Case Scenario – Week 1 Project CharterBackgroundYou ar.docx

Case Scenario – Week 1: Project Charter
Background
You are a director of a very busy emergency department at
General Hospital. Over the past year, a nearby hospital closed
and you have seen a large increase in patient visits. Your
patients are experiencing long waits prior to seeing the provider
and overall throughput metrics are well beyond industry
benchmarks. Turnaround time for lab and radiology exams
seems to take a long time. You are experiencing low patient
satisfaction scores as well. Below are several of the metrics as
well as industry benchmarks:
Metric
General Hospital
Industry Benchmark
Patients that arrive to ER but leave without being seen by a
provider ( % of total ER patients)
6%
2%
Time from patient arrival to the time they are seen by a provider
(median minutes)
50 minutes
20 minutes
Time for treatment of patients that are admitted (median
minutes)
200 minutes
120 minutes
Time admitted patients wait for an inpatient bed (median
minutes)
120 minutes
60 minutes

Length of stay for patients that are discharged from the ER
(median minutes)
180 minutes
120 minutes
Patient Satisfaction
30th percentile
75th percentile (Hospital goal)
Your Chief Operating Officer (COO) and Chief Nursing Officer
(CNO) have asked you to serve as a team lead and put together
a multi-disciplinary team to identify the reasons for the
throughput delays and put together a plan to improve the above
metrics over the next 4-6 months. The boundaries are that no
additional staff can be hired and there are no capital dollars
available for use. The Chief Nursing Officer will be the
executive sponsor and would like to see a project charter prior
to kicking off the project.
The Assignment
1. Based on the above scenario and details, complete the yellow
portions of the below sample Project Charter.
Each section should be approximately 3-5 sentences.
Each box is worth 15 points. Total possible points= 90
points.
2. What questions will you ask your sponsor when reviewing the
charter for sign-off?
List 2-4 questions below. This answer is worth 10 points.
Your Name: Haley Butler__________________ Course 4310
Date: September 3, 2014________________
Market / Location:
Project Lead:
Sponsor:

Sign Off:
RVP:
Sign Off:
Phase Timeline:
Date:
Date:
Date:
Date:
Date:
Identify/Charter
Assess
Improve
Deploy

Sustain
Type Response to #2:
Section 3: Project Scope (Team Boundaries)
Section 1: Problem Statement – Opportunity (Background)
Section 4: Team Composition
Section 2: Project Goal w/ Metric & Initial Measure

Section 5: Project Resources
Business Case (ROI) and Patient Impact
Section 6: Stakeholders & Stakeholders’ Communication Plan

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Article Author: Lorri Freifeld
TRANSFER OF TRAINING: MOVING BEYOND THE
BARRIERS
A new model helps promote training transfer to the workplace.
Posted: April 6, 2012
By Alexis Belair
Q: How can I produce skilled learners in the workplace?
A: It’s simple! Teach for Transfer!
Would such a succinct response to a posed question on the
development of skilled professionals be
sufficient for its understanding? A swift, “No,” probably would
be the answer. With the concept of “teaching
for transfer” at the forefront of any training program, it has
become vital to understand the concept beyond its
surface. Would it be sound to declare that the use of the word,
“simple,” to describe the method of “teaching

for transfer” is somewhat of an understatement? The correct
answer most likely would be, “Definitely!” With a
mere 10 to 20 percent of information being transferred to the
workplace post-training, it is evident the
methodology has its complexities. There is a need to develop a
greater understanding of the principle.
Consequently, the issue deeply rooted in the methodology is not
this peripheral understanding of the
concept, but rather the lack of best practices used for bolstering
transfer in training. In reference to the
above, the word, “simple,” would be an erroneous
representation of the method of teaching for transfer. An
attempt to implement the technique is admirable, but this does
not suggest effectiveness. Research has
shown that even the most successful training programs fail to
transfer knowledge and new skills to learners
(Cheng, 2008). Today, organizations strive for knowledgeable
and skilled employees in order to improve
organizational performance (Burke, 2008). In light of this, what
are the factors that are being overlooked
when trying to execute the practice? Undoubtedly, there is a
need to understand the process in order to
target some of its glitches.
Factors in the Transfer Process

