Module

Instr. Revenlie G. Galapin

5
 TRANSFER OF TRAINING

Objectives
After reading and discussing the chapter, students should be able to:
1. Diagnose and solve a transfer of training problem.
2. Create a work environment that will facilitate transfer of training.
3. Explain to a manager how to ensure that transfer of training occurs.
4. Discuss the implications of identical elements, stimulus generalization, and cognitive theories for
transfer of training.
5. Develop a self-management module for a training program.
6. Discuss the technologies that can be used to support transfer of training.
7. Discuss the key features of the learning organization.
8. Provide recommendations for how to manage knowledge.

I. Introduction

A. Transfer of training refers to trainees effectively and continually applying what they learned
in training (knowledge, skills, behaviors, and cognitive strategies) to their jobs. It should be
planned before and not after the training.
B. Generalization refers to a trainee’s ability to apply learned capabilities (verbal knowledge,
motor skills, etc.) to on-the-job work problems and situations that are similar but not
completely identical to those problems and situations encountered in the learning
environment.
C. Maintenance refers to the process of continuing to use newly acquired abilities over time.
D. Trainee characteristics include ability and motivation that affect learning.
E. The work environment includes factors on the job that influence transfer of training
including: manager’s support, peer support, technology support, the climate for transfer, and
the opportunity to use newly acquired capabilities on the job.

II. Training Design refers to factors built into the training context to increase the likelihood that
transfer of training will occur.
A. Applications of transfer of training theory: Three primary theories are discussed.
1. The theory of identical elements suggests that transfer of training occurs when what is
being learned in training is identical to what will be performed on the job and the training
context is similar to the work environment (e.g., flight simulators).
a. This approach has also been used to develop instruments that measure the degree of
similarity among jobs.
b. Fidelity refers to the extent to which the training environment is similar to the work
environment.
c. Near transfer refers to the trainees’ ability to apply learned knowledge, skills and
behaviors exactly to the work situation. Programs that emphasize near transfer should
include some specific training designs.
d. Where this theory falls short is when the learning environment and the work
environment cannot be similar.
2. The stimulus generalization approach emphasizes constructing training so that the most
important features or general principles are taught, thereby maximizing the likelihood of
transfer of training.
a. It is necessary to identify the range of work situations to which these general principles
need to be applied.
b. This approach emphasizes far transfer, which is the trainee’s ability to apply learned
knowledge, skills and behaviors on the job, even though the work environment does
not match the training environment. Programs that emphasize far transfer should
include some specific training designs.
 c. Key behaviors refer to a set of behaviors that can be used successfully in a wide
variety of situations.
3. The cognitive theory of transfer is based on the information processing and suggests that
the likelihood of transfer depends on the trainee’s ability to retrieve learned capabilities.
a. The theory suggests making the material meaningful as well as providing the trainee
with schemes for coding learned material in memory so that it is easily retrievable.
b. This approach indicates that various potential applications of the training content
should be discussed, making later recall easier.
c. Application assignments are work problems or situations in which trainees are asked
to apply training content to solve them.
B. Trainees need to take responsibility for learning and transfer by preparing for training, being
involved and engaged during training, and using training content back on the job. Self-
management strategies are ways for the individual to control certain aspects of his/her
decision making and behaviors.
1. In the context of training, self-management is used to retain and apply new knowledge,
skills, and behaviors on the job and involves these steps:

a. Determining the degree of support as well as negative consequences in the work setting
for using newly acquired capabilities.
b. Setting goals for using learned capabilities.
c. Applying learned capabilities to the job.
d. Monitoring use of learned capabilities on the job.
e. Self-reinforcement.
2. These obstacles inhibit transfer because they cause lapses which refer to the trainee using
their old, less effective ways of doing work rather than using the new capabilities they
have learned.
a. One way to prepare trainees to deal with these obstacles is to provide instruction in
self-management techniques at the end of the training program.

III. Work Environment Characteristics That Influence Transfer

A. Climate for transfer refers to trainees’ perceptions about the extent to which the work
environment supports or inhibits the use of new knowledge, skills and behaviors. Factors
include manager and peer support, opportunity to use new skills, and consequences for using
new skills.
B. Manager support is the degree to which trainees’ managers (1) emphasize the importance of
attending training programs and (2) stress the application of what is learned back on the job.
1. The greater the managerial support, the more likely that new capabilities will be
transferred.
2. An action plan is a written document that details steps that the trainee and his/her manager
will take to ensure transfer of the training content to the job. It includes:
a. A goal identifying what training content will be used and how it will be used.
b. Strategies for reaching the goal and for receiving feedback.
c. Expected results.

