CHAPTER FIVE

TRANSFER OF TRAINING
Learning Objective
1. Diagnose and solve a transfer of training problem.
2. Create a work environment that will facilitate the transfer of training.
3. Explain to a manager how to ensure that transfer occurs.
4. Discuss the implication of identical elements, stimulus generalization, and cognitive theories for transfer
training.
5. Develop a self-management module for a training program.
6. Discuss the technologies that can be used to support transfer of raining.
7. Discuss the key features of the learning organization.
8. Provide recommendations for how to manage knowledge.
TRANSFER OF TRAINING AND KNOWLEDGE SHARING ARE
IMPORTANT FOR NONPROFITS
- nonprofit organizations, which provide
humanitarian and development assistance
to children and mothers in developing
countries.

Blended learning approach

E-learning programs (include both CD-ROM and
internet formats)
Course content is broken into modules to
customize content to local culture and
situations.
TRANSFER OF TRAINING AND KNOWLEDGE SHARING ARE
IMPORTANT FOR NONPROFITS

- US government agency, 90% of

training is conducted by local staff in
the field.

Train volunteers in the actual performance

situations in which they will be working based on
the belief that skills taught in training better transfer
to the work environment,
Trainees are given real-world assignments
TRANSFER OF TRAINING AND KNOWLEDGE SHARING ARE
IMPORTANT FOR NONPROFITS

- an international child abuse

prevention, education, and
public awareness.

“Stewards of Children Online” is designed to teach adults how to

prevent and recognized signs of sexual abuse in children; and
Training was developed around “universal truths” to ensure that the basic
principles emphasized in the course would be relevant for everyone,
regardless of their culture, socioeconomic background, or location.
TRANSFER OF TRAINING AND KNOWLEDGE SHARING ARE
IMPORTANT FOR NONPROFITS
- is challenged by the need to manage
knowledge gained by aid workers and
logisticians who spend only 6 months
to 1 year on a mission before leaving
the organization.

Requires volunteers who are completing an overseas mission to complete a

“hand over report” that documents their experiences and leases learned in the
field; and
Rotate staff in and out of mission positions so that workers who are leaving
can spend 1-2 weeks in the field training their replacements
TRANSFER OF TRAINING
-refers to trainees’ effectively and continually
applying what they learned in training (knowledge,
skills, behaviors, cognitive strategies) to their job.

TYPE
1. Positive transfer - when employees can apply the training in their roles
and effectiveness in transferring knowledge to improve worker’s performance.
2. Zero transfer - when there is no change in performance after a training
session.
3. Negative transfer - when employees’ performance decline after the
training.
TRANSFER PROCESS
Trainee Characteristics
• Motivation
• Ability

Training Design
• Create a Learning Environment Learning Generalization and
• Apply Theories of Transfer Retention Maintenance
• Use Self-Management Strategies

Work Environment
• Climate for Transfer
• Management and Peer Support
• Opportunity to Perform
• Technological Support
TRANSFER PROCESS
Factors:
1) Training Design - refers to the characteristics of the learning
environment (meaningful material, opportunities to practice, feedback, learning
objectives, program, organization, and physical features of the training sites).

2) Trainee Characteristics - include ability and motivation.

3) Work Environment - includes factors on the job that influence
transfer of training (managers’ support, peer support, technology support,
climate for transfer, & opportunity to use newly acquired capabilities on the job).
TRANSFER PROCESS
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 identical to
those problems and situations encountered in the learning
environment.

Maintenance - refers to the process of continuing to use newly

acquired capabilities over time.
TRANSFER OF TRAINING THEORIES
1) Theory of Identical Elements

Developed by E.L. Thorndike, “most of the transfer

occurs from one situation to another in which there
are most similar or identical elements”.

Explains that carrying over from one situation to

another is roughly proportional to the degree of
resemblance in a situation.

Example: Learning to ride a moped is easy after

learning to ride a bicycle.
- needed to teach police sergeants the skills
to handle hostage-barricade situations in
which lives are at stake.
- Simulation was chosen to provide a model of
reality, a mock-up of a real situation without the
danger.
- greater the similarity, the quicker and more effective
the transfer is.
FIDELITY TRANSFER
- refers to the extent to which
the training environment is
similar to the work
environment.