The idea that “training needs to be demonstrably effective” is
the epitome of any learning outcome (Cheng,
2008). Although evaluation models, such as Kirkpatrick’s Four
Levels of Evaluation, have been used to
measure deficiencies in performance, the challenge is in finding
training solutions that will achieve the
intended objectives and mold learners into idyllic performers.
Notwithstanding the complexities of training, it
is indisputable that the true success of training is represented in
the learner’s ability to demonstrate what has
been learned. It is, thus, irrefutable that training well done is, in
fact, worthy of investment (Cheng, 2008).
The school of “situated learning” has deemed the learner’s
ability to participate in their environment a
supreme technique for acquiring skills (Cheng, 2008). However,
the idea that off-the-job training is of little
value can only be considered gaudy from the stance of any
professional. Authors from the article “Transfer of
training: A review and new insights” offer an exemplary
rendering of the acquisition of “core skills” (2008). A
balanced combination of on-the-job and off-the-job learning is
preferable.
Trainee personalities also play a vital role in the transfer
process. “The main goal for training designers

should be to foster the trainees’ motivation to use new skills on
the job” (Liebermann and Hoffmann, 2008).
Overall learner satisfaction is greater if the training is relevant
to the job. In alignment with this idea is the
importance goal setting (Gist et al. 1990). Relevant goals
intensify the learner’s interest in the tasks at hand,
which results in persistence from the learner to reach the goal
(Gist et al. 1990). In light of this, it is obvious
that practical relevance of a training program has become a
crucial factor entrenched in all research
pertaining to transfer solutions. The archetype of any good
workplace environment “provides adequate
resources and opportunities to apply the new knowledge”
(Liebermann & Hoffmann, 2008). To plow further
into the idyllic environment of training practices is
indispensable and should remain at the forefront of training
practices research.
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moving-beyond-barriers
Researchers also have identified the organizational environment
as a determinant of hindering transfer. The
application of structured timely feedback in a positive
environment is somewhat difficult to master. Unlike
popular belief, extensive feedback is not the panacea of
improved behavior. Rather, one must be vigilant
when providing feedback (Van den Bossche, 2010). With
careful consideration of these factors, feedback
can be used as an effective support mechanism to assist in the
transfer of training.
Tips for Effective Transfer: A Proposed Model
A new model of transfer has been offered in light of the
difficulties outlined in past research (Burke &
Hutchins, 2008). Based on the proposed model of transfer
offered by the authors, here are some useful
points to consider for promoting transfer:
Extend stakeholders beyond trainers, trainees, and supervisors:

Although peer support has proven in
the past to wield the effects of transfer on trainees, new
research has shown peer support as being
significantly influential on effects of transfer (Burke &
Hutchins, 2008). Peer collaboration, networking, and
the sharing of ideas relating to the content can act as support for
skill transfer in trainees (Hawley and
Barnard, 2005). Further, consider the organization itself as a
major stakeholder. The organization’s “transfer
climate” can directly influence training transfer results.
Whether the organization values learning can have a
direct impact on employee performance (Awoniyi et al. 2004).
Extend beyond the classic before, during, and after evaluation
of transfer: It is important to consider
that transfer is not necessarily time-bound (Burke & Hutchins,
2008). “Put simply, the transfer problem is not
rooted in a specific time phase and, thus, its remedies should
not be either” (2008). Provide support for
transfer throughout the duration of the transfer process and not
solely at specific time phases. For example,
consider creating jobs aids before the training so the trainee can
use it during and after training. Such tactics
help extend beyond the training itself and promotes for
continuous on-the-job learning (Baldwin-Evans, 2006;

Clarke, 2004).
Consider trainer characteristics and evaluation as influential
factors: Learner characteristics, the
design and delivery of the training, and the environment all
have been considered as influential factors that
may inhibit or support transfer. Consider incorporating
expressions in the delivery of the content and ensure
the content is well organized. Further, incorporate assessment
of transfer from trainee, trainer, and the
organization’s perspective. This helps to create an environment
that values and supports learning (Bates,
2003).
Include moderating variables: Consider the size (small, medium,
large) of the organization. These factors
may have a direct affect of the training department and the way
in which transfer is evaluated (Burke &
Hutchins, 2008).
Although the ambition to create a perfect training transfer
model is admirable, the fact remains that transfer
is nothing short of complex. That said, in order to provide for
optimal effectiveness of training for transfer, it is
essential that all aspects of training be garnered into a
manageable practice.

References
Alexis Belair is a student at Concordia University in Montreal
completing a Master’s degree in Educational
Technology.
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Awoniyi, K., Salas, E., & Garofano, C. (2004). A study of best
practices in training transfer and
proposed model for transfer. In L. A. Burke & H. M. Hutchins
(2008). Human Resource
Development Quarterly, 19(2), 107-128.
Bates, R. A. (2003). A study of best practices in training
transfer and proposed model for transfer.
In L. A. Burke & H. M. Hutchins (2008). Human Resource
Development Quarterly, 19(2), 107-
128.
Burke, L. A., & Hutchins, H. M. (2008). A study of best
practices in training transfer and proposed
model for transfer. Human Resource Development Quarterly,
19(2), 107-128.
Cheng, E., & Hampson, I. (2008). Transfer and training: A
review and new insights. International
Journal of Management Reviews, 10(4), 327-341.
Gist, M., Bavetta, A., & Steven, C.K. (1990). Transfer training
method: Its influence on skill

