The document discusses transfer of training, which refers to effectively applying skills learned in training to one's job. It identifies factors that influence transfer, including trainee characteristics, training design, and work environment supports like manager support and opportunities to use new skills. Theories of transfer focus on identical elements between training and work, stimulus generalization of principles, and cognitive recall of material.

1. Transfer of
Training
Chapter 10
D R N A Z R U L I S L A M
M B A , P H D

2. Learning Outcomes
• Definition of Transfer of Training.
• Transfer of Training Process
• Diagnose and solve a transfer of training problem.
• Create a work environment that will facilitate transfer of
training.
• Explain to a manager how he can ensure that transfer of
training occurs.
• Discuss the implications of identical elements, stimulus
generalization, and cognitive theories of training transfer.
• Develop a self-management module for a training program.
• Discuss the technologies that can be used to support transfer
of training.
• Discuss the key features of the learning organization.

3. Key Terminologies
• Transfer of training refers to trainees effectively
and continually applying what they learned in
training (knowledge, skills, behaviors, and
cognitive strategies) to their jobs.
• Generalization refers to a trainee’s ability to apply
learned capabilities (verbal knowledge, motor
skills, etc.) to on-the-job work problems and
situations that are similar but not completely
identical to those problems and situations
encountered in the learning environment.
• Maintenance refers to the process of continuing to
use newly acquired abilities over time.

4. Key Terminologies, Contd.,
• Training design refers to the characteristics of
the learning environment.
• Trainee characteristics include ability and
motivation that affect learning.
• The work environment includes factors on the
job that influence transfer of training
including: manager’s support, peer support,
technology support, the climate for transfer,
and the opportunity to use newly acquired
capabilities on the job.

5. Transfer of Training
• Effective and continuous application of the
learned capabilities gained in training to
the job setting.
Training Learning
Transfer
Job Performance

6. Transfer of Training, Contd.,
1. TRANSFER of training refers to trainees
effectively and continually applying what they
learned in training (knowledge, skills,
behaviors, cognitive strategies) to their jobs.
i.e., Trainees effectively and continually
applying what they learned in training on their
jobs is transfer of training.
2. The work environment plays an important role
in ensuring that transfer of training occurs
3. Transfer of training is also influenced by:
i. Trainee characteristics
ii. Training design

7. TRANSFER OF TRAINING, Contd.,
As 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 are to be fulfilled, Such as:
1. Generalization
– The use or application of learned material to
the job
2. Maintenance
– The use or application of learned material to
the job over a period of time

8. TRANSFER OF TRAINING PROCESS

9. More explanations of the model………
Trainee Characteristics
Training Design
Work Environment
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
Retention
Generalization
and
Maintenance
From Baldwin and Ford (Personnel Psychology, 1988)

10. TRAINING INPUTS
I. Trainee Characteristics
• Most likely to transfer:
i. High cognitive abilities, motivation to
learn, self-efficacy
ii. Internal focus of control and high need for
achievement
iii. High job involvement, job satisfaction,
and organizational commitment

11. Training Input: Learning Orientation
• The concept of goal orientation is
defined as the broad goal held by an
individual facing a [learning] task and
it is thought to have an effect on how
individuals learn (Dweck, 1986; Dweck
& Leggett, 1988)
– Mastery/learning orientation
– Performance orientation
• Beliefs about intelligence and effort
• Effort allocation
• Reactions to performance feedback

12. TRAINING INPUTS, CONTD.,
II. Training Design
It refers to factors built into the
training context to increase the
likelihood that transfer of training
will occur i.e., Active practice and
conditions of practice.
1. Create a Learning Environment
2. Apply Theories of Transfer
3. Use Self-Management Strategies

13. TRANSFER OF TRAINING THEORIES
A. Applications of transfer of training theory. Three
primary theories are discussed.
1. The Theory of Identical Elements suggests that transfer
of training occurs when what is being learned in training is
identical to what will be performed on the job and the training
context is similar to the work environment (e.g., flight
simulators). This approach has also been used to develop
instruments that measure the degree of similarity among jobs.
i. Fidelity refers to the extent to which the training environment
is similar to the work environment.
ii. Near transfer refers to the trainees’ ability to apply learned
knowledge, skills and behaviors exactly to the work situation.
iii. Where this theory falls short is when the learning environment
and the work environment cannot be similar.

14. TRANSFER OF TRAINING THEORIES
2. The Stimulus Generalization Approach emphasizes
constructing training so that the most important features
or general principles are taught, thereby maximizing the
likelihood of transfer of training.
i. It is necessary to identify the range of work situations to
which these general principles need to be applied, so
that the applicability can be appropriately broad.
ii. This approach emphasizes far transfer, which is the
trainee’s ability to apply learned knowledge, skills and
behaviors on the job, even though the work
environment does not match the training environment.
iii. Key behaviors refer to a set of behaviors that can be
used successfully in a wide variety of situations.

