Chapter

Transfer of Training

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 Objectives
At the end of this lecture, students will be to:

o diagnose and solve training transfer problem.

o apply the training transfer model Process to promote training

transfer.

o create organizational environment that encourage training

transfer and identify obstacles that inhibit training transfer.

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 LECTURE STRUCTURE
What is transfer of training?
Describe the model of the training transfer Process.
What factors are important for training transfer to occur?
o Trainee Characteristics
o Training design
o Work environment characteristics.
What Obstacles in the work environment influence
transfer of training.
How to create organizational environment that will
facilitate training transfer (Learning organization).
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 GROUP EXERCISE
Divide yourselves into Groups and discuss how
as aspiring managers can ensure trainees’
transfer their capabilities on-the-job after
attending training programs.

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 What is Transfer of Training
Transfer of training - refers to trainees’
effectively and continually applying what they
learned in training (knowledge, skills, behaviors,
cognitive strategies) to their jobs.
(Noe, 2010)
Training transfer issue addresses this question:
‘’How do you ensure that the knowledge, skills,
attitudes, values and behaviours to be acquired
transfer from the training room to the workplace.
(Asare-Bediako, 2013)

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 Key factors for ensuring Training
transfer
The three key factors that play important role in ensuring training
transfer include:

Trainee characteristics
Training design.
Work environment features.

A model of Transfer Process is designed to help managers to

know how to ensure that trainee characteristics, training design
and work environment features are conducive to transfer of
training.

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 A Model of The Transfer Process

Trainee Characteristics
Motivation
Ability

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

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

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 A Model of the Transfer Process
Trainee characteristics – include ability and
motivation of trainees that affect learning.
If trainees lack the basic skills needed to master
learned capabilities (e.g. cognitive ability,
reading skills), they are not motivated to learn,
and do not believe they can master the learned
capabilities (low self-efficacy), it is doubtful the
learning and transfer of learning will occur.

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 A Model of the Transfer Process
Generalization refers to a trainee’s ability to
apply learned capabilities (verbal knowledge,
motor skills etc) to on-the-job work problems.

Maintenance refers to the process of continuing

to use newly acquired capabilities over time.

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 Training Design
Training design refers to factors built into the training program
to increase the chances that transfer of training will occur
Important features of the learning environment that increase the
chances that transfer of training will occur include:
meaningful material,
opportunities to practice,
feedback,
learning objectives
program organization and
physical features of the learning environment
For transfer of training to occur we need to apply:
Transfer of training theories
Principles of self – management
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 Transfer of Training Theories
Theory Emphasis
Identical Elements Training environment is
identical to work
environment
Stimulus General principles are
Generalization applicable to many
different work situations
Cognitive Theory Meaningful material and
coding schemes enhance
storage and recall of
training
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Appropriate Conditions Type of Transfer
Work environment features Near
are predictable and stable
Work environment is Far
unpredictable and highly
variable
All types of training and Near and far
environments
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 Transfer of Training Theories
The theory of Identical elements – proposes that transfer of
training occurs when what is being learned in the training
session is identical to what the trainee 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.
The theory of identical elements 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.
Identical elements theory is particularly relevant to make sure that
near transfer occurs.
Near transfer refers to trainee’s ability to apply learned
capabilities exactly to the work situation.
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 Transfer of Training Theories
The stimulus generalization approach – suggests that the way to
understand the transfer of training issue is to construct training so
that the most important features or general principles are
emphasized.
It is also important to identify the range of work situations in
which these general principles can be applied.
The stimulus generalization approach emphasizes far transfer.
Far transfer refers to the trainee’s ability to apply learned
capabilities to work environment, even though the work
environment (equipment, problems, tasks) is not identical to that
of the training session.

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 Transfer of Training Theories
According to the cognitive theory of transfer – the likelihood of transfer
depends on the trainee’s ability to retrieve learned capabilities.
This theory suggests that the likelihood of transfer is enhanced 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.
Also important is providing the trainee with cognitive strategies for coding
learned capabilities in memory so that they are easily retrievable
The influence of cognitive theory is seen in training design by
encouraging trainees as part of the program to consider potential
applications of the training content to their jobs.
Many training programs include having trainees identify a work problem
or situation and discuss the potential application of training content

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 Self-Management Strategies
Self-management refers to a person’s 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.

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 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
Engaging in self – reinforcement (rewarding
oneself when applying competencies on the
job). © 2005 The McGraw-Hill Companies, Inc. All rights reserved. 5 - 16
McGraw-Hill/Irwin
 Obstacles in the work environment that
inhibit transfer of training: (1 of 3)
Work Conditions (Trainee has difficulty using
new knowledge, skills, or behavior)
Time pressures
Inadequate equipment
Few opportunities to use skills
Inadequate budget

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 Obstacles in the work environment that
inhibit transfer of training: (2 of 3)
Lack of Peer Support (Peers do not support use
of new knowledge, skills, or behavior)
Discourage use of new knowledge and skills on the
job
Unwilling to provide feedback
See training as a waste of time

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 Obstacles in the work environment that
inhibit transfer of training: (3 of 3)
Lack of Management Support (Managers do
not reinforce training or provide opportunities to
use new knowledge, skills, or behavior)
Do not accept ideas or suggestions that are learned in
training
Do not discuss training opportunities
Oppose use of skills learned in training
Communicate that training is a waste of time
Unwilling to provide feedback and reinforcement for
trainees to use training content

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 Work Environment Characteristics
Influencing Transfer of Training

Climate for Manager

Transfer Support

Opportunity to Technological
Peer Use Learned Support
Support Capabilities

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 Characteristics of a Positive Climate for
Transfer of Training: (1 of 2)
Supervisors and co-workers encourage and set
goals for trainees to use new skills and
behaviors acquired in training
Task cues:
Characteristics of a trainee’s job prompt or remind
him to use new skills and behaviors acquired in
training
Feedback consequences:
Supervisors support the application of new skills and
behaviors acquired in training.