Training for airline pilots - skills in flying,

taking off, landing, and dealing with
emergency situations are learned in the
simulator, they will be easily transferred to
the work setting (commercial aircraft).
NEAR TRANSFER
- refers to trainees’ ability to apply learned
capabilities exactly to the work situation.

Specific concepts and procedures;

Explain differences between training training tasks and work
task tasks;
Encouraged trainees to focus on important differences; and
Learned behaviors or skills should contribute to effective
performance
TRANSFER OF TRAINING THEORIES
2) Stimulus Generalization Approach

- developed by Charles Judd

- consists of perceiving and
understanding what is common to
many situations, and ability of
individuals to generalize
knowledge varies with the degree
of their intelligence.
- experiences, habits, and knowledge gained in one
situation helps us to the extent to which they can be
generalized and applied to other situations.

- assumes that is what is learned in task ‘A’ transfer to task

‘B’ because in studying ‘A’, the learner develops a general
principle which applies in par or completely in both “A” or
“B”.

suggests that the way to understand the transfer of training

is to construct training so that the most important features or
general principles are emphasized.
FAR TRANSFER
- refers to the 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.
It should teach general concepts and broad principles;
Should be aware of examples from their experiences that are
similar to those emphasized in trying so that the connections can
be made among strategies that have been effective in different
situations; and
It should emphasize that the general principles might be applied
to a greater set of contexts than those presented in the training
setting.
KEY BEHAVIORS
- refer to a set of behaviors that can be used
successfully in a wide variety of situations.

Behavior modeling training

- model demonstrates these key behaviors on a
video, and trainees have opportunities to practice
the behaviors
TRANSFER OF TRAINING THEORIES
3) Cognitive Theory of Transfer
- the pace and the effectiveness of the
process of transferring the training can be
greatly increased by focusing on the
individuals’ mental models, retention of
information and comprehension.

Example - relates to the integration of mental tasks

and challenges with the training process, so that the
participants learn the core principle of the the TP
though solving those mental tasks and challenges.
COGNITIVE THEORY OF TRANSFER
- the likelihood of transfer is increased by providing
trainees with meaningful material that enhances the
chances that they will link what they encounter in
the work environment to the learned capability, and

- coding the learned capabilities in memory so that

they are easily retrievable.
APPLICATION ASSIGNMENTS
- work problems or situations in which trainees
are asked to apply training content to solve
them.

- helps trainee understand the link between the

learned capability and real-world application to make
it easier to recall the capability when needed.
TRANSFER OF TRAINING THEORIES
APPROPRIATE TYPE OF
THEORY EMPHASIS
CONDITIONS TRANSFER
Work environment features
Training environment is
Identical are predictable and stable.
identical to work Near
Elements environment.
Example: training to use
equipment.
Work environment is
General principles are unpredictable and highly
Stimulus
applicable to many variable. Far
Generalization different work situations Example: training in
interpersonal skills.
Meaningful materials and
Cognitive coding schemes enhance All types if training and
Near and far
Theory storage and recall of environments.
training content.
ENCOURAGE TRAINEE RESPONSIBILITY AND SELF-MANAGEMENT
Self-management
- refers to a person’s attempt to control certain aspects of
decision-making and behavior.

1. Determining the degree of support and negative

consequences in the work setting for using newly acquired
capabilities.
2. Setting goals for using learned capabilties.
3. Applying learned capabilities to the job.
4. Monitoring use of learned capabilities on the job.
5. Engaging in self-reinforcement.
EXAMPLES OF OBSTACLES IN THE WORK ENVIRONMENT THAT
INHIBIT TRANSFER OF TRAINING
OBSTACLE DESCRIPTION OF INFLUENCE
Work Conditions
Time pressures
Inadequate equipment Trainee has difficulty using new knowledge,
Few opportunities to use skills skills, or behavior.
Inadequate budget
Lack of Peer Support
Discourage use of new knowledge and skills on the job
Are unwilling to provide feedback Peers do not support use of new knowledge,
See training as waste of time skills, or behavior.
Lack of Management Support
Does not accept ideas of suggestions that are learned in training
Does not discuss training opportunities Managers do not reinforce training or provide
Opposes use of skills learned in training opportunities to use new knowledge, skills, or
Communicates that training is a waste of time behavior.
Is willing to provide reinforcement, feedback and encouragement
needed to use training content
SAMPLE CONTENT OF SELF-MANAGEMENT MODULE
1. Discuss lapses Note evidence of inadequacy
Provide direction for improvement