generalization, skill repetition, and performance level.
Personnel Psychology, 43(3), 501.
Hawley, J. D., & Barnard, J. K. (2005). A study of best
practices in training transfer and proposed
model for transfer. In L. A. Burke & H. M. Hutchins (2008).
Human Resource Development
Quarterly, 19(2), 107-128.
Liebermann, S., & Hoffmann, S. (2008). The impact of practical
relevance on training transfer:
evidence from a service quality-training program for German
bank clerks. International Journal of
Training and Development, 12(2), 74-76.
Randi, J., & Corno, L. (2007). Theory into practice: A matter of
transfer. Theory into Practice, 46
(4), 334-342.
Van de Bossche, P., Segers, M., & Jansen, N. (2010). Transfer
of training: the role of feedback in
supportive social networks. International Journal of Training
and Development, 14(2), 81-94.
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Tips, Tools, and Intelligence for Trainers
Issue 0710
Training Basics Dennis E. Coates
Enhance the
Transfer of
Training
Issue 0710

A U T H O R
Dennis E. Coates, Ph. D.
Performance Support Systems, Inc.
435 Paradise Hills
New Braunfels, TX 78132
Tel: 830.907.3000
Email: [email protected]
Dr. Coates is CEO and co-founder of
Performance Support Systems. He is
the author of 20/20 Insight GOLD, a
customizable multi-source performance
feedback and survey technology. He has
served on the faculties of the United
States Military Academy, the Armed
Forces Staff College, the College of
William and Mary, and Thomas Nelson
Community College, and as an adjunct
instructor at the Center for Creative
Leadership. He is the author of numer-
ous articles on leadership, management,
and training.
Infoline Associate Editor
Justin Brusino
Copy Editor
Ann Bruen
Production Design
Kathleen Schaner
Enhance the Transfer of Training
Training Basics

Learning
Transfer..................................................................................
.....................1
Enhance Training
Transfer..................................................................................
..2
.
Focus.on.Shortcomings............................................................
.......................................2
.
Set.Up.Training.Transfer..........................................................
.......................................2
.
Coordinate.Learning.Networks.................................................
......................................4
.
Prepare.Coaches......................................................................
.......................................4
. Integrate.Follow-
Up..........................................................................................
..............6
.
Insist.on.Accountability...........................................................
.......................................7
.
Align.Culture..........................................................................
.........................................9

.
Gain.Commitment....................................................................
.....................................11
Implement the
Enhancements..........................................................................
.12
.
Step.1..Integrate.Reinforcement................................................
..................................12
.
Step.2..Measure.Improvement...................................................
..................................12
.
Step.3..Involve.Direct.Managers...............................................
...................................13
References &
Resources................................................................................
.....14
Job Aid
.
Monitor.Key.Actions...............................................................
......................................15
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Copyright © ASTD �
Not long ago, I asked a branch manager of one of the
largest banks in the United States about the train-
ing she had received during the past two years. In
glowing terms she described a well-known effective-
ness program. I asked, “Based on what you learned,
how has your performance improved?” After a long
pause, she replied, “It’s not that I’m doing anything
differently, but I really enjoyed that course.”
No matter how excellent the instruction is, it’s rare
to find people who are consistently applying what
they learned in training. Organizations spend bil-
lions of dollars each year on training programs,
expecting to achieve lasting, measurable improve-
ments in performance and positive impacts on busi-
ness results—a goal that is hard to achieve.
Published research confirms that only a small per-
centage of the participants of training programs
actually change their behavior. Experts have been
telling us this for decades. They estimate that most
of this investment—between 70 and 90 percent—is
wasted.
Cognitive neuroscience explains that changes in
behavior require repetition of new behaviors to
develop new connections in the brain. This pro-

cess takes a lot more time than a typical training
program allows. When participants first return to
the workplace, their new skills feel forced and awk-
ward, and they don’t consistently yield the desired
results. Without a supportive environment, many
people give in to the pressures of work and fall back
on their old habits.
Recent books address what they refer to as the
“transfer of training” problem. The issue, they say,
is not with the trainers or their programs, but with
the fact that learning is an ongoing process, not an
event. A finite number of days of instruction simply
can’t be expected to undo problem behavior pat-
terns that have been ingrained for years. Experts
claim that most organizations fail to follow through
with enough reinforcement for individuals to in-
grain the new skills they learned in the classroom.
The purpose of this Infoline is to help you achieve
what many regard as the “holy grail of human
resource development (HRD)”—permanent,
measurable improvements in performance and
a positive impact on business outcomes. The
approach is to focus on the specific areas of train-
ing and development that most organizations fail
to do well and to suggest practical strategies for
achieving this highly desirable and elusive goal.
This Infoline builds on the work of previous
Infolines No. 9512, “Transfer of Training,” and No.
9804, “The Transfer of Skills Training,” to provide
new insights and describe specific actions you can
take to improve your organization’s current system.
It includes a realistic plan for getting change un-
der way—to create a foundation of initial successes

from which an organization can continue to get bet-
ter results going forward.
Learning Transfer
�
�
Answering the following seven questions will help
you establish a “direct line-of-sight” from the desired
business results to the developmental program:
1. Which business results are not being met?
2. Which work units are assigned to contribute to
these results?
3. Which unit performances are falling short of
expectations?
4. Which areas of individual performance are con-
tributing to this unit failure?
5. Which individual performers aren’t measuring
up in these areas?
6. Are the performance shortfalls due to deficien-
cies in knowledge or skill?
7. If so, what kind of developmental program
would best correct these deficiencies?