15. TRANSFER OF TRAINING THEORIES
3. The Cognitive Theory of Transfer is based on the
information processing model (see Chapter 4) and
suggests that the likelihood of transfer depends on the
trainee’s ability to retrieve learned capabilities.
i. The theory suggests making the material meaningful as
well as providing the trainee with schemes for coding
learned material in memory so that it is easily
retrievable.
ii. This approach indicates that various potential
applications of the training content should be discussed,
making later recall easier.
iii. Application assignments are work problems or situations
in which trainees are asked to apply training content to
solve them.

16. 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

17. 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

18. 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

19. Training Design – Self MGT
Strategies
B. Self-management strategies
are ways for the individual to control
certain aspects of his/her decision
making and behaviors. Such
strategies help to maximize transfer
of training.

20. Training Design - Self MGT
Strategies
In the context of training, self-management is used
to retain and apply new knowledge, skills, and
behaviors and involves these steps:
i. Determining the degree of support as well as
negative consequences in the work setting for
using newly acquired capabilities.
ii. Setting goals for using learned capabilities.
iii. Applying learned capabilities to the job.
iv. Monitoring use of learned capabilities on the job.
v. Self-reinforcement.

21. Training Design - Self MGT
Strategies
Obstacles to self-management strategies include:
i. Lack of support from peers and managers.
ii. Impeding factors related to the work itself or the
work context.
iii. Time pressures.
iv. Inadequate equipment.

22. Training Design - Self MGT
Strategies
Lapses refer to the trainee using their old, less
effective ways of doing work rather than using the
new capabilities they have learned; obstacles may
bring on lapses.
i. Trainees should be prepared to cope with lapses
by learning coping skills and self-management
techniques at the end of the training session.
ii. Trainees should be able to identify the primary
causes of lapses, so that they can avoid them.

23. Self-Management Module
1. Discuss lapses
1. Note evidence of
inadequacy
2. Provide direction
for improvement
2. Identify skills
targeted for transfer
3. Identify personal or
environmental factors
1. Low self-efficacy
2. Time pressure
3. Lack of
manager/peer
support
4. Discuss coping skills and
strategies
1. Time management
2. Setting priorities
3. Self-monitoring
4. Self-rewards
5. Creating a personal
support network
5. Identify when lapses are
likely
1. Situations
2. Actions to deal with
lapses
6. Discuss resources to
ensure transfer of skills
1. Manager
2. Trainer
3. Other trainees

24. Working Environment
1.Climate for transfer
2.Manager support
3.Peer support
4.The opportunity to use learned
capabilities (or opportunity to perform)
5.Technological support
6.Organizational Environments that
encourage transfer

25. Working Environment
: Climate for Transfer
Climate for transfer refers to trainees’
perceptions about the extent to which
the work environment supports or
inhibits the use of new knowledge, skills
and behaviors. Factors include manager
and peer support, opportunity to use
new skills, and consequences for using
new skills.

26. Working Environment
: Manager support
Manager support is the degree to which trainees’ managers
(1) emphasize the importance of attending training programs
and (2) stress the application of what is learned back on the
job.
1. The greater the managerial support, the more likely that
new capabilities will be transferred.
2. An action plan is a written document that details steps that
the trainee and his/her manager will take to ensure transfer of
the training content. It identifies:
a) The goal and strategies for reaching the goal.
b) Equipment and resources that will be provided to enable
performance.
c) Support from managers and peers.
d) Expected outcomes.
e) Progress dates listed.

27. Working Environment
: Manager support
3. Managers’ support can be gained by:
a) Briefing managers on the purpose of the training and its
relationship to business strategy.
b) Encouraging trainees to bring related work problems to the
training.
c) Sharing with managers earlier trainees’ testimonials regarding
the benefits of the training course.
d) Asking trainees to complete action plans with their managers.
e) Using managers as trainers, if possible.

28. Working Environment
: Peer support
Peer support can also enhance the likelihood of
transfer of training.
A support network is a group of two or more
trainees who meet and discuss their progress in
using new capabilities back on the job, whether it
be via face-to-face meetings, email, a newsletter,
etc. Success stories as well as obstacles
experienced can be shared.

29. Working Environment
: opportunity to use learned
capabilities
The opportunity to use learned capabilities (or
opportunity to perform) is the extent to which the
trainee is provided with or seeks out experience
using the new knowledge, skills, or behaviors
learned in the training program.
1. Opportunity to perform is influenced by the
work context, the motivation of the trainee to
perform, and the trainee taking personal
responsibility to actively pursue assignments that
will utilize their new capabilities.

30. Working Environment
: opportunity to use learned
capabilities
2. Breadth of opportunity refers to the number of trained
tasks that are performed on the job.
3. Activity level refers to the frequency with which these
tasks are performed.
4. Task type is the difficulty or criticality of the trained
tasks performed on the job.
5. Low levels of opportunity may indicate:
a) Refresher courses are necessary.
b) The work environment is inhibiting the use of new
capabilities.
c) The training content is not important for the individual’s
job.