2. Identify skills targeted for transfer Specify the skills

Make them measurable and countable
Low self-efficacy
3. Identify personal or environment factors
Time pressure
contributing to lapse. Lack of manager or peer support
Time management
Setting priorities
4. Discuss coping skills and strategies Self-monitoring
Self-rewards
Creating a personal support network
5. Identify when lapses are likely Situations
Actions to deal with lapses
Manager
6. Discuss resources to ensure transfer of skills Trainer
Other trainees
WORK ENVIRONMENT CHARACTERISTICS THAT
INFLUENCE TRANSFER

A) Climate for Transfer

- refers to trainees’ perceptions about a wide variety of
characteristics of the work environment that facilitate or
inhibit use of trained skills or behavior.

- manager and peer support, opportunity to use skills, and the

consequences for using learned capabilities.
CHARACTERISTICS OF A POSITIVE CLIMATE FOR TRANSFER OF
TRAINING
Characteristics Example
Supervisors and co-workers encourage and set goals for trainees Newly trained managers discuss how to apply their training on
to use new skills and behaviors acquired in training. the job with their supervisors and other managers.

Task cues: Characteristics of a trainee’s job prompt or remind The job of a newly trained manager is designed in such a way as
him or her to use new skills and behaviors acquired in training. to allow him or her to use the skills taught in training.

Feedback consequences: Supervisors support the application Supervisors notice newly trained managers who use their
of new skills and behaviors acquired in training. training.

Lack of punishment: Trainees are not openly discouraged from When newly trained managers fail to use their training, they are
using new skills and behaviors acquired in training. not reprimanded.

Extrinsic reinforcement consequences: Trainees receive Newly trained managers who successfully use their training will
extrinsic rewards for using new skills and behaviors acquired in receive a salary increase.
training.
Intrinsic reinforcement consequences: Trainees receive Supervisors and other managers appreciate newly trained
intrinsic rewards for using new skills and behaviors acquired in managers who perform their job as taught in training.
training.
SOUTHWEST AIRLINES FLIP CHARTS
- c o s t c h e c k l i s t s ex p l a i n i n g h o w
employees can contribute to the
company’s bottom line are distributed
companywide after the training;

- large posters displaying company’s 4

“magic number” (net income, unit cost
measure, net margin, and invested capital)
- include blank columns that managers
are expected to complete and regularly
update to show the past years
performance, current years goals, year-
to-date numbers, and quarterly results.
WORK ENVIRONMENT CHARACTERISTICS THAT
INFLUENCE TRANSFER

B) Manager Support
- refers to the degree to which trainees’ managers (1)
emphasize the importance of attending training programs,
and (2) stress the application of training content to the job.

- trainees and managers asked to prepare and send

memos to each others describing what the other
person should “start to do”, “continue to do”, “do
less”, or “stop doing” to improve learning transfer.
LEVELS OF MANAGEMENT SUPPORT FOR TRAINING
ACTION PLAN
- is a written document that includes the steps
that the trainee and manager will take to ensure
that training transfers to the the job.
(1) a goal identifying what training content will be used and how it will
be used (project, problem);
(2) strategies for reaching the goal (including what the trainee will do
differently, resources needed, and type of support from managers and
peers);
(3) strategies for receiving feedback; and
(4) expected results.
SAMPLE
OF
ACTION
PLAN
CHECKLIST FOR
DETERMINING
LEVEL OF
MANAGER
SUPPORT FOR
TRAINING
WORK ENVIRONMENT CHARACTERISTICS THAT
INFLUENCE TRANSFER
C) Peer Support
- or support network is a group of two or more trainees
who agree to meet and discuss their progress in using
learned capabilities on the job.

- may involve face-to-face meetings or communications via e-mail by

sharing successful experiences in using training content on the job or
discuss how they obtained resources needed to use training content or
how they coped with a work environment that interfered with use of
training content.
WORK ENVIRONMENT CHARACTERISTICS THAT
INFLUENCE TRANSFER
D) 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.

- assigned work experiences (problems or tasks) that require

their usage, or personal responsibility to seek out
assignments that allow them to use newly acquired
capabilities.
- for low levels of opportunity, trainees may take refresher
courses (practice and review training content)
WORK ENVIRONMENT CHARACTERISTICS THAT
INFLUENCE TRANSFER
E)Technological Support or electronic
performance support systems (EPSSs)
- are computer applications that can provide skills training,
information access, and expert advice.