With regard to Question 6, remember that individ-
ual performance shortfalls do not necessarily mean
that employees need training. They may already
know how to do what they’re expected to do, but
they may not have the requisite motivation or sup-
port from the organization to do their jobs.
Set Up Training Transfer
The reinforcement of new behavior patterns has
to begin in the classroom. The first step in improv-
ing performance is to introduce a model of the
desired behavior. The classroom is ideally suited
for this task.
Over the years, training professionals have adopted
a number of adult learning methods that promote
retention and learning transfer. To learn more, see
the sidebar Training Design Strategies. The more
of these elements you employ in your develop-
ment programs, the better participants will be pre-
pared for what comes afterward—the difficulties of
applying, reinforcing, and ingraining new work
habits. Classroom instruction can prepare learners
to work through these challenges, and it can intro-
duce them to resources and programs that support
ongoing learning.
Copyright © ASTD�
Enhance Training Transfer
�

�
What’s needed in most organizations is not so much
a revamping of the existing training and develop-
ment system as optimization of current practices.
Therefore, this Infoline will focus on eight initia-
tives to increase the successful transfer of training:
l Focus on shortcomings: Identify training needs
that will have a positive impact on business
results.
l Set up training transfer: Incorporate learning
strategies that promote application and rein-
forcement of skills.
l Coordinate learning networks: Organize support
for reinforcement.
l Prepare coaches: Get direct managers ready for
their developmental role.
l Integrate follow-up: Implement reinforcement
programs with assessment and training programs.
l Insist on accountability: Measure performance
improvement and calculate ROI (return-on-
investment).
l Align culture: Modify the organization’s policies
and practices to support performance improve-
ment.
l Gain commitment: Support follow-up reinforce-
ment.

By focusing on these eight initiatives you can drive
the transfer of training in your organization.
Focus on Shortcomings
If you want training to have a positive impact on
business results, your training programs must
focus on correcting performance shortfalls that
negatively affect business. Take an active role in
identifying these shortcomings with department
managers.
Copyright © ASTD �
�
Training Design Strategies
The following is a collection of widely used training design
best practices that support follow-up reinforcement and
long-term ingraining of desired skills and work habits.
l Create or acquire courses to address performance prob-
lems that have an impact on business results.
l Create course objectives that are application oriented—
what participants will need to do on the job.
l Design the course to focus on doing a few important
things very well rather than covering all possible topics.
l Structure the course so that the learning is broken into

short segments.
l Explain why the training is being conducted—the
need for the organization to improve business results,
evidence of related knowledge and skill deficiencies, or
the impact of new skills on workplace performance and
business results.
l Help learners understand the personal benefits of the
learning—“what’s in it for them.”
l Early in the course, brainstorm with learners to focus on
workplace challenges, and then refer to these scenarios
during course activities.
l During instruction, relate new concepts and skills to
what learners already know.
l Provide forms and build in opportunities for learners
to record ideas, insights, and post-course application
issues—questions, possible problems, and resources
they’ll need to put skills into practice.
l Provide frequent opportunities to discuss “lessons
learned.”
l Make practice exercises as realistic and work-related as
possible.
l Give learners a variety of case studies and relevant
articles.
l Vary the practice exercises—challenge learners with dif-
ferent situations and scenarios.
l Vary the membership of table groups, so learners are

exposed to different perspectives.
l Give immediate individual behavioral feedback during
practice exercises.
l Structure practice so that learners can give one another
feedback.
l Give learners structured time to visualize correct perfor-
mance on the job.
l Give learners job aids related to major skill areas—
summary references that describe how-to steps.
l Preview support for post-course follow-up reinforce-
ment: reinforcement planning, online resources, work-
books, job aids, feedback assessments, learning support
groups, and direct manager coaching.
l Help learners identify individuals for a learning support
group—people who can give feedback, encouragement,
and advice or coaching after the course.
l Make time for learners to discuss their concerns and
plans for using their new skills.
l Have learners draft a realistic plan or contract for using
their new skills on the job; make copies—send to direct
managers, and several weeks after the course, send to
participants as a reminder.
Copyright © ASTD

