Upload
annice-montgomery
View
225
Download
9
Tags:
Embed Size (px)
Citation preview
1© 2013 by Nelson Education Ltd.
CHAPTER TEN
Transfer of Training
2© 2013 by Nelson Education Ltd.
LEARNING OUTCOMES
Define transfer of training and positive, negative, zero, far, near, horizontal, and vertical transfer
Describe the major barriers to transfer of training Describe Baldwin and Ford’s model of the transfer
of training process Describe the strategies that managers, trainers,
and trainees can use before, during, and after training to improve transfer of training
Define identical elements, general principles, and stimulus variability and explain how they can improve transfer of training
3© 2013 by Nelson Education Ltd.
LEARNING OUTCOMES
Explain what a transfer of training intervention is and describe relapse prevention, self-management, and goal-setting interventions
Explain what a post-training supplement is and describe booster sessions, self-coaching, and upward feedback interventions
Define transfer systems and describe the transfer system factors
4© 2013 by Nelson Education Ltd.
TRANSFER OF TRAINING
Refers to application of knowledge and skills learned in training on the job and maintenance of acquired knowledge and skills over time
Two conditions:• Generalization
– The use or application of learned material to the job
• Maintenance– The use or application of learned material to the job
over a period of time
5© 2013 by Nelson Education Ltd.
TRANSFER OF TRAINING
Types of Transfer of Training Near: Applying new learning to situations that are
very similar to those in which training occurred Far: Applying new learning to situations that are
novel or different from those in which training occurred
Horizontal: Transfer across different setting or contexts at the same level
Vertical: Transfer from trainee level to organizational level or impact on organizational outcomes
6© 2013 by Nelson Education Ltd.
TRANSFER OF TRAINING
Extent of Transfer of Training Positive: Trainees effectively apply new learning on
the job Zero: Trainees do not apply new learning on the job Negative: Trainees perform worse on the job after
training
7© 2013 by Nelson Education Ltd.
TRANSFER OF TRAINING PROBLEM
60–90% of what is learned in training not applied on-the-job
Canadian study: Trainees apply 54% immediately after, 54% after 15% after six months, 11% after one year
TRANSFER OF TRAINING
8© 2013 by Nelson Education Ltd.
9© 2013 by Nelson Education Ltd.
TRANSFER OF TRAINING PROCESS
10© 2013 by Nelson Education Ltd.
TRAINING INPUTS
Trainee Characteristics Most likely to transfer:
• High cognitive abilities, motivation to learn, self-efficacy
• Internal focus of control and high need for achievement
• High job involvement, job satisfaction, and organizational commitment
11© 2013 by Nelson Education Ltd.
TRAINING INPUTS
Training Design Active practice and conditions of practice Learning principles:
• Identical Elements– Experiences and conditions that closely
resemble those in the work environment– Similar to physical and psychological fidelity
12© 2013 by Nelson Education Ltd.
TRAINING INPUTS
General Principles
• General rules and theoretical principles that underlie the use and application of a skill
Stimulus Variability
• Providing a variety of stimuli or experiences; multiple examples of a concept; practise experiences in varied settings
13© 2013 by Nelson Education Ltd.
TRAINING INPUTS
Work Environment
Pre-Training• Management actions send messages/signals
regarding importance and organizational support of training
• Organizational constraints: lack of time, equipment, and/or resources
14© 2013 by Nelson Education Ltd.
TRAINING INPUTS
Work Environment (cont'd)
Post-Training• Support provided by trainees’ supervisor and
peers• Training transfer climate• Continuous learning culture
– What are the important considerations learned in earlier chapters on learning culture?
15© 2013 by Nelson Education Ltd.
TRAINING INPUTS
To recap: Baldwin and Ford’s model of transfer of training process indicates:• Transfer generalization and maintenance are a
function of trainee characteristics, the work environment, and learning & retention
• Learning and retention are a function of trainee characteristics, training design, and the work environment
• Thus, transfer of training is influenced as far back as the design stage
CONTINUOUS LEARNING CULTURE
A culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization• Research supports transfer is greater in these
cultures
16© 2013 by Nelson Education Ltd.
17© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities before Training
Management Decide who should attend
• Readiness to learn/trainability• Trainability tests
Increase motivation to learn• Meet with employees to discuss training needs• “WIIFM”
Provide employees with support for learning and training
18© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities before Training (cont'd)
Trainer Ensure application of ISD model Ensure both trainees’ supervisor and trainees are prepared
in terms of knowing objectives and benefits Find out supervisor and trainee needs and expectations Ensure that trainees are prepared for training in terms of
prerequisite courses/readings etc.
19© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities before Training (cont'd)
Trainees Find out about training objectives prior to attendance Meet with supervisor to discuss training program and
develop action plan for learning and transfer Prepare for training program
20© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities during Training
Management Participate in training programs Attend training programs before trainees Reassign employee’s work while they are
attending training
21© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities during Training (cont'd)
Trainer Incorporate conditions of practice, adult learning
principles, and other learning principles in design Include content and examples that are relevant
and meaningful Provide interventions at end of content portion Have trainees prepare a performance contract
22© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities during Training (cont'd)
Trainees Enter training program with positive attitude and
motivation to learn Engage themselves by actively participating Develop an action plan for application of training
on-the-job
23© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities after Training
Management Ensure trainees have immediate and frequent
opportunities to practise and apply what they learned Encourage and reinforce trainees’ application of new skills Develop action plan with trainees, reduce job pressures
and workload, arrange practice sessions, give promotional preference to employees who have received training, and transfer and evaluate employees’ use of trained skills on-the-job
24© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities after Training (cont'd)
Trainer Stay involved
• Conduct field visits• Observe trainees, provide feedback and support
25© 2013 by Nelson Education Ltd.
STRATEGIES FOR TRANSFER
Activities after Training (cont'd)
Trainees Begin using new knowledge and skills on-the-job ASAP Meet with supervisor to discuss opportunities for transfer Form a “buddy system” Consider high-risk situations that might cause a relapse
and develop strategies for overcoming them and avoiding a relapse
Set goals for transfer
26© 2013 by Nelson Education Ltd.
TRANSFER INTERVENTIONS
Take place in the learning environment before thetrainee returns to work Relapse Prevention (RP)
• Anticipate transfer obstacles, develop coping skills
Self-Management• Perform a series of steps to manage transfer
behaviour
Goal-Setting• Set specific, challenging goals to enhance transfer
– Goal-setting interventionsTeach trainees about the goal-setting process
27© 2013 by Nelson Education Ltd.
POST-TRAINING SUPPLEMENTS
Booster Sessions
• Extensions of training programs that involve a review of the training material
Self-Coaching
• Trainee self-reflection, goal-setting following the training
Upward Feedback
• Feedback from subordinates on performance of training behaviours
28© 2013 by Nelson Education Ltd.
TRANSFER SYSTEM
Summed up in Holton and colleagues’ transfer system:All factors in the person, training, and organization that influence transfer of learning to job performance
Learning Transfer System Inventory (LTSI) A diagnostic tool to assess transfer system
• 16 factors• 1–11 are specific to particular training program• 12–16 are general factors
29© 2013 by Nelson Education Ltd.
TRANSFER SYSTEM
1. Learner readiness
2. Motivation to transfer
3. Positive personal outcomes
4. Negative personal outcomes
5. Personal capacity for transfer
6. Peer support
7. Supervisor support
8. Supervisor sanctions
9. Perceived content validity
10. Transfer design
11. Opportunities to use
12. Transfer effort–performance expectations
13. Performance–outcome exp.
14. Resistance/openness to change
15. Performance self-efficacy
16. Performance coaching
See Table 10.6Specific factorsGeneral factors
30© 2013 by Nelson Education Ltd.
TRAINING EFFECTIVENESS MODEL
31© 2013 by Nelson Education Ltd.
SUMMARY
Discussed the transfer of training process and reasons why it is both important and a serious problem
Presented Baldwin and Ford’s model of the transfer of training process as framework to understand how to facilitate and improve training transfer
Activities for improving transfer (before, during, and after training) and who should implement them (manger, trainer, trainee) are methodologies to improve ROI