainee motivation.
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 Opportunity to perform is determined by
breadth, activity level, and task type.
 Low levels of opportunity to perform may
indicate that:
 the work environment is interfering with using
new skills.
 training content is not important for the
employee’s job.

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Technological Support

Electronic performance support systems

(EPSSs) - computer applications that can
provide, as requested, skills training,
information access, and expert advice.
It may be used to enhance transfer of training by
providing trainees with an electronic information
source that they can refer to on an as-needed basis
while they attempt to apply learned capabilities on
the job.

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 Technological support
 Trainers can monitor trainees’ use of EPSS,
which provides the trainer with valuable
information about the transfer of training
problems that trainees are encountering.
 These problems might relate to the training
design or work environment.

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THANK
YOU
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