Transfer of Training

Learning Objectives

1.

Define transfer of training and the primary

theories of transfer.

2.

Discuss the role and importance of transfer in

evaluating training outcomes.

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Learning Objectives (contd)

3.

Discuss three factors that affect transfer and

learner performance.

4.

Discuss how transfer can be supported before,

during and after training.

5.

Identify key stakeholders to support transfer

strategies.

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Think About It

Why do employers offer training to their

employees??

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Key Terms and Definitions

Definition: Training transfer is effectively and continually

applying on the job what the trainee learned during training.

Goals of successful training transfer:

> Trainees generalize skills to the work setting.
> Trainees maintain skills in the work setting.

Training transfer is measured after participation in a training

program.

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Transfer-of-Training Theories
Theory

Emphasis

Appropriate Conditions

Type of Transfer

Identical Elements

Training environment is identical

to work environment.

Work environment features are

predictable and stable.

Near

Stimulus
Generalization

General principles are

applicable to many different
work situations.

Work environment is unpredictable

and highly variable.

Far

Cognitive Theory

Meaningful material and coding

schemes enhance storage and
recall of training.

All types of training and

environments.

Near and far

Noe (2008)

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Training Evaluation Process: Kirkpatricks Framework

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Class 1 Summary & Activity

Training transfer is critical to ensure that learning is used to

enhance performance. Unfortunately, many employers do
not measure training transfer.

Activity 1 will measure your knowledge of the key terms

and theories reviewed in this class.

Our next class will focus on the three main factors of

training transfer.

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Class 2 - Introduction Activity Quick Review

Identify three key learning points from our prior

discussion of transfer; definitions, types and the
role in evaluation.
Pair up with a partner and share your ideas. We will
discuss these as a class.

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Think About It

Recall a learning experience where you successfully

transferred your knowledge and skills to another setting.

What helped you transfer your knowledge and skills?

Were there interventions or activities that were useful in
supporting your transfer of training to your job?

What worked against successfully transferring your

knowledge and skills?

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Training Transfer Model

Learner Characteristics
-Cognitive Ability
-Self-efficacy
-Motivation (personality, job/career)

Intervention Design
Development of Learning Goals
Adult Learning Principles
Instructional Methods & Media
Self-Management Strategies

Learning

Transfer

Individual&&
Individual
Organizational
Organizational
Performance
Performance

Work Environment
Strategic Link of Training
Org Climate & Accountability
Opportunity to Perform
Technological Support

Based in part on Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999 & Baldwin &
Ford, 1988.

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Learner Characteristics

Includes a learners intellectual ability and self efficacy

(perceived ability) to understand and use his or her
knowledge and skills and certain motivational factors,
such as personality and usefulness of learning to job and
career enhancement.

Learner characteristics influence both learning and

transfer.

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Training Design

The development of specific learning goals, the use of adult

learning principles in the design and facilitation of training
and the use of instructional media that support both near and
far transfer.

Self management strategiessuch as goal-settinghelp

learners think about how they will use their knowledge and
skills in the work setting.

Training design affects transfer only through learning.

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Work Environment

When training is strategically linked to organizational goals, learners

can see how their training transfer can improve overall organizational
performance.

Other work environment influences include that employers:

>
>
>

Encourage a supportive transfer climate.

Hold learners accountable for their learning.
Involve managers and peers to support training transfer and provides
learners with opportunities to practice their new skills in the work
setting.

Emerging technologies such as learning management systems and employee

performance support systems help support the application of learning in the work
setting by helping learners access knowledge on demand.

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Organizations in the Spotlight

In 2003, Multicare Health Systems (Tacoma, WA) faced patient

care and staff motivation issues. To address these issues,
Multicare introduced a clinical education program to increase
nurses knowledge and patient care skills. Multicare made sure
learners used and maintained their learning on the job by
aligning the performance management system with training
goals. The education program also incorporated action plans,
formal coaching, job aids and learning sessions that included
roleplay activities and opportunities for reflection.

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Continuous Support of Transfer

Supporting transfer at the learner, design and work
environment levels requires developing
interventions that occur throughout (before,
during, after) the training experience.
Are there different transfer strategies that might
better if used before, during or after training?

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Transfer Strategies Used Before Training

Review training goals with manager and

understand how learning will contribute to improved
performance.
Review training content before the training session.
Use actual work issues or examples during training
to support the identical elements theory of
transfer.

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Transfer Strategies Used During Training

Create a mnemonic device to help trainees remember

key concepts (i.e., abbreviations or metaphors).

Have managers participate in training to show support

for training program.

Have trainees complete action plans as a part of training

program.

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Transfer Strategies Used After Training

Provide trainees with opportunities to apply their new

knowledge and skills on the job.

Talk with other trainees about how they are applying the
training at work.

Discuss transfer behaviors during performance reviews.

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Activity #2

Review the mini-case study and answer the

following questions:
> How was transfer supported or not supported in this

organization before, during and after training?

> What was the ultimate affect of training?
> What changes would you suggest to enhance
transfer of training?

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Summary

Supporting transfer is a multifaceted process that

involves activities and interventions throughout a training
experience.

In the final session, you will learn about some of the

obstacles to transfer and how stakeholders play a
fundamental role in removing obstacles to support
transfer.

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Class 3: Stakeholder Support of Transfer

In addition to understanding when and how transfer can

be supported (as we did in the second class), we now
will consider who plays a critical role to ensure that
transfer takes place through the training experience.

As organizations become more technologically and

culturally complex, stakeholders become important to
help employees achieve effective performance.

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Obstacles to Transfer

Lack of motivation for learning or transfer.

Lack of reinforcement of new knowledge of skills.
Interference from the work environment.
Non-supportive culture.
Impractical, irrelevant training.
Poor training design and facilitation.
Lack of accountability.

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Role of Stakeholders
Consider how the following stakeholders might play
a role in supporting transfer:
> Learners/Trainees
> Peers/Co-workers
> Trainers
> Supervisors
> Executives

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Think About It

Identify the stakeholders who would be the most

responsible for supporting the transfer strategies listed
below:
Create mnemonic devices to help trainees remember
key concepts (i.e., abbreviations or metaphors).
Have managers participate in training to show support
for training program.
Have trainees complete action plans as a part of training
program.

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Stakeholders Support of Transfer

Broads (2005) transfer matrix provides a
framework to understand how transfer can be
continuously supported throughout the training
experience:
> Role of Stakeholders
> Temporal Dimension (Before, During and After)

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Transfer Matrix

Before

During

After

Trainers

Trainees

Supervisors

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Activity #3
Read the training scenario and generate at least
two ideas to support transfer. Record your ideas in
the 3 x 3 grid provided in your activity handout.
Discuss your ideas to support transfer.

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Review and Summary

Reflect on what weve discussed over the past few
sessions about transfer of training. Consider the
following:
> What I now know: What did you learn about training

transfer?
> What I will now do: How will you use this new
knowledge in your work setting or when you engage
in new learning in the future?

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