�
The stakes are too high to simply hope that partici-
pants will follow through on their own. There are
many ways to structure learning support using a va-
riety of media, formats, frequency, and participants.
The smart money is to find out from learners and
their direct managers what they need, offer sugges-
tions, and create a plan to make it happen.
Prepare Coaches
Management may be willing to invest in profes-
sional coaches for executives, but coaching for
the majority of employees must come from within
the organization. Trainers often have good coach-
ing skills, but they’re usually busy preparing and
delivering programs. In addition, there aren’t
enough trainers to go around. Mentors are a pos-
sible coaching resource, but most employees don’t
have a mentor, and mentors lack oversight and
authority.
n UnderstandingManagement’sRole
Although trainers provide learning opportunities
and support, what managers do after training influ-
ences behavior far more than what trainers do in the
classroom. The manager is responsible for directing,
motivating, observing, evaluating, and improving
the employee’s performance and has the authority
to tell employees what to do. The manager decides
whether an employee will even have the opportu-
nity to use newly learned skills. How well a manager
carries out this role can make or break the transfer
of new knowledge into permanent improvements in

workplace performance.
This fact is not intended to devalue the vital role of
trainers. However, trainers don’t own the system,
and they don’t run the organization. Once program
participants leave the classroom, trainers can no
longer significantly influence their development.
Trainers have some influence, but have practically
no control over what happens in the workplace,
where new skills must be diligently applied in or-
der to be ingrained. To learn more about the role of
managers in training reinforcement, see the sidebar
Learning Triangle.
Also, the trainer’s influence isn’t confined to the
classroom. The next critical area describes how
trainers can support learners and their direct man-
agers after formal instruction is over.
Coordinate Learning Networks
While only the direct manager can provide effec-
tive performance coaching in the workplace, he or
she can be supported in this role. For one thing,
trainers are uniquely qualified to get involved in
follow-up reinforcement. Also, other interested
individuals within an organization can give a devel-
oping employee advice, feedback, encouragement,
and coaching during the extended period of rein-
forcement. Your learning network should include
l program co-participants
l peers
l co-workers
l subordinate team members
l mentors.

These adjunct coaches represent a network of sup-
port for the learner. If trainers simply encourage
participants to create their own networks, results
will vary widely. A more effective course is to plan
and set up a system to support learning networks,
tell participants and their bosses how to use it, and
supervise its use. Here are some of the approaches
used by successful organizations:
l “brown bag” or informal roundtable lunch meet-
ings, during which participants review learning
media, discuss on-the-job challenges, and share
experiences
l webinars or teleconferences, in which trainers or
guest speakers discuss performance topics with
participants
l online forums, in which participants interact with
supportive individuals to ask questions, discuss
issues, get feedback, or share encouragement
l action plan monitoring systems, whether an on-
line service or a manual tickler system managed
by trainers.
n ChangingMindsets
For many organizations, the biggest hurdle is to
change the mindsets of managers. Managers who
already have more to do than they can accomplish
will probably resist the idea of assuming what they
perceive as “new responsibilities.” The notion that
the most crucial phase of learning begins after class-

room instruction is over is alien to many workplaces.
Many managers exhibit these negative behaviors:
l showing reluctance to release employees for
training
l contacting participants during the course—or
even worse, calling them away from classroom
activities
l expecting employees to “get back to work”
l creating an environment of business as usual and
not giving employees a chance to apply the new
skills
l misunderstanding what’s involved in skill devel-
opment and the essential role of the manager in
reinforcing new skills.
n PreparingManagers
You can help overcome the reluctance of direct
managers to accept their coaching role by com-
municating clear expectations. Ideally, coaching
and developing direct reports will become formal
aspects of a manager’s responsibilities. These ex-
pectations can be incorporated into manager com-
petencies, leadership assessments, job descriptions,
performance review parameters, roles and func-
tions manuals, and other administrative documents.
For help establishing expectations, see the sidebar
Manager’s Leadership Checklist.
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Performance improvement must be an ongoing process in which
three key influencers—trainers, learners, and learners’ manag-
ers—cooperate to promote employee development as an aspect
of everyday work. This partnership is visualized as a “learning
triangle.”
When managers aren’t involved, program participants are left
without the support, encouragement, and coaching they need
to persist during the challenging period of reinforcement. This
shortfall is the norm in most organizations, which in large part
explains why training so often fails to transfer to improved on-
the-
job performance.
Learning Triangle
Direct
Manager
TrainerLearner
Assessment
Training
Reinforcement
Monitoring and encouraging improved perfor-
mance may be a vital leadership role, but many
managers feel unprepared for it. If managers
haven’t previously been expected to take respon-
sibility for the day-to-day development of subor-

dinates, look for off-the-shelf coaching courses to
fill this need. The most effective courses will give a
realistic explanation of what it takes to change be-
havior, as well as the manager’s responsibilities for
coaching and improving performance. Also, nearly
every manager needs practice in facilitating one-
on-one discussions with subordinates to help them
learn from both success and shortfall experiences.
To learn more, see the sidebar Seize the Coaching
Moment.
Integrate Follow-Up
To expect improved performance from an isolated
training event defies everything we know about be-
havior change. To achieve lasting changes in behav-
ior, organizations need to take a different approach.
Developmental programs need to be preceded by
assessment and followed by an extended period of
reinforcement, which includes
l ongoing learning
l coaching
l follow-up assessment
l accountability.
These activities should be conceived and presented
as a single, integrated process. Integrated training
materials need to include the resources that will be
used during reinforcement and instructions about
how to use them. Also, the training programs need
to be selected based on pre-course assessment, and
instructors should refer to these assessments dur-
ing the course. This means that specific behavioral
training objectives need to be identical to the be-
havioral items assessed before and after training.

