Management Actions to Support Transfer of Training

By MARY L. BROAD
s human resource development professionals, we claim we can help organizations reach their goals of improved productivity through more effective HRD efforts. We maintain we can provide expert assistance to management in studying performance problems and identifying appropriate solutions. When learning activities for purposes of training (to improve performance in the current job), education (to prepare for an upcoming job) or development (to prepare for future growth in the organization) are indicated, we can bring both traditional and sophisticated new HRD technologies into play.^ Research I recently completed, however, demonstrates that we often overlook important ways to improve results as well as enhance our credibility with management. To make our HRD efforts pay off, we should invest more energy in developing visible management support for training back on the job. There are certain basic facts about our field: Contemporary organizations make, as a whole, heavy investments in training/education/development. One estimate put the annual costs in the United States at well over $100 billion.^ Unfortunately, most evaluations of training find little measurable behavioral change on the job. Studies on the long-range effects of training show, in most cases, no significant difference following training in the occurrence of those organizational problems which the training was designed to improve.^ The desired results of training are generally achieved only in those situations in which management clearly demonstrates consistent support for the transfer of that training to the job." In our efforts to improve training results, we in HRD have concentrated on improving the design of the training itself. We have not put time and effort into an equally essential area: arranging for appropriate actions by management to support the full use of the training on the job. Experienced HRD practitioners are all too familiar with the evidence of lack of management support. Common examples are: Notification of an employee on Friday that he or she should report for a training session beginning on Monday, to take the place of another employee who is unable to attend, with no assurance that the training is appropriate or necessary for him or her; Messages for trainees, during training sessions, from supervisors who demand their attention regarding ongoing work concerns; Lack of interest by the supervisor, back on the job, in seeing that the employee applies what he or she has learned. Management support actions I completed a research study which asked a select group of HRD leaders-the 1978 presidents of all non-student chapters of the American Society for Training and Development (ASTD)-to review a list of 74 actions management can take to support the transfer of training to the job.5 These HRD leaders were asked to identify and rate the importance of each action they had actually observed in any organization. They were also asked to add any other management support actions they had observed which were not on the list. The listed actions were compiled in a survey of HRD literature. They covered management support for a wide variety of training programsorientation, skills training, supervisory and management development, etc.in many types of organizations. The list was limited to actions that support a specific training program, rather than overall management support for the training function. The 74 actions are shown in Figure 1. The actions are grouped into five categories; these were adapted from categories identified and labeled "support systems" by Leonard Nadler in 1971. The first category is Upper Management Involvement, actions by those at the policymaking level of the organization that are designed to support full use of learning from a specific training program. These actions may occur before, during or after training takes place; they were placed in a single category to assist HRD professionals and top managers in arranging for support actions appropriate for a particular training program.

Mary L. Broad is assistant deputy director, career development, education and training at the Defense Communications Agency, Arlington, VA.

124 Training and Development Journal, May 1982

They include top management participation in training, allocation of resources for training and incorporation of training outcomes into the structure and processes of the organization. The other four categories involve actions by managers and supervisors below the top level of the organization. Pretraining Preparation covers actions by managers and supervisors of trainees before training begins. These actions support the training program through participation in training design and development, selection and preparation of trainees and commitment for full trainee attendance. Support During Training includes actions by managers and supervisors to maintain the relationship betv^feen trainee and job during the training period. These actions free the trainee to concentrate on training without distraction and show continuing management interest in the training program. Job Linkage involves actions designed to facilitate the entry or reentry of the trainee into the work situation. These actions occur toward the end of the training program as well as immediately following arrival back on the job. They show management what the trainee has learned for immediate and full use on the job. Follow-up covers actions which provide ongoing reinforcement on the job for use of new behaviors learned during training. These actions support the incorporation of new trainee behaviors into the ongoing processes of the organization. Responses to the questionnaire were received from 80 percent (84) of the 105 presidents of. nonstudent ASTD chapters, a high rate of return. Overall results were: Of the 74 listed actions, 71 (96 percent) were rated important by a majority of the HRD leaders, while only 36 (49 percent) had been observed by most of the leaders; Most leaders rated the 39 actions observed"iDy--inost

