transfer of training focus on training design

8/2/2019 Transfer of Training Focus on Training Design

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TRANSFER OF TRAINING: FOCUS

ON TRAINING DESIGN


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It refers to trainees effectively andcontinually applying what they learned intraining on their jobs.

It is influenced by:

work environment

trainee characteristicstraining design

Transfer of Training


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A Model Of The Transfer Process

Trainee Characteristics

Training Design

Motivation

Ability

Create a Learning Environment

Apply Theories of Transfer

Use Self-Management Strategies

Climate for Transfer

Management and Peer Support

Opportunity to Perform

Technological Support

Learning

RetentionGeneralization and

Maintenance

Work Environment


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TRAINING DESIGN

It refers to factors built into the trainingprogram to increase the chances that transferof training will occur.

It includes meaningful material,opportunities to practice, feedback, learningobjectives, program organizations andphysical features of the training site.


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TRAINEE CHARACTERISTICS

It includes abilities and motivation that affectlearning.

If trainees lack the basic skills needed tomaster learned capabilities, are notmotivated to learn, and do not believe thatthey can master the learned capabilities, it isdoubtful that learning and transfer oftraining will occur.


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WORK ENVIRONMENT

It includes factors on the job such asmanagers support, peer support, technology

support, the climate for transfer, and theopportunity to use newly acquirescapabilities on the job.


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TRANSFER OF TRAINING

Generalization it refers to traineescapabilities to apply learned capabilities toon-the-job work problems and situations that

are similar but not completely identical tothose situations encountered in the trainingprogram.

Maintenance it refers to the process of

continuing to use newly acquired capabilitiesover time.


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Transfer of Training Theories

Theory Emphasis AppropriateConditions

Type ofTransfer

Identicalelements

Trainingenvironment isidentical to work

environment

Work environmentfeatures arepredictable and

stable

Near

Stimulusgeneralization

General principlesare applicable tomany differentwork situations

Work environmentis unpredictableand highly variable

Far

Cognitivetheory

Meaningfulmaterial andcoding schemesenhance storageand recall of

training

All types of trainingand environments

Near and far


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THEORY OF IDENTICAL

ELEMENTS

Fidelity the extent to which the trainingenvironment is similar to the workenvironment.

Near Transfer trainees ability to applylearned capabilities exactly to the worksituation.


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Programs of Near Transfer should include:

Specific concepts and procedures.

An explanation as to any differences betweentraining tasks and work tasks.

Behaviors or skills that would contribute toeffective performance.

THEORY OF IDENTICAL

ELEMENTS


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STIMULUS GENERALIZATION

Far Transfer trainees ability to apply

learned capabilities to the work environmenteven though the work environment is notidentical to that of the training session.


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Programs of Far Transfer includes:

General concepts and broad principles

Examples from trainees experiences that aresimilar to those emphasized in training sothat connections can be made among

strategies that have been effective indifferent situations.

General principles that might be applied to agreater set of context.

STIMULUS GENERALIZATION


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COGNITIVE THEORY OF TRANSFER

It is seen in training design be encouragingtrainees as a part of the program, to considerpotential applications of the training content

to their jobs.Application Assignments work problems orsituations in which trainees are asked toapply training contents to solve them. It

helps the trainees understand the linkbetween the learned capability and real-worldapplication, which makes it easier to recallthe capability when needed.


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It refers to a persons attempt to controlcertain aspects of decision making andbehavior.

Training programs should prepare employeesto self-manage their use of new skills andbehaviors on the job.

Self-Management Strategies


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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.

Self reinforcement.


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Self-management is important because thetrainee is likely to encounter severalobstacles in the work environment that

inhibit transfer of training.

Lapses happens when the trainee usedpreviously learned, less effective capabilitiesinstead of trying to apply the capabilityemphasized in the training program.



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Sample Content of Self-Management Module:

Discuss lapses

Note evidence ofinadequacy

Provide direction for

improvementIdentify skillstargeted for transfer

Identify when lapsesare likely

Situations

Actions to deal withlapses

Identify personal orenvironment factorscontributing to lapse

Low self-efficacy

Time pressure

Lack of manager orpeer support


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Sample Content of Self-Management Module:

Discuss coping skillsand strategies

Time management

Setting prioritiesSelf-monitoring

Self-rewards

Creating a personal

support network

Discuss resources toensure transfer ofskills

ManagerTrainer

Other trainees


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DEVELOPING TRAINING

OBJECTIVES

The objective refers to the purpose andexpected outcome of training activities.

Training objectives based on the trainingneeds analysis help employees understandwhy they need the training.

Objectives are useful for identifying thetypes of training outcomes that should bemeasured to evaluate a training programseffectiveness.


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1. TRAINEE REACTIONOBJECTIVES

TYPES OF TRAINING OBJECTIVES

2. LEARNING

OBJECTIVES

3. TRANSFER OFTRAINING OBJECTIVES

4. ORGANIZATIONALOUTCOME OBJECTIVES

Describes the desires traineeattitudinal and subjectiveevaluations of training.

Describes the type of behavior that

will demonstrate the learning.

Describes the job behaviors thatwould be affected by training.

Describes the organizationaloutcomes that will be affected bythe transfer of learning to the joband the criteria that will signifythat organizational outcome

objectives have been achieved.


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THREE COMPONENTS OF TRAINING

OBJECTIVES

Performance or outcome: What should beexpected to occur?

Criterion: What criteria signify that theoutcome is acceptable?

Conditions: Under what conditions is theoutcome expected to occur?


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ADVANTAGES OF TRAINING

OBJECTIVES

Trainees understand exactly what will berequired at the end of the training. It alsoprovides a context for focusing trainee

attention.

With clear objectives, training designers can

check the training methods and contentsagainst the training objectives to ensure thatthey are consistent.


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Trainers can facilitate the learning processmore effectively. They will be able tohighlight the relationship of particular

segments of the training to the objectives.

Training evaluators can define the behaviors

expected at the end of the training.

ADVANTAGES OF TRAINING

OBJECTIVES

transfer of training focus on training design

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