These assessments are important, and you can use
them later to calculate ROI.
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�
Use this checklist to inform, instruct, empower, assess, and hold
managers accountable for their responsibilities in coaching and
developing direct reports in the workplace.
h Communicate with trainers about direct reports’ perfor-
mance, participation in developmental programs, and rein-
forcement activities.
h Attend, audit, or review direct reports’ courses to prepare for
setting an example of the skills to be learned; if this is not pos-
sible, review course materials including agendas and learning
objectives.
h Meet with direct reports to evaluate performance assessment
results and communicate expectations for performance im-
provement.
h During training, refrain from contacting direct reports about
work issues.
h After training, meet with direct reports to evaluate learning
experiences, set performance improvement goals, and plan
for ongoing reinforcement.
h Give assignments that require using new skills on the job.
h Provide encouragement.

h Discuss “coaching moments” with direct reports—help them
integrate the lessons of experience while applying new skills.
h Give direct reports time to meet with trainers, co-
participants, mentors, and others who can contribute to
learning.
h Meet with direct reports to review the results of post-
course feedback surveys and update plans for ongoing
reinforcement.
h Hold self and direct reports accountable for achieving perfor-
mance improvement goals.
Manager’s Leadership Checklist
Assessing Interpersonal Skills
Performance tests are a straightforward assess-
ment method for most technical and administra-
tive skill areas. However, most jobs also involve
interpersonal skills that can be hard to measure.
These skills include
l team communication
l leadership
l sales
l instruction
l negotiation.
The most effective method of assessing interper-
sonal behaviors is multi-source feedback, in which
participants receive information about their perfor-

mance from the people who work around them. To
create tailored assessments that are aligned with
what actually happens in the workplace and with
course objectives, an organization needs to use a
highly customizable survey technology. Also, to
support post-course measurement, the system will
need to enable low-cost repeat assessments.
Insist on Accountability
Like an investment in new equipment, technol-
ogy, or advertising, it’s fair that executives ex-
pect their considerable investment in training
and development programs to produce tangible,
measurable results. To gain their support for fu-
ture developmental programs, trainers need to
provide credible proof of improved performance
and return-on-investment.
n IndividualPerfomanceROI
Rather than pursue “business results ROI,” which
is the quest to isolate the impact of training among
many other contributing factors, focus on an “in-
dividual performance ROI,” the financial return
you get from actual improvements in performance.
This technique addresses the two questions of most
interest to executives:
1. Did the training work—did people improve
their performance?
2. Was the investment worth it—did these im-
provements outweigh the costs?
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A coaching moment occurs whenever someone applies a new
skill in the workplace, so recognizing this moment is
particularly
important for direct managers. The purpose of engaging an em-
ployee in a discussion about a workplace experience is to help
the individual learn from the event, whether it be a success or a
shortfall.
When a manager learns that a direct report has had an opportu-
nity to apply a new skill, he or she should encourage the
individual
to talk about the experience. Carefully avoiding an instructional
approach, the manager should guide the employee to think about
what happened by asking leading questions such as the ones
listed
below. Using these open-ended questions as a guide, the skillful
coach can encourage the learner to do most of the talking:
l What happened? Who did what? What was the sequence of
events?
l Why did you handle it that way? What were you trying to
accomplish? What helped or hindered? What led to the ulti-
mate outcome?
l What were the consequences? What was the impact on others?
What were the costs and benefits? Was anything resolved? Did
the incident cause any problems?
l What did you learn from this? What would you do differently
if
you encountered a similar situation in the future?

l What are your next steps? What support do you need from me
to be more successful?
A typical discussion may last only a few minutes but needs to
be
long enough to help the direct report to “connect the dots” and
integrate the learning.
Seize the Coaching Moment
Performing dollar calculations for this type of ROI
is relatively simple. The key is to quantify the ac-
tual improvement in performance, then translate
this benefit into dollars and determine whether the
payoff is more than the cost. Conveniently, the data
created by the pre- and post-course performance
assessment comparison technique described above
can be used in a simple return-on-investment cal-
culation. See the sidebar Measure Performance
ROI for the sample calculation.
Executives should find that this calculation provides
meaningful evidence of results, and they should
have no difficulty understanding how it was de-
rived. Note that the sample calculation presented
in the sidebar is based only on the first post-training
measurement. If coaching, learning, feedback, and
accountability continue as a routine aspect of work,
the results of subsequent assessments may improve
again going forward, causing the benefits and ROI
to increase even further.
Once again, the performance data used in this cal-