HRD leaders important; Only eight additional actions were suggested, each by only one leader; this was not sufficient evidence of use or importance to warrant inclusion of these actions in the list. Differences among categories of actions When responses for the five categories are compared, clear similarities and differences appear in "observation" and "importance" ratings. In Figure 1, the percentage of HRD leaders who observed each action in an organization and the percentage of leaders who rated that action important are shown. (Response percentages of 50 percent or greater are indicated by asterisks.) Also presented are analyses of data which show similarities and differences among categories. In general, actions in all categories were rated important by high percentages of leaders. As shown in the analysis for each category, the mean percentages of leaders rating each category's actions important were similarly high: Upper Management Involvement, 80 percent; pretraining Preparation, 86 percent; Support During Training, 83 percent; Job Linkage, 81 percent; Followup, 83 percent. Levels of observation differed among categories. Actions in the first three categoriesUpper Management Involvement, Pretraining Preparation and Sup: port During Trainingwere ^ observed by means of 57-62 percent of the HRD leaders. Actions in the other two categoriesJob Linkage and Follow-upwere observed by means of only 36 . percent and 38 percent of the leaders, respectively. Thus, actions in Job Linkage and Followup categories occur much less frequently than actions in the categories of Upper Management Involvement, Pretraining Preparation and Support During Training. The numbers of actions in each category which were observed

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and rated important by a majority of HRD leaders also show differences among categories. The percentages of actions observed by most HRD leaders in Upper Management Involvement, Pretraining Preparation and Support During Training range from 57-80 percent, moderate to high. But the percentages of actions observed by most leaders for Job Linkage and Follow-up are only 6 percent and 27 percent respectively, quite low. In general, most of the actions in the first three categories, but very few in the latter two categories, were observed by most HRD leaders. Yet almost all actions in all categories (from 86-100 percent)

were rated important by a majority of the leaders.

Most important actions

A look at the eight actions which were rated important by the highest percentages of HRD leaders shows the lower levels of occurrence. The two highestrated actions, rated important by 99 percent of the leaders, are 1.6 (authorizes released time for training) and 2.1 (participates in assessment of training needs). They were observed by 88 percent and 82 percent of the leaders, respectively. The three actions rated important by 98 percent of the leaders are 2.1 (notifies employees of selection

Figure 1 . Management Actions to Support Transfer of Training to the Job THE JONES GROUP, INC. I l l Main Street Hosbrouck Heights New Jersey O76O4 Tel. (2O1) 288-54OO Circle No. 161 on Reader Service Card Actions 1. 1.1 1.2 Upper management involvement (policy level management) Names appropriate personnel to training design committee Participates in preview of training program Participates in advance briefing of managers and supervisors on training program Issues statement on'new performance levels expected foilowing training Requires attendance at training for certain categories of employees Authorizes reieased time or changed work hours to allow participation in training Provides appropriate physical facilities for training program Notifies employee by letter of selection for training Approves use of confidential organizational data as resources for training Participates in one or more training sessions Meets with trainees to discuss ways to apply new behaviors Guarantees salary increase on return to job or after successful on-the-job experience Gives preference to trainees for promotions following training Authorizes production differentials for trainees for short period back on job Pretraining preparation (manager and/or supervisor) Actively participates in assessment of training needs Actively participates in development of instructional objectives for training Actively participates in design of training program Actively participates in selection of experienced/effective managers, supervisors, employees as instructors Authorizes training for inhouse instructors in design/delivery skills as needed Selects trainees on basis of training plans for each employee Contributes to development of criteria for selecting employees for training Discusses training plans with union officials representing potential trainees Selects trainees according to established criteria for that training program Notifies employees of selection for training as positive, not negative action Confers with employees on reasons for selection for training Confers with employees on performance expectations following training Notifies trainees of selection with lead time for work and family-related plans Allows involvement by trainees in planning training program Arranges to have trainee's work covered during training period Arranges convenient schedule during work hours, not on trainee's own time Approves rating of trainee's job performance before training by co-workers and/or subordinates, as basis for assessing post-training performance Reviews instructional materials for technical accuracy Assures attendance by trainee at all training sessions Allows trainee preparation time before training sessions Assists trainee, as requested, with required training assignments Authorizes cost of training to be charged to work unit

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1.3 1.4 1.5 1.6 1.7

1.8 1.9 1.10 1.11 1.12 1.13 1.14 2. 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22

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for training as positive action), 3.1 (releases trainees from normal duties during training) and 3.3 (prevents work-related interruptions of trainees). These were observed by 70-88 percent of the leaders. The three actions rated next highest in importance, by 96 percent of the leaders, are 2.15 (has trainee's work covered during training), 4.7 (develops opportunities for trainees to use new behaviors immediately on the job) and 5.2 (has regular individual conferences with trainees back on job). These were observed by 48-68 percent of the leaders. Overall, only half of these management actions to support the transfer of training to the job

are widely used, while almost all are considered important by HRD leaders. (Only three actions1.12, 1.14 and 4.14were rated important by less than half of the leaders.) Analyzed by category, actions in Upper Management Involvement, Pretraining Preparation and Support During Training occur fairly often; most of the underused actions are in Job Linkage and Follow-up. This is particularly unfortunate, since the transition to the job and the time following return to the job after training are critical periods when new learning may be applied successfully or may be abandoned by the trainee as too

