2. TRANSFER OF TRAINING PHILLIPS1
Introduction
Organizational training for employees exceeds one-hundred billion dollars a year, and
despite decades of research the percentage of employees (30%) who transfer learned knowledge
(through training) to actual skills applied on the job remains a serious problem. Focused on
individuals and not organizations Ford & Weissbein (1997) (as cited in Saks, A. &
Belcourt, M., 2006) reported that increased research is needed from the organizational level (p.
630). Two organizational barriers that would maximize transfer of training to the applied skills
required include: Training design, and organizational support. It is hypothesized that
organizations that support employee training into a maintenance stage (after training is complete)
were more successful overall. The following four literature reviews attempt to demonstrate and
support the hypothesis (Saks & Belcourt).
General Findings
Where billions of dollars are being spent, there are concerns, according to Kolowski, et
al., (2000) (as cited in Saks & Belcourt) this is a serious problem within organizations (p.1).
Transfer of training is dependent on many variables, from an individual employee’s motivation,
self-efficacy to the differing organizational environments. Organizational culture can widely
differ, as will training styles, but will remain similar in their desire for organizational
performance outcomes. Those outcomes are dependent on reducing barriers, and increasing the
transfer of training by increasing organizational support. This support is not just to provide
training, but to develop a culture of learning every day that employees embrace. The focus on
3. TRANSFER OF TRAINING PHILLIPS2
training design is well documented with a modern view on increasing organizational strategies
aligned with training outcomes, and organizational objectives (Saks & Belcourt).
Definition
According to Baldwin and Ford (1988) (as cited in Saks & Belcourt, p. 630) transfer of
training involves the knowledge, skills, and abilities (and behaviors) from the training
environment to the work environment.
Synthesis of the Findings
In a research article by Burke and Hutchins (2008) it was reported, based on a training
design performance model, that organizational training outcomes resulting in the transfer of
training are the responsibility of all stakeholders. The data suggests influencers included
stakeholders and peers in supporting transfer (para. 1, p. 115). Correlated to best practices were
interventions in the work environment, after training occurred, with the responsibility of transfer
proportioned amongst supervisors (38%), trainees (32%), and trainers (26%) (Para. 2, p. 116).
Training design included interactive measures (10%) of the time to influence transfer, though
this proportion was not supported by research. More significantly, it was reported aligning
training content post-training with job tasks supported transfer (Burke & Hutchins, para. 1, p.
118).
Supporting this research is Saks and Belcourt (2006) hypothesis of transfer of training
which contradicts the Instructional Design Model (ISD) dating back forty-years which has been
used traditionally to highlight training activities during training. The hypothesis is based on
continued evidence that a lack of feedback, goal setting, and cultural influences in the post-
training environment affect transfer of training, including reviewing goals and action plans.
4. TRANSFER OF TRAINING PHILLIPS3
Organizations who support training by policies, and procedures with supervisory support were
more successful in their outcomes when training design included post-training activities (p. 633).
Hypothesized by Franke and Felfe (2012) peer role models in an organization can
influence transfer of training, and organizational support is positively related to these peer
behaviors (p.140). Research by Luthans & Kreitner, et al., (1985) (as cited in Franke & Felfe)
supported that peers within an organization demonstrate which behaviors are more likely to be
rewarded and make the behaviors that increase transfer more attuned to the work setting (p.139).
Research by Youngsang and Ployhart (2014) hypothesized that firms with more selective
staffing have greater post-Great Recession profit growth (p. 366). In acquiring specific human
capital resources such as staffing, and developing the specific KSA’s through training, increased
competitive advantage to the firm. A survey of human resource managers identified three areas
that directly correlated applicant quality to KSA’s. Approximately (30%) used personality tests,
(26%) cognitive tests, and (77%) interviews. Internal training of applicants had a higher
correlation to profitability than external training, and the overall correlation to select staffing and
organizational training was positive (Youngsang & Ployhart).
Conclusion
Human resource management overcomes barriers and when organizations are spending
billions of dollars on training, human resources has the responsibility to link specific training
initiatives to organizational objectives. These objectives can have a positive relationship on
return on investment by utilizing post-training transfer methods to maximize organizational
competitive advantage in doing so.
5. TRANSFER OF TRAINING PHILLIPS4
References
Burke,,L.,& Hutchins,H.(2008). A Studyof Best PracticesinTrainingandProposedModel of Transfer.
Human ResourceDevelopmentQuarterly,19((2)).Retrievedfrom
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ps
yh&AN=2008-09290-002&site=eds-live&scope=site
Franke,F.,& Felfe,J.(2012). Transferof LeadershipSkills. Journalof PersonnelPsychology,Vol.11((3)),
138–147. Retrievedfrom
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=p
dh&AN=2012-20199-004&site=eds-live&scope=site
Saks, A., & Belcourt,M. (2006). AnInvestigationof TrainingActivitiesandTransferof Trainingin
Organizations. Human ResourceManagement,,45((4)),Pp.629–648. Retrievedfrom
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bt
h&AN=23231013&site=eds-live&scope=site
Youngsang,K.,& Ployhart,R.(2014). The effectsof StaffingandTrainingBefore,During,andAfterthe
Great Recession. TheJournalof Applied Pyschology,99(3),361-389. Retrievedfrom
<http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=c
medm&AN=24377393&site=eds-live&scope=site>