culation comes from the feedback assessments. A
multi-source feedback survey includes the behav-
iors to be taught in training. Managers tell direct
reports that the survey will be administered again
after training. The pre-course diagnostic helps
participants set quantified, behavior-based perfor-
mance improvement goals. Knowing that follow-up
measurements will be taken later peaks their moti-
vation and attention going into training.
n WhentoEvaluate
It’s important not to measure post-program perfor-
mance improvement too soon. It usually takes time
for an individual to show improvement and mastery.
Even in the best case, early attempts are awkward
and results will be mixed. If surveys are conducted
too soon, while learners are still struggling to mas-
ter the skills and unlearn old habits, performance
scores could actually drop, introducing the possibil-
ity that measurements could be misinterpreted.
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Individual performance ROI is obtained using this formula:
Percent ROI 5 (Program Benefit – Program Costs)
3 100 4 Program Costs
To estimate the costs of an individual’s training, add the
program
costs for trainers, assessments, materials, facilities, and time
away

from work, and then divide by the number of participants. In
this
example, assume the cost of an individual’s attendance at a
three-
day course was $1,600.
When calculating the benefit of the training, the question is how
much additional productivity will an organization get for the
same
salary? You’ll need to know the individual’s total annual
compen-
sation, data showing how much the individual’s performance
has
improved, and an estimate of how much the individual’s perfor-
mance affects his or her productivity.
Assume the learner’s total annual compensation was $75,000.
Sev-
eral weeks before the training, the participant received a bench-
mark diagnostic multi-source feedback assessment. To measure
performance improvement, the same assessment was adminis-
tered nine months after the course. The assessment scores (scale
0 to 10) increased from an average of 6.3 (before training) to
7.9
(after training).
(7.9 – 6.3) 4 6.3 5 25 percent improvement in performance
Individual performance is only one of several productivity
factors.
Support, co-worker skills, reward systems, and many other
factors
also have an impact on productivity. Sorting this out
scientifically
is impractical and unnecessary. Simply ask managers to agree
on

a consensus estimate of the relative impact of an individual’s
per-
formance on his or her productivity. In this case, management
estimated that the impact was approximately 33 percent.
Multiply
the annual compensation times the percent improvement in per-
formance times the percent of impact on performance and you
will get the dollar value of the improved individual
performance.
$75,000 3 25 percent 3 33 percent
5 $6,250 additional impact on productivity
This benefit is significantly greater than the total cost of the
indi-
vidual’s training, which was $1,600.
Percent ROI 5 ($6,250 – $1,600) 3 100 4 $1,600
5 290 percent
Measure Performance ROI
A good time to administer your initial assessment is
six to nine months after training. This gives learn-
ers quantitative and qualitative feedback about how
they’re doing as they try to improve their skills. Also,
the assessment documents whether the individual
has improved on-the-job performance. Since both
pre-course and follow-up post-course assessments
are identical, scores can be compared easily. Im-
proved scores confirm improved performance. For
ongoing measures of performance improvement,
simply administer the assessment again at the 12-
and 18-month marks.

n OtherConsiderations
Evaluating behavior (Level 3) and measuring re-
sults (Level 4) produce hard evidence of whether
programs are changing behavior. While Donald
Kirkpatrick’s model is often used to hold the train-
ing department accountable, it’s important to re-
member that others share responsibility for these
results:
l learners, who persist during the lengthy and
sometimes frustrating period of reinforcement
l direct managers, who supervise and coach the
learner while providing opportunities to apply
skills in an encouraging environment
l trainers, who present behavior-based training
that is optimized for skill transfer and who coor-
dinate follow-up programs
l senior executives, who establish expectations,
commit resources, promote an approach that
can change behavior, and remain patient while
employees ingrain new behavior patterns.
Align Culture
Aspects of an organization’s culture, policies, and
systems may frustrate participants’ efforts to ap-
ply what they’ve learned. There are many possible
problems, such as project assignments that prevent
application of new skills or incentives that fail to
encourage desired performance. There are many
possible issues, and most of the time they are
aspects of the culture that have persisted and are