- 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.
CAGLES, INC.
- uses EPSS for employees who maintain
the chicken processing machines;

- Trainers may also monitor trainees’ use

of EPSS to find out problems encounter
o n t r a i n i n g d e s i g n ( e.g . l a c k o f
understand of process or procedure) or
work environment (e.g. trainees either
not having or not being able to find
resources or equipment needed to
complete an assignment).
ORGANIZATIONAL ENVIRONMENTS THAT ENCOURAGE TRANSFER

Learning Organization
- is a company that has an enhanced capacity to learn,
adapt, and change.

Human Capital
- to teach employees basic capabilities to perform
their current jobs, and to stimulate creativity and
innovation plus motivate employees to acquire and
apply knowledge.
KING ARTHUR FLOUR COMPANY
- encourages its 160 employees to learn
about baking
a) to motivate them to perform their jobs
well, and
b) to help customers better understand its
product.

- offered 15 “Brain Food” classes each year

(i.e. how to bake whole-grain breads, how to
read company financial statements, and
managing personal finances).
KEY FEATURES OF A LEARNING ORGANIZATION
• Employees feel safe expressing their thoughts about work, asking
questions, disagreeing with managers, or admitting mistakes.
• Different functional and cultural perspectives are appreciated.
Supportive Learning
• Employees are encouraged to take risks, innovate, and explore the
Environment untested and unknown, such as trying new processes and
developing new products and services.
• Thoughtful review of the company’s processes is encouraged
• Knowledge creation, dissemination, sharing, and application are
Learning Processes practices.
and Practices • Systems are developed for creating, capturing, and sharing
knowledge.
• Managers actively question and listen to employees, encouraging
dialogues and debate.
Managers Reinforce • Managers are willing to consider alternative points of view.
Learning • Time is devoted to problem identification, learning processes and
practices, and post-performance audits.
• Learning is rewarded, promoted, and supported.
KNOWLEDGE & KNOWLEDGE MANAGEMENT
Knowledge
- refers to what individuals or teams of employees know or
know how to do (human and social knowledge) as well as a
company’s rules, processes, tools, and routines (structured
knowledge).
1) Tacit knowledge - personal knowledge based on individual
experience and influenced by perceptions and values
(discussion and demonstrations).
2) Explicit knowledge - refers to manuals, formulas, and
specifications that are described in formal language (database
or management system).
4 MODES OF KNOWLEDGE SHARING
Tacit Knowledge Explicit Knowledge

Socialization Externalization
Tacit Knowledge Observation, imitation and Metaphors, models, concepts,
practice and equations

Internalization Combination
Explicit Knowledge Simulations, action learning, and Analyzing, categorizing, and
OJT experiences using information in a new way
KNOWLEDGE MANAGEMENT
- refers to the process of enhancing company
performance by designing and implementing
tools, processes, systems, structures, and
cultures to improve the creation, charing, and
use of knowledge.

- get products to market quicker, better serve

customers, develop innovative products and
services, and attract new employees and retain
current ones by giving them an opportunity to
learn and develop,
WAYS TO CREATE, SHARE, AND USE KNOWLEDGE
1. Use technology, e-mail, and social networking sites or portals on the
company intranet that allow people to store information and share it
with others.
2. Publish directories that list what employees do, how they can be
contacted, and the type of knowledge they have,
3. Develop informational maps that identify specific knowledge is
stored in the company.
4. Create chief information officer and chief learning officer positions
for cataloging and facilitating the exchange of information in the
company.
5. Require employees to give presentations to other employees about
what they have learned from training programs they have attended.
WAYS TO CREATE, SHARE, AND USE KNOWLEDGE
6. Allow employees to take time off from work to acquire knowledge,
study problems, attend training opportunities, and use technology.
7. Create an online library of learning resources (journals, technical
manuals, training opportunities, and seminars).
8. Design office space to facilitate interaction between employees.
9. Create communities of practice using F2F meetings, wikis, or blogs
for employees who share a common interest in a subject.
10. Use “after-action reviews” at the end of each project to review
what happened and what can be learned from it.
KEYS FOR EFFECTIVE KNOWLEDGE MANAGEMENT
1) collaboration between training and the
information technology department,
2) creating leadership positions in charge of
knowledge management,
3) providing easy-to-use technology, and
4) ensuring employee trust and willingness to share
knowledge