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 Characteristics of a Positive Climate for
Transfer of Training: (2 of 2)
Lack of punishment:
Trainees are not openly discouraged from using new
skills and behaviors acquired in training
Extrinsic reinforcement consequences:
Trainees receive extrinsic rewards for using new
skills and behaviors acquired in training
Intrinsic reinforcement consequences:
Trainees receive intrinsic rewards for using new
skills and behaviors acquired in training

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 Levels of Management Support for Training:

Level HIGH Description

Teaching in SUPPORT Participate as Trainer
Program

Allow Trainees Opportunity to Practice

Practice Skills

Discuss Progress with Trainees; Ask How to

Reinforcement Support Trainees’ Use of New Capabilities

Attend Session
Participation

Accommodate Attendance at Training Through

Encouragement Rearranging Work Schedule; Endorse Employees’
Attending Training
LOW Permit Employees to Attend Training;
Acceptance Acknowledge Importance of Training
SUPPORT

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 Organizational Elements That
Encourage Transfer:

Knowledge and
The Learning Knowledge
Organization Management

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 The Learning Organization
Learning organization – a company that has an
enhanced capacity to learn, adapt, and change

Training processes are carefully scrutinized and

aligned with company goals.

Training is seen as one part of a system designed

to create intellectual capital

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 Key Features of a Learning
Organization (1 of 2)
Feature Description
Continuous Learning Employees share learning with each other
Use job as a basis for applying and creating
knowledge
Knowledge Generation and Systems are developed for creating, capturing,
Sharing and sharing knowledge

Critical Systematic Thinking Employees are encouraged to think in new ways,

see relationships and feedback loops, and test
assumptions

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 Key Features of a Learning
Organization (2 of 2)
Feature Description
Learning Culture Learning is rewarded, promoted, and supported
by managers and company objectives

Encouragement of Flexibility and Employees are free to take risks, innovate,

Experimentation explore new ideas, try new processes, and
develop new products and services
Valuing of Employees System and environment focus on ensuring the
development and well-being of every employee

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 Knowledge and Knowledge Management
(1 of 3)

Knowledge refers to:

what individuals or teams of employees know how to do (human
and social knowledge)
a company’s rules, processes, tools, and routines (structured
knowledge)
Knowledge is either:
tacit knowledge – (personal knowledge based on individual
experience and influenced by perceptions and values; the
communication of tacit knowledge requires personal
communications through discussion and demonstrations ) or
explicit knowledge – refers to manuals, formulas and
specifications that are described in formal language; explicit
knowledge can either be managed by placing it in a knowledge
database or be managed by a knowledge management system.
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 Knowledge and Knowledge Management
(2 of 3)

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.

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 Benefits of Knowledge and Knowledge
Management
Knowledge management can help companies:
Get products to market quicker
Better serve customers
Develop innovative products and services
Attract new employees and retain current ones by
giving people the opportunity to learn and develop.

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 Four Modes of Knowledge Sharing

TO
Tacit Knowledge Explicit Knowledge

Tacit Knowledge Socialization Externalization

FROM

Explicit Knowledge Internalization Combination

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 Four Modes of Knowledge Sharing

Socialization – involves sharing tacit knowledge by sharing

experiences. Knowledge is shared and learning occurs through
observation, imitation and practice.
Externalization – involves translating tacit knowledge into explicit
knowledge. This takes the form of metaphors, models, concepts and
equations.
Combination – involves systematizing explicit concepts into a
knowledge system by analyzing, categorizing and using information in
a new way. Formal courses and seminars convert knowledge in this
way.
Internalization – refers to converting explicit knowledge to tacit
knowledge. Training methods such as simulations, action learning and
on-the-job experiences are used to create tacit knowledge from explicit
knowledge.
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 Ways to Create and Share Knowledge
(1 of 4)

1. Use technology and software that allows

people to store information and share it with
others

2. Publish directories that list:

 what employees do
 how they can be contacted
 the type of knowledge they have

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 Ways to Create and Share Knowledge
(2 of 4)

3. Develop informational maps that identify

where 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

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 Ways to Create and Share Knowledge
(3 of 4)

5. Require employees to give presentations to

other employees about what they have learned
from training programs they have attended

6. Allow employees to take time off from work

to acquire knowledge, study problems, attend
training, and use technology

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 Ways to Create and Share Knowledge
(4 of 4)

7. Create an online library of learning resources

such as journals, technical manuals, training
opportunities, and seminars.

8. Design office space to facilitate interaction

between employees.

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 Questions

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 READING ASSIGNMENTS

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