TRANSFER OF TRAINING: FOCUS ON TRAINING DESIGN

Transfer of Training
It refers to trainees effectively and continually applying what they learned in training on their jobs.

It is influenced by: work environment trainee characteristics training design

A Model Of The Transfer Process

Trainee Characteristics Motivation Ability Training Design Create a Learning Environment Apply Theories of Transfer Use Self-Management Strategies Learning Retention Generalization and Maintenance

Work Environment Climate for Transfer Management and Peer Support Opportunity to Perform Technological Support

TRAINING DESIGN
It refers to factors built into the training program to increase the chances that transfer of training will occur.

It includes meaningful material, opportunities to practice, feedback, learning objectives, program organizations and physical features of the training site.

TRAINEE CHARACTERISTICS
It includes abilities and motivation that affect learning. If trainees lack the basic skills needed to master learned capabilities, are not motivated to learn, and do not believe that they can master the learned capabilities, it is doubtful that learning and transfer of training will occur.

WORK ENVIRONMENT

It includes factors on the job such as managers support, peer support, technology support, the climate for transfer, and the opportunity to use newly acquires capabilities on the job.

TRANSFER OF TRAINING

Generalization it refers to trainees capabilities to apply learned capabilities to on-the-job work problems and situations that are similar but not completely identical to those situations encountered in the training program. Maintenance it refers to the process of continuing to use newly acquired capabilities over time.

Transfer of Training Theories

Theory Identical elements Emphasis Training environment is identical to work environment Appropriate Conditions Work environment features are predictable and stable Type of Transfer Near

Stimulus General principles Work environment generalization are applicable to is unpredictable many different and highly variable work situations
Cognitive theory Meaningful material and coding schemes enhance storage and recall of training All types of training and environments

Far

Near and far

THEORY OF IDENTICAL ELEMENTS

Fidelity the extent to which the training environment is similar to the work environment.

Near Transfer trainees ability to apply learned capabilities exactly to the work situation.

THEORY OF IDENTICAL ELEMENTS

Programs of Near Transfer should include: Specific concepts and procedures. An explanation as to any differences between training tasks and work tasks. Behaviors or skills that would contribute to effective performance.

STIMULUS GENERALIZATION

Far Transfer trainees ability to apply learned capabilities to the work environment even though the work environment is not identical to that of the training session.

STIMULUS GENERALIZATION
Programs of Far Transfer includes: General concepts and broad principles Examples from trainees experiences that are similar to those emphasized in training so that connections can be made among strategies that have been effective in different situations. General principles that might be applied to a greater set of context.

COGNITIVE THEORY OF TRANSFER

It is seen in training design be encouraging trainees as a part of the program, to consider potential applications of the training content to their jobs. Application Assignments work problems or situations in which trainees are asked to apply training contents to solve them. It helps the trainees understand the link between the learned capability and real-world application, which makes it easier to recall the capability when needed.

Self-Management Strategies
It refers to a persons attempt to control certain aspects of decision making and behavior.

Training programs should prepare employees to self-manage their use of new skills and behaviors on the job.

Self-Management Strategies
Self-Management Involves: Determining the degree of support and negative consequences in the work setting for using newly acquired skills. Setting goals for using learned capabilities. Applying learned capabilities to the job. Monitoring use of learned capabilities on the job. Self reinforcement.

Self-Management Strategies
Self-management is important because the trainee is likely to encounter several obstacles in the work environment that inhibit transfer of training. Lapses happens when the trainee used previously learned, less effective capabilities instead of trying to apply the capability emphasized in the training program.

Sample Content of Self-Management Module:

Discuss lapses Note evidence of inadequacy Provide direction for improvement Identify skills targeted for transfer Identify when lapses are likely Situations Actions to deal with lapses Identify personal or environment factors contributing to lapse Low self-efficacy Time pressure Lack of manager or peer support

Sample Content of Self-Management Module:

Discuss coping skills and strategies Time management Setting priorities Self-monitoring Self-rewards Creating a personal support network Discuss resources to ensure transfer of skills Manager Trainer Other trainees

DEVELOPING TRAINING OBJECTIVES

The objective refers to the purpose and expected outcome of training activities. Training objectives based on the training needs analysis help employees understand why they need the training. Objectives are useful for identifying the types of training outcomes that should be measured to evaluate a training programs effectiveness.

TYPES OF TRAINING OBJECTIVES

1. TRAINEE REACTION OBJECTIVES 2. LEARNING OBJECTIVES Describes the desires trainee attitudinal and subjective evaluations of training. Describes the type of behavior that will demonstrate the learning. Describes the job behaviors that would be affected by training. Describes the organizational outcomes that will be affected by the transfer of learning to the job and the criteria that will signify that organizational outcome objectives have been achieved.

3. TRANSFER OF TRAINING OBJECTIVES

4. ORGANIZATIONAL OUTCOME OBJECTIVES

THREE COMPONENTS OF TRAINING OBJECTIVES

Performance or outcome: What should be expected to occur? Criterion: What criteria outcome is acceptable? signify that the

Conditions: Under what conditions is the outcome expected to occur?

ADVANTAGES OF TRAINING OBJECTIVES

Trainees understand exactly what will be required at the end of the training. It also provides a context for focusing trainee attention. With clear objectives, training designers can check the training methods and contents against the training objectives to ensure that they are consistent.

ADVANTAGES OF TRAINING OBJECTIVES

Trainers can facilitate the learning process more effectively. They will be able to highlight the relationship of particular segments of the training to the objectives.
Training evaluators can define the behaviors expected at the end of the training.