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Responses (%) by HRD Leaders Action Observed Important

Analysis Upper management involvement: 8 of 14 actions (57%) had been observed by most HRD leaders; 12 actions (86%) were rated important by most leaders. For all actions, the mean responses were: Observed, 59%; Important, 80%. Two actions were observed and rated important by less than half of the HRD leaders. Most of these actions were considered quite important by most leaders, and had been observed by low to high percentages of the HRD leaders.

1.1 1.2 1.3 .4 .5

.6 .7 .8 .9 1.10 1.11 1.12 1.13 1.14

73* 83* 71* 32 82* 88*

86* 68* 44 79* 45 15 40

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89* 95* 93* 83* 84* 99* 94* 78* 70* 92* 90* 35 77* 41

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Pretraining preparation:

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10
2.11

82* 62* 64* 68* 69* 48 63* 27 59* 70* 61* 51* 50* 45 68* 79* 20 51* 52* 45 48 65*

99* 90* 75* 87* 93* 90* 93* 56* 95* 98* 95* 90* 92* 77* 96* 95* 61* 79* 87* 90* 83* 75*

16 of 22 actions (73%) had been observed by most HRD leaders; all actions (100%) were rated important by most leaders. For all actions, the mean responses were: Observed, 57%; Important, 86%. All of these actions were considered quite important by most leaders, and had been observed by low to high percentages of HRD leaders.

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2.12
2.13

2.14 2.15 2.16

2.17

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2.18 2.19 2.20 2.21

* Responses by 50% or more of the HRD leaders.

Training and Development Journal, May 1982 127

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difficult or unworkable. Clearly, important means to improve the results of training are being overlooked, even though managers and HRD practitioners in many organizations are increasingly aware of the need to increase productivity while controlling the high costs of training. HRD professionals lose many opportunities to help the organization realize a return on its investment in training. Two limitations Before using the results of this study, managers and HRD practi-

tioners should consider two limitations. First, there is no single set of recommended actions. Many factors influence the selection of appropriate actions for any situation: the organization's environment, culture and practices; the nature of the specific training program (type of training, trainees, etc.); and differences in the management styles of managers and supervisors of trainees. Second, there is a lack of empirical studies measuring the effectiveness of these actions in increasing the use of training on the job.

Management Actions to Support Transfer of Training to the Job

(Continued) Actions Support during training (manager and/or supervisor) Releases trainees from normal duties during training Fills trainee position on temporary basis during training period Arranges to prevent work-related interruptions of employees during training Allows trainees to attend only those sessions relevant to their specific needs Authorizes alternate cycles of training, return to job for practice, then back to train ing for new learning 3.6 Checks up on employees absent from training 3.7 Arranges for organization to use products developed by trainees 3.8 Arranges for organization newsletter to cover training program 3.9 Participates in one or more training sessions 3.10 Awards certificates of successful completion of training 4. 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 5. 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 Job iinkage (manager and/or supervisor) Studies data on new trainees about to arrive on job after training During training, heips trainees set realistic goals for job performance Plans assessment procedures to use when trainee is back on job Practices ways to reinforce use of new job behaviors by trainee Prepares work site for trainee's arrivai on job Schedules meeting with trainee back on job to plan use of new skills Develops opportunities for trainees to use new behaviors immediately on the job Assigns trainee to supervisor who is good model and encourages use of new skills Provides trainees with checklists/worksheets for use on job Keeps log of counseling/coaching provided to trainee on the job Has trainee share training experience, iearning with co-workers on job Assigns trainee to work site where trainee has something in common with co-workers Assigns experienced co-worker to help trainee as needed Pays temporary co-worker/trainer at higher rate when helping trainee Provides behavioral checklists to trainees as self-feedback instruments Approves conferences between trainees, instructors for guidance, feedback on job Eases pressures of work for trainees for short period back on job Follow-up (manager and/or supervisor) Involves trainees in work-related decisions based on new learning Has regular individual conferences with trainees back on the job Approves regular meetings of groups of trainees to discuss use of new behaviors Informs trainee of regularly increased expectations for levels of job performance Gives positive reinforcement for desired trainee performance Regularly announces data on trainee's use of new behaviors Requests reports from trainees on use of new skills, knowledge on job Arranges later follow-up workshop for trainee reports on projects, action plans Provides occasional practice sessions for important but seldom used skills Sends copies of training proceedings and/or evaluations to trainees Circulates newsletter among trainees to share ideas, actions back on job 3. 3.1 3.2 3.3 3.4 3.5

