Examining the role of work context, transfer design and transfer motivation on training/training transfer. What is Transfer of learning? Why does it matter? Model of Learning Transfer Conclusion

1. LEARNING
TRANSFER
Examining the role of work
context, transfer design and
transfer motivation on
training/training transfer.

2. Topics of discussion..
What is Transfer of learning?
Why does it matter?
Model of Learning Transfer
Conclusion

3. What is Transfer of learning ?
● Transfer of Learning is ensuring what people learn on training programs is
transferred into real business results.
● Effective learning transfer is essential for maximising learning outcomes. It’s a
proven way to make sure participants take what they learn in training back to
their day-to-day job.

4. Why does it matter?
The business impact of learning transfer can be huge,
and can include:
● Increased bottom line sales
● Improvement in leadership capability
● Improved regularity in one-on-one meetings
● Improvement in communication with employee

5. Model Of Training Transfer

6. Work context and training
transfer.
● Work context is important in the transfer process, work environment factors
perceived by trainees can encourage or discourage their use of knowledge, skills
and attitudes (KSAs) learned in training on the job.
● When trainees perceive a positive work environment climate, they tend to apply
learned competencies more readily.
● Work environment factors (i.e. supervisory support, peer support,working
conditions, general workplace) were strongly correlated with the degree to which
employees applied KSAs.
● For Example :- Google.

7. ● Google HR boss Laszlo Bock explains in his book, “ Work Rules ! ”
that the key to Google's success as a workplace is constantly
innovating, experimenting, and keeping things fun.
● "What's beautiful about this approach is that a great environment is a
self-reinforcing one . All of these efforts support one another, and together create e
an organization that is creative, fun, hardworking, and highly productive” He writes.
● At Google, 80% of all tracked training program are run through an
employee-to-employee network called “g2g” (Googler-to-Googler). The “g2g”
learning program is created to offer first-hand knowledge in different fields, from
employees to employees.
● Employees also report that Google allows them flexibility to work on passion
projects and tap into their creativity.
Google

8. Supervisor Support
● Transfer can also be facilitated and hindered by the involvement of a manager or
other supervisor.
● If the supervisor takes the course seriously and lends support, then students are
more likely to retain and transfer the knowledge.
● When a manager encourages participation in training and use of new skills on the
job, this is when the transfer is most successful.
● Obviously, if the manager is discouraging or completely uninvolved, this could have
the opposite effect.
https://vibons.com/ShowBlog?BlogID=182&Title=7_Things_You_Should_Know_About_Googles_g2g_Training_
Method

9. Peer support.
● Peer support is generally understood as co-workers’ encouragement to use new
learning in the workplace .
● Support from peers has been found to exert influence on employees’ ability to apply
training.
Support from peers and colleagues is another important dimension of the social aspect of
learning. Peer support may be even more important than supervisory support in
promoting training transfer.
Organizations can promote peer support by encouraging:
● Peer support networks
● Work group discussions to share ideas about newly learned knowledge and skills
● Participation in internal and external communities of practice
● Opportunities for mentoring
http://theelearningcoach.com/business/workplace-support-of-learning-transfer/

10. Opportunity to use.
● For training to transfer successfully, trainees need the resources and
opportunity to apply their new skills and abilities to the workplace.
● Research consistently has shown that a lack of such opportunities can
seriously inhibit the use of trained competencies on the job.
● In addition to the assumed influence of supervisor support, trainees need
sufficient opportunities to use new knowledge, skills and attitudes in their
jobs. The extent to which trainees perceive and have sufficient time and
resources available determines the extent to which knowledge, skills and
attitudes acquired in training will be used or constrained on the job
https://ris.utwente.nl/ws/portalfiles/portal/6080171/thesis_D_Nijman.pdf

11. Performance coaching.
● Coaching is defined as the art and practice of inspiring, energizing and
facilitating performance, learning and development of the coachees.
● Coaching helps the coachee to unlock his/her true potential through raising
awareness, inspiring new ideas and encouraging creativity.
● Organizations with a high level of coaching capability are also twice as
likely to be viewed as a strategic partner to the business for learning.
https://trainingindustry.com/articles/leadership/the-role-of-coaching-in-learning-transfer/

