Escolar Documentos
Profissional Documentos
Cultura Documentos
E xcel l en ce
Transfer of Learning
Presentation Overview
This presentation is designed for: Supervisors Administrators Field Program Specialists Training coordinators
Presentation Overview
The purpose of this presentation is to help managers enhance their ability to: promote staff members readiness to learn create and sustain a constructive learning environment in their work unit use transfer of learning strategies to promote staff members job performance
Presentation Overview
This presentation includes the following topics: Transfer of learning definition Key players in the transfer of learning process and their roles Supervisory responses that promote transfer of learning Strategies to promote transfer of learning
Transfer of Learning
"That almost magical link between classroom performance and something which is supposed to happen in the real world" - J. M. Swinney.
skills, and attitudes acquired in a training setting to the job. This encompasses what happens in agencies, before, during and after staff attend training to either support or undermine the likelihood that what is learned will actually be applied and result in improved job performance.
With practice on the job, the level of an individuals skill will increase beyond the level demonstrated at the end of training.
Organizations expend a large amount of staff time and money on formal training programs every year. In order to maximize the investment in training, everyone involved in the training process and the entire organization needs to be concerned about the transfer issue.
As a supervisor/manager you play a major role in helping to promote the transfer of learning. Your responses to the trainee and your attitude about the training can either help or hurt this process.
Supervisory Responses
In order for transfer of learning to be successful, supervisors must assume an "encouraging" and a "requiring response to staff development activities.
Encouraging response:
Discuss the training course with the case manager before he/she goes to the class Attempt to create a readiness to learn Encourage the case manager to apply learning upon returning to the job
Requiring response: Know what the staff member learned Design activities to promote transfer Provide coaching and feedback Assess achievement
Taking a preventing, discouraging or even neutral position to professional development activities results in barriers to the transfer of learning process.
Preventing response: I know what you learned in training, but we dont do it like that.
Discouraging response:
Thats good information, but its not realistic.
Neutral response: Whatever makes you happy as long as you get your work done."
Training Partnership
The three primary players in the transfer of learning effort are the trainees, the trainer, and management. This is referred to as the training partnership.
Trainers includes curriculum designers, subject matter experts, and the instructor who actually delivers the training.
Management includes direct supervisors, administrators, Field Program Specialists, and Training Coordinators.
Each of the primary partners has a specific role to play and actions to take, or not take, before, during, and after training occurs. These actions will affect the likelihood that transfer will occur. In fact, as a result of research, we can rank the significance of each combination of role player and time period on a scale of 1 to 9.
Before
Supervisor/ Management Trainer/ Curriculum Developer Trainee
During
After
?
? ?
?
? ?
?
? ?
Before
Supervisor/ Management Trainer/Curriculum Developer Trainee
During
After
8 4 5
3 9 6
2 7
The most powerful factor in promoting the transfer of learning is what the supervisor does BEFORE the training even occurs. Notice that the supervisor/management occupies two of the top three positions in the matrix.
Send co-workers to training together. Inform them they will be required to jointly report on the training when they return. Consider having them work collaboratively to improve their performance in the areas explored in training.
Support and require the use of job aids. Instead of staff putting their participant guides and other job aids on a shelf or in a drawer after training, imagine how performance could be improved if they actually used this material on the job. If job aids were not provided in training, encourage employees to create their own and share with each other.
True or False?
Transfer of Learning is primarily an issue of concern when people are learning technical skills.
What do you think true or false?
False
Transfer of learning is relevant to all kinds of knowledge and skills.
Learning is important-but performance is the ultimate goal
True or False?
Whether adults transfer their learning is their business, not the agencys business
Mostly False
Its true that we cant force people to use new learning, but what is the point of organizationsponsored development, if the organization cant expect to receive a return on its training investment?
We cant force, but we can motivate and create the proper environment.and we can hold people accountable for their performance.
True or False?
If participants are happy or satisfied at the end of a training course, it usually means that they will use the skills that theyve learned.
What do you think true or false?
False
Research indicates there is no significant relationship between: - perceptions of enjoyment of a training and performance - perceptions of the instructors effectiveness and performance - perceptions of the amount learned and performance
We have to be deliberate and strategic about transfer of learning and not assume that a good training will automatically result in improved performance. Its not just the learning of new skills that produces better outcomes, it is the transfer of that learning into more effective and efficient performance that ensures success.
Websites: http://humanresources.about.com/od/trainingtransfer/a/training_work_2.htm
Training Request
Interested in having a live presentation on transfer of learning? We can provide a short training session for supervisors and administrators at your location.
Contact: Amy Mobley ammobley@dhr.state.ga.us
A Closing Word
We hope you found this brief overview of transfer of learning helpful. For more strategies, check out the Professional Excellence Resource Library on the Education and Training Services website. Here you will find tools for supervisors related to specific Professional Excellence courses. This will be updated periodically as new courses and aids are developed. http://www.dfcs.dhr.georgia.gov/portal/site/DHRDFCS/menuitem.8237042e9dbda3aa50c8798dd03036a 0/?vgnextoid=9d8e375cbf34d110VgnVCM100000bf010 10aRCRD&vgnextchannel=58b629c8facb0110VgnVCM 100000bf01010aRCRD