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128 Training and Development Journal, May 1982

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With these limitations in mind, HRD practitioners, managers and supervisors can use the list of management support actions in several ways The list 3f management support actions can be used by HRD practitioners to communicate with managers and supervisors about their roles and responsibilities in supporting the transfer of training to the job. Actions can be selected from the list which are appropriate for a given training program in a specific setting. Special attention should be given to actions in the Job Linkage and Follow-up categories, since these are less likely to occur than actions in other categories. The list of selected actions can be used during the development of a training program to plan and schedule those actions by top management and other managers and supervisors. The list of selected actions can then be used to monitor the use of scheduled actions by managers and supervisors before, during and after training. For each training program. records should be kept on the
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Responses (0/0) by HRD Leaders Action Observed Important Analysis Support during training:
11
O. 1 OO

1 9 o.^

^11 Q 1'

33 34 3.5 3.6 3.7 3.8 3.9

3.10

77 45 57 60 31 57 76 81

98* 74* 98* 61* 90* 89* 68* 76* 87* 89*

8 of 10 actions (80%) had been observed by most HRD leaders; all actions (100%) were rated important by most leaders. For all actions, the mean responses were: Observed, 62%; Important, 83%. All of these actions were considered quite important, and had been observed by low to high percentages of the HRD leaders. Job linkage:

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4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17

36 35 32 36 30 47 48 44 28 31 45 29 62 * 19 24 45 20

86* 90* 89* 94* 86* 93* 96* 92* 73* 80* 90* 70* 92* 37 70* 89* 60*

Only one of 17 actions (6%) had been observed by most HRD leaders; 16 actions (94%) were rated important by most leaders. For all actions, the mean responses were: Observed, 36%; Important, 81%. All but one of these actions were considered quite important. Only one of these had been observed by a moderately high percentage of HRD leaders; all others had been observed by low percentages of leaders.

Follow-up:
5.1 5.2 5.3 5.4 5.5 5 6 5.7 5.8 5.9 5.10 5.11 58

52 30 36 52 15
41 41

27 40 21

95* 96* 85* 85* 93* 63* 85* 88* 82* 74* 63*

3 of 11 actions (27%) had been observed by most HRD leaders; all actions (100%) were rated important by most leaders. For all actions, the mean responses were: Observed, 38%; Important, 83%. All of these actions were considered quite important, and had been observed by low to moderate percentages of leaders.

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Training and Development Journal, May 1982 129

management support actions taken, the type of training, demographic characteristics of trainees, etc., to build up a data bank on which to base future judgments on the use of specific actions. Further research is clearly needed on the effectiveness of specific actions in various settings and for different types of training. The results of this study, however, show widespread agreement among HRD leaders that almost all of these management support actions are important in making sure that training is fully used back on the job. The costs of training and the need to increase productivity and job satisfaction are extremely important issues in many organizations. Use of the results of this study may help HRD practitioners take a more active role in

addressing these issues, increasing the impact of training and improving the image of the training function in their organizations.

References 1. Leonard Nadler, Developing Human Resources, 2nd ed.. Gulf Publishing Company, Houston, 1979. 2. Thomas F. Gilbert, "Training: the $100 Billion Opportunity," Training and Development Joumai, 30 (11), 3 (1976). 3. John P. Campbell, "Personnel Training and Development," Annual Review of Psychology, 22, 565 (1971). A.A. Imberman, "Foremen Training: the Ideal and the Reality," Personnel Joumai, 54, (4), 222 (1975).

Edwin A. Fleishman, Edwin F. Harris & Harold E. Burtt, Leadership and Supervision in Industry, Monograph No. 33, Columbus, Ohio, Personnel Research Board, Ohio State University, 1955. Saul W. Gellerman, "The Training Responsibilities of Supervisors," Education and Training (Great Britain), 18 (4), 108 (1976). James N. Mosel, "Why Training Programs Fail to Carry Over," Personnel, 34 (3), 56 (1957). Mary L. Broad, Identification of Management Actions to Support Utilization of Training on the Job, unpublished doctoral dissertation. The George Washington University, 1980. Leonard Nadler, "Support Systems for Training," Training and Development Joumai, 25
(10), 2 (1971).

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