Facilitation of Training Transfer

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Facilitation of Training Transfer

  1. 1.  Lack of adequate KSAs  Organizational forces
  2. 2.  Key catalyst in facilitating transfer  Need to gauge the behaviors being trained  Provides desirable outcomes to trainees upon successful completion of training  Increased motivation from supervisor enhances performance  Employees assured of benefits
  3. 3. Two important motivators for learning which can be controlled by the supervisor:  Employee’s perception of training relevance.  Side effects of attending training
  4. 4.  Peer support occurs when people provide emotional or practical help to each other.  Peer support is also used to refer to initiatives where colleagues, members of self help organizations and others meet as equals to give each other support on a reciprocal basis.
  5. 5.  Peer support encourages both those being helped and the helpers (communication skills, learning to negotiate with one another and adults over areas of conflict)  Peer support contributes to school Improvements (where children and young people are supported to read by their peers.  Peer support can be used to promote inclusion (through promoting friendships between children and young people with and without disabilities)  Peer support has measurable outcomes.
  6. 6. A peer support process is expected to:  Be respected  Have basic training in interpersonal peer support  Be available  Maintain strict confidentiality  Have access to a mental health professional who will provide supervision  Be familiar  Recognize the limits of peer support and know when and how to make appropriate referrals to outside resources  Participate in the peer support network
  7. 7.  Trainers should recognize that trainees will customize the training themselves to fit their own needs.  Secondly, trainer must decide to what extent the trainee should be able to demonstrate behavioral adaptability considering changing conditions in the transfer setting.  Trainer should have discussions with trainees prior to training regarding course content, the importance of the training to the job & how it can be applied to job.  In addition, she/he should also discuss post- training issues with the trainees and an emphasis on supervisory expectations regarding the use of trainee skills to improve job performance.  Finally, trainer should sit-in and observe the trainee in a situation where she/he is required to use the trained behavior.
  8. 8.  To facilitate learning, trainees should be reinforced for their efforts to learn, regardless of their degree of success.  If trained behaviors are not reinforced, then the likelihood is small that such behaviors will be exhibited.  Reward systems provide trainee positive reinforcement for achieving requisite outcomes; they need to be oriented to induce desired behavioral changes.  Trainers should know the things that trainees will see as rewarding and those that will be seen as punishing.  Both tangible and intangible rewards can be used.  It should be remembered that feedback is a reinforcer and key element in learning; it is required to show what the trainee did well and what needs improvement.
  9. 9.  Individuals and teams should be clear about the targets and standards of performance required.  Rewards system should be in a position to influence the performance by changing people’s behavior or decisions.  Trainees should understand what rewards they will receive for achieving the end results.  Rewards should be worthwhile.  The basis upon which rewards are made should be communicated positively and should be easy to understand. Trainer has a responsibility to work with the HR Deptt to align reward system to support the behavior learned in training.
  10. 10.  Company Policy  Reward System  Management Behavior  Supervisor Support  Peer Support  Attitude reflected by the upper management regarding training
  11. 11. Culture is a pattern of basic assumption invented, discovered or developed by a group within the organization.
  12. 12.  Challenging Job  Social Support  Development Systems
  13. 13.  Transfer of training is a critical issue for effective training practice.  Factors that can be introduced to facilitate the transfer of knowledge and skills from training to the job:-  There must exist a system that unites trainer, trainee and manager in the transfer process  Before training, the expectation for the trainee and the manager must be clear.  Obstacles to transfer must be identified and strategies to be formulated overcome these problems.  Managers should provide opportunities for the maintenance of trainees’ learnt behavior in work organizations.  A continuous learning climate is needed to developed so that an atmosphere emerges where employees feel it is important to continually learn & develop.

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