3. Managers’ support can be gained by:

a. Briefing managers on the purpose of the training and its relationship to the business
strategy and business objectives.
b. Encouraging trainees to bring work related problems to the training.
c. Sharing with managers earlier trainees’ testimonials regarding the benefits of the
training course.
d. Asking trainees to complete action plans with their managers.
e. Using managers as trainers, if possible.
 f. Managers pay attention to the development of their staff because part of their incentive
plan is based on training and development.
C. Peer support can also enhance the likelihood of transfer of training.
1. A support network is a group of two or more trainees who meet and discuss their
progress in using new capabilities back on the job, whether it is via face-to-face meetings,
email, a newsletter, etc. Success stories as well as obstacles experienced can be shared.
D. The opportunity to use learned capabilities or opportunity to perform is the extent to which the
trainee is provided with or seeks out experience using the new knowledge, skills, or
behaviors learned in the training program.
1. Opportunity to perform is influenced by the work environment, the motivation of the
trainee to perform, the trainee taking personal responsibility to actively pursue
assignments that will utilize their new capabilities, and the assigned work experiences
that require their use.
2. Breadth of opportunity refers to the number of trained tasks that are performed on the job.
3. Activity level refers to the frequency with which these tasks are performed.
4. Task type is the difficulty or criticality of the trained tasks performed on the job.
5. Opportunity to perform can be measured by asking former trainees to indicate:
a. Whether they perform a task.
b. How many times they perform the task.
c. The extent to which they perform difficult and challenging tasks.
6. Low levels of opportunity may indicate:
a. Refresher courses are necessary.
b. The work environment is inhibiting the use of new capabilities.
c. The training content is not important for the individual’s job.

E. Technological support
1. Electronic performance support systems (EPSSs) are computer applications that can
provide skills training, information access, and expert advice. They can be used to
enhance transfer of training by acting as an as-needed reference for trainees attempting to
apply new knowledge, skills, and behaviors on the job.
2. Trainers can monitor trainees’ use of EPSS, which provides the trainer with valuable
information about the transfer of training problems that trainees are encountering.

IV. Organizational Environments That Encourage Transfer

A. A learning organization is a company that has an enhanced capacity to learn, adapt, and
change.
1. In a learning organization, learning occurs at the individual, group and organizational
levels.
2. The learning organization emphasizes knowledge management. Knowledge management
refers to the process of enhancing company performance by designing and implementing
tools, processes, systems, structures, and cultures to improve the creation, sharing, and
use of knowledge.

B. There are four modes of knowledge sharing

1. Ways to create and share knowledge:
a. Use technology, e-mail, and social networking sites (such as Facebook) or parties on
the company intranet that allow people to store information and share it with others.
b. Publish directories of what employees do, how they can be contacted, and what
knowledge they have.
c. Develop informational maps that identify where specific knowledge is stored in the
company.
d. Create chief information officer and chief learning officer positions for cataloging and
facilitating the exchange of information in the company.
 e. Require employees to give presentations to other employees about what they have
learned from training programs they have attended.
f. Allow employees to take time off from work to acquire knowledge, study problems,
attend training, and use technology.
g. Create an online library of learning resources such as journals, technical manuals,
training opportunities, and seminars.
h. Design office space to facilitate interaction between employees.
i. Create communities of practice using face-to-face meetings, wikis, or blogs for
employees who share a common interest in a subject where they can collaborate and
share ideas, solutions, and innovations.
j. Use “after-action reviews” at the end of each project to review what happened and what
can be learned from it.
2. Keys for effective knowledge management
a. For knowledge management to be effective, the training department and information
technology department must collaborate. Training can help develop the culture as well
as the content and learning strategies. Information technology develops the systems for
accessing, sharing, and storing knowledge and delivering training.
b. Creating knowledge management leadership positions.
Chief learning, or knowledge, officers (CLOs) are leaders of a company’s
knowledge management efforts. Their job is to:
1.) Develop, implement, and link a knowledge/learning culture with the company’s
technology infrastructure, including databases and intranet.
2.) Locate knowledge and find ways to create, capture, and distribute it.
3.) Ensure that trainers, information technologists, and business units support and
contribute to the development of knowledge management practices.
4.) Actively support strategic business objectives by providing management direction
and support for learning and development activities and by ensuring that
knowledge management translates into visible benefits for the business.

c. Building the correct technology infrastructure and making it easy for the employees to
access and share information within the context of their job.
d. Trust and a willingness to share information are key personal factors that relate to
knowledge sharing.

3. Companies that are managing knowledge use several measures to evaluate the
effectiveness of their knowledge management practices, these measures are related to
company and customer benefits and include:
a. The ability to attract and retain key employees
b. Employee commitment to the company.
c. The encouragement and facilitation of effective teamwork.
d. The use of best practices and the review and updating of these practices.
e. New product introductions.
f. Customer satisfaction.
g. Repeat relationships with customers.