12. Insurance Industry
● Life insurance is conceptual selling; the concepts and skills learned during the training transfer play an
important role in turning a novice agency advisor into a professional salesperson.
● They work on the behalf of life insurance companies and earn incentives or wages. So, if supervisors in the
role of development officers, sales executives, or branch heads, positively support the agency advisors, only
then they will stimulate to transmit the proficiency as well as skills acquired by them to the real market.
● This requires the supervisors to not only support agency advisors in completing their job at the office but to
provide support at each stage, whenever a problem arises.
● Apart from the supervisor, the agency advisors require support from their peers too. The agency advisors
attend the training program in groups, and while doing so, they discuss the problems they come across and
share the knowledge they acquire while resolving those problems.
● Supervisor support for training transfer can be attributed to the line of individual advisor‘s performance with
the performance of development officers and branch heads (supervisors).
● The concern for better performance might have encouraged supervisors to support their advisors in
implementing the new skills acquired through training.

13. Motivation to transfer
● Motivation to transfer is the trainees’ desire to use the knowledge and
skills learned in training on the job.
● High transfer motivation : Achieving maximum learning transfer
● What researcher says ??????
- The concept that motivation to transfer can act as a mediating
variable in models that predicted training transfer.

14. FACTORS AFFECTING THE LEVEL OF
TRANSFER MOTIVATION (with example)
● T and D activities in the banking sector of Bangladesh are quite
extensive due to the compliance requirements for the central bank and
other banks.
● These training programmes focus not only on increasing knowledge
but also on transferring that knowledge to the job.
● This study attempts to identify the factors that influence the motivation
to transfer training in the banking sector of Bangladesh.
● A sample of 275 employees who obtained training from banks was
surveyed using a structured questionnaire by Md. Shamsul Arefin &
Nazrul Islam.

15. FIGURE 1. CONCEPTUAL MODEL FOR MOTIVATION TO TRANSFER
TRAINING
https://www.researchgate.net/publication/329040848_A_Study_on_the_Motivation_to_Transfer_Training_in_the_Banking_I
ndustry_of_Bangladesh

16. HOW TO BE MOTIVATED
● Sense of Importance
● Personal Development
● Colleagues’ appreciation
● New Opportunities
● Cost and Time Effectiveness
http://www.iosrjournals.org/iosr-jbm/papers/Vol16-issue3/Version-3/D016332735.pdf

17. Transfer design and Transfer
of Training
Transfer design is defined as the degree to which training has been
designed and delivered to provide trainees with the ability to transfer
learning back to the job.
Key factors of the transfer design
• Incorporation of training principles
• The sequencing of training material
• Job relevance of the training content
• Delivery of the content by trainer
• Duration of the program

18. Example
Company Name – Special Gas Limited, Pune,Maharashtra
A refresher training is conducted every year for the existing employees regarding the
operation of Fire Extinguishers
How the Training was designed?
● Training Principle-
A strong foundation / principle for this training is that the gas which is produced is
very flammable & every employee must know how to operate the extinguisher in
case of emergency
● Sequencing of training model
Includes the types of Extinguishers, Design of extinguisher & procedure for
operating the extinguisher.
● Job Relevance
Every Employee must be able to mitigate fire for the safeguard of every
one
● Training time :One Full day training
● Delivery of the content :Detailing of the Extinguishers parts & process matters

19. • Benefits for the Practitioners:-
• Implement practices aiming at encouraging trainees to attend training
• Adopting goal-setting activities
• Providing reinforcement for implementing skills
• Forming action plans for applying skills.
• Insignificant role may require the managers to understand why coaching
might fails
• Giving trainees praise and recognition .
• Result suggests managers to prioritize more on intrinsic motivation to
transfer training than extrinsic motivation

20. CONCLUSION
Activities that enhance the transfer of learning into workplace
performance will have an important impact on an organization's
performance and can significantly increase the return-on-investment
for training and development efforts.
JJ

21. THANK YOU
DR. ASHUTOSH
MUDULI

22. TEAM
ARJUN REGHU 20191005
JAY JOSHI 20191015
JAYDEEP PARMAR 20191025
KANHAIYA JEE 20191016
VED PRAKASH PAL 20191064