31. Working Environment
: Technological support
Electronic performance support systems (EPSS)
are computer applications that can provide skills
training, information access and expert advice.
They can be used to enhance transfer of training by
acting as an as-needed reference as trainees
attempt to apply new knowledge, skills and
behaviors.

32. Working Environment
: Organizational Environments
1. A learning organization has an enhanced capacity to learn,
adapt, and change.
a) In a learning organization, training is an integral part of a
system designed to create intellectual capital.
b) Essential features of a learning organization include (see Table
5-6, p. 184) continuous learning among employees; knowledge
generation and sharing; critical systematic thinking; a culture in
which learning is rewarded, supported and promoted;
encouragement of flexibility and experimentation; and the
valuing of employees.
c) In a learning organization, learning occurs at the individual,
group and organizational levels.
d) The learning organization emphasizes knowledge management.
Knowledge management refers to the process of enhancing
company performance by designing and implementing tools,
processes, systems, structures, and cultures to improve the
creation, sharing, and use of knowledge.

33. Working Environment
: Organizational Environments
2. Knowledge refers to what individuals or teams of employees know or
know how to do. Knowledge is either tacit or explicit knowledge.
a) Tacit knowledge refers to personal knowledge based on individual
experience and influenced by perceptions and values. Explicit knowledge
refers to manuals, formulas, and specifications that are described in
formal language.
b) There are four modes of knowledge sharing: socialization,
externalization, combination, and internalization. Socialization involves
sharing tacit knowledge by sharing experiences. Knowledge is shared and
learning occurs through observation, imitation, and practice.
Externalization involves translating tacit knowledge into explicit
knowledge. This takes the forms of: metaphors, models, concepts, and
equations. Combination involves systematizing explicit concepts into a
knowledge system by analyzing, categorizing, and using information in a
new way. Formal courses and seminars convert knowledge in this way.
Internalization refers to converting explicit knowledge to tacit knowledge.
Training methods such as: simulations, action learning, and on-the-job
experiences are used to create tacit knowledge from explicit knowledge.

34. Working Environment
: Organizational Environments
3. Knowledge management is the creation and sharing of knowledge. There
are a number of ways to encourage knowledge management:
a) Use technology and software, i.e., LOTUS Notes and e-mail, or create a
company Intranet so that employees can store and share information.
b) Publish directories of what employees do, how they can be contacted,
and what knowledge they have.
c) Develop informational maps that identify where specific knowledge is
stored in the company.
d) Create chief information officer and chief learning officer positions for
cataloging and facilitating the exchange of information in the company.
e) Require employees to give presentations to other employees about what
they have learned in training.
f) Allow time off from work (e.g., sabbaticals) for the purpose of acquiring
knowledge.
g) Create an on-line library of learning resources, such as journal, technical
manuals, and training opportunities.
h) Design office space to facilitate interaction between employees.
i) There are some companies that have created leadership positions to
foster continuous learning and knowledge management, called Chief
Learning Officers (CLOs).

35. Barriers to Transfer of Training

36. Exercise
As a team, develop a questionnaire to
measure the degree to which a specific
work environment, of our own choice,
supports transfer of training. Be specific
with respect to what training you are
studying.

37. Learning Organizations and
Knowledge Management
• A learning organization is a company
that has an enhanced capacity to learn,
adapt, and change.
• Training processes are carefully
scrutinized and aligned with company
goals.
• Training is seen as one part of a system
designed to create intellectual capital.
• Focus on knowledge creation and
management

38. Climate for Transfer: Summary
• Factors present in the environment that
either facilitate or inhibit transfer.
– Manager support (plans, sessions, include
managers)
– Peer support (set up support networks for
trainees)
– Punishment
– Feedback
– Opportunity to use new capabilities
– Technological support (have source materials
available)
– Learning Organization (systems that
encourage learning).

39. Practice
• How does practice lead to learning?
• Is all practice the same?
• If not, what makes for good practice?

40. Suggestions for Practice
• Set goals & make a schedule
• Concentrate and always do the best you can
• Relax and practice slowly
• Learn from mistakes, don’t worry about
performance
• Be optimistic
• Look for connections to other things

41. Police Case
• During firearms training, students would fire several
thousand rounds at targets. Safety at the range was
stressed because of an accidental shooting the year
before. Each time the trainees finished firing the 6
bullets in their revolver, they would empty out the
chamber, putting the spent cases into their pockets.
They did this instead of letting the cases hit the floor
to make sure no one tripped at the range. Then they
would reload and fire 6 more shots.
• What do you think happened on the job when one of
the trainees found himself in a shootout?

42. Disadvantages of Practice
• If you practice the wrong way, you
will reinforce the wrong behaviors
• Also, if you automatize the way you
do things, it may make you inflexible.

43. Maintaining Motivation During
Practice
• Do not punish for failing
• Promote a “learning” orientation during
practice
– do not set the focus on high performance
– do not create performance-reward links
– reward mastery
– patience
– other ideas?

44. Remember
• Think about the job & type of transfer
– Identical elements & stimulus generalization
• Consider Obstacles that Inhibit Transfer
– Trainee
– Work
– Peers
– Managers