TRANSFER OF TRAINING AS PERCEIVED BY TRAINERS AND SUPERVISORS IN THE WORKPLACE

1. TRANSFER OF TRAINING AS PERCEIVED BY TRAINERS AND SUPERVISORS IN THE WORKPLACE

2. INTRODUCTION • Pressure today to improve performance (Broad, 1997, p. 7).

3. Only 2% of companies studied by Csoka (1994) found to be high performing.

4. Training transferred from the training room to workplace found to solve performance problems (Warren, 1979, p. 8).

5. PROBLEM STATEMENT • When training not transferred , time, money, and confidence in effectiveness of training lost (Gick & Holyoak, 1987, p. 10).

6. When learners were not able to transfer what was learned, they were less- or non-productive and faced real danger of pay reduction or job loss (Gick & Holyoak, 1987).

7. Has been great deal of evidence to show training made little or no difference in job behavior (Wexley & Latham, 1981; Goldstein, 1986).

8. Transfer found to be as low as 10% (Baldwin & Ford, 1988).

9. SURVEY DEVELOPMENT • Review of literature. • Panel of experts. • Pilot study. • Survey of trainers and supervisors.

10. FINALINVENTORY OFSTRATEGIES

11. BEFORE TRAINING

12. #1 • Identify barriers which might prevent transfer. Learners who prepare to deal with barriers will be equipped for them when they arise.

13. #2 • Promote cooperative participation by telling learners that training is relevant, useful, likely to improve their job skills or advancement potential, and that they are expected to produce measurable payoff.

14. #3 • Promote self-efficacy that will create positive expectations about the training experience in the minds of learners.

15. #4 • Provide learners with focused training course information that will motivate and excite them.

16. #5 • Become involved in the training process.

17. #6 • Inform learners that they are being actively supported.

18. #7 • Inform learners that they will be held accountable for performance improvement.

19. #8 • Set goals that will be fulfilled because of the new or improved skills that will be learned in training.

20. #9 • Create pre-practice conditions (advanced organizers) to support learning.

21. #10 • Develop tools (performance measurements) to support learning.

22. #11 • Avoid coercion of learners while endeavoring to provide them with the most desirable training. Transfer may be diminished when learners feel coerced to attend.

23. #12 • Evaluate the readiness of learners to learn and their suitability to the subject matter.

24. #13 • Ensure that the training is need-based and timely.

25. #14 • Coach learners individually and give them the confidence that they will have the help that is needed when they return to work.

26. #15 • Provide delivery methods and instructional strategies that are compatible with the intended training.

27. DURING TRAINING

28. #1 • Build on prior knowledge.

29. #2 • Assist learners in developing a transfer action plan to internalize and integrate behaviors learned during training.

30. #3 • Provide diagnostic feedback to enable trainers to identify and outline skill differences.

31. #4 • Identify barriers to transfer and diminish them as soon as they are identified.

32. #5 • Promote learners’ confidence in their ability to perform.

33. #6 • Provide job performance aids as memory joggers, when they are appropriate.

34. #7 • Provide positive reinforcement to show learners that their learning is important.

35. #8 • Provide practice opportunities to enable learners to experience hands-on application of learned skills.

36. #9 • Set goals that include training goals and learning outcomes.

37. #10 • Support learners throughout the training process.

38. #11 • Communicate an expectation that learning can and will be transferred.

39. AFTER TRAINING

40. #1 • Identify ways to make training transfer within the context of the organization climate.

41. #2 • Coach learners and provide them with guidance and encouragement to improve the newly-learned skills.

42. #3 • Enhance learners’ confidence in their ability to use the new skills in the work situation.

43. #4 • Provide job performance aids and memory joggers to help learners retain new learning.

44. #5 • Provide opportunities to use the newly-learned skills under actual working conditions.

45. #6 • Provide positive reinforcement and feedback to behaviors learned in training.

46. #7 • Schedule follow-up sessions to provide an opportunity for learners to receive instruction, practice and feedback that relate to the new skills.

47. #8 • Provide and communicate support for new learners in the application of learned skills.

48. #9 • Identify and remove barriers in transfer.

49. ANALYSIS

50. Trainers and supervisors as a group rated the model as significantly effective in enhancing or promoting transfer of training (0 = 4.37, sd = .40).