now causing problems. If the work environment
thwarts the application of new skills, there’s little
chance that learners will persist through the diffi-
cult period of reinforcement.
Locating Barriers
What aspects of an organization’s culture have an
impact on the transfer of training? What can be
done to optimize the system for performance im-
provement? In order for management to remove
barriers in the workplace, it needs to locate them.
This isn’t an easy task, because problem policies
and practices serve important purposes and have
usually been in place a long time. Both managers
and trainers are adept at sensing what’s going on
in the workplace, and they can report problems to
management.
Perhaps the easiest way to identify these issues is
to get feedback from the participants themselves
after training. See the sidebar Gauge Organiza-
tional Support for Performance Improvement to
learn more. Ideally, the survey is administered to
program participants 30-60 days after they return
to the workplace, when they’ve had time to apply
their skills. The survey solicits ratings and com-
ments about the most important aspects of orga-
nizational support for performance improvement.
When enough responses have been collected, man-
agement can study the consolidated feedback and
modify policies and practices accordingly.
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�0
Gauge Organizational Support for Performance Improvement
Use this survey to assess how well organizational systems
support an employee’s efforts to improve performance. For
maxi-
mum effectiveness, survey learning program participants 30-60
days after they return to the workplace.
How strongly do you agree with the following statements? (1 =
strongly disagree, 5 = strongly agree)
______ My job responsibilities require me to use the skills and
concepts I learned in training.
______ My performance goals and objectives require me to use
the skills and concepts I learned in training.
______ I’ve been given assignments or tasks with opportunities
to apply the skills and concepts I learned in training.
______ My performance review evaluates how well I’m using
______ The rewards and incentives available to me motivate me
to use the skills and concepts I learned in training.

______ Additional learning resources such as programs, videos,
and books are available to help me improve how I per-
form the skills and concepts I learned in training.
______ I have regular opportunities to learn from others, to talk
with co-workers, program participants, or mentors about
“lessons learned” related to the skills and concepts I learned in
training.
______ Management has made it clear that I’m expected to use
______ I receive feedback from surveys that measure how much
I’ve improved the way I perform the skills and concepts
I learned in training.
______ My manager sets a good example for using the skills
and concepts I learned in training.
______ My manager has told me that I’ll be held accountable
for using the skills and concepts I learned in training.
______ My manager is actively involved in my ongoing
learning and development related to the skills and concepts I
learned in training.
______ The way my manager coaches me in the workplace helps
me improve the way I perform the skills and concepts
I learned in training.
______ My department structure makes it easy for me to apply
______ My organization’s policies and practices encourage me
to apply the skills and concepts I learned in training.

______ My organization gives me adequate support to help me
improve the skills and concepts I learned in training.
Over a period of time, executives and supervi-
sors alike can get used to the status quo. Like the
proverbial frog in a pot of slowly warming water,
people may not sense the problem. They have be-
come comfortable with a bad situation that will
eventually cause unacceptable pain. Executives
need to confront this mindset before more dam-
age is done. No organization wants to waste money,
and while optimizing development programs can
produce long-term improvements in performance
and a significant return-on-investment, people may
be reluctant to do things differently. Without com-
mitment at all levels of management, the will to
push past resistance simply won’t be there. Tough
decisions will not be made, and initiatives will be
abandoned.
n Top-LevelCommitment
It can be challenging to gain attention, commit-
ment, and action from top-level management. They
may operate several layers of management removed
from training and development programs. They
may be preoccupied with shareholder, strategic,
legal, acquisition, or succession issues and have little
time for focusing on training and development. But
if management doesn’t make a priority of improv-
ing performance and optimizing systems to support
transfer of training, nothing is likely to change.
The requisite level of commitment usually builds
because top executives notice compelling business

reasons for getting behind the changes. Like any
major investment in infrastructure, training and
development is expensive, and executives should
expect measurable results. Key executives who
have ownership interest or profit-and-loss respon-
sibility will be especially concerned if resources are
being wasted.
Commitment is usually sparked by a knowledge-
able champion who owns responsibility for training
and performance improvement, understands the
issues, and wants to do something about them.
After gathering data about program costs and pro-
gram results, this influential person can educate key
executives and gain their commitment up front.
Gain Commitment
You may find that your organization is already do-
ing much of what is recommended here. However,
optimizing an approach to training and develop-
ment typically means making changes. Be prepared
for the training staff and managers to resist, even
if the changes make sense and promise to increase
profitability.
For example, it’s natural that some managers may
not want to take on what they perceive as additional
responsibilities, especially if these duties involve
knowledge and skills they don’t have. Program par-
ticipants may feel uneasy about being assessed be-
fore and after training, because this enables their
managers to hold them accountable for results.
The trainers themselves may feel uneasy about
assessments that accurately measure whether their
programs actually change behavior. Popular train-

ing programs may be eliminated as irrelevant. New
technologies may be acquired. Long-standing poli-
cies and procedures may have to change.
n BeaChangeAgent
Change agents can run into a wall of denial. Often
an organization has lived with pain of this kind of
waste so long that it’s perceived as normal. Peo-
ple rationalize that if world-class trainers present
high-quality courses, some good has to be com-
ing from these activities, even though behavior
doesn’t appear to change. Here are some common
rationalizations:
l It’s unreasonable to expect measurable improve-
ments in performance.
l Improvements are too subtle to notice.
l Improved behavior will manifest itself unpre-
dictably in the future.
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Top-down commitment needs to be visible and
demonstrative. Executives need to
l make sure managers understand why a rein-

forcement-intensive approach is necessary and
why the organization must take new approaches
to performance improvement
l communicate to managers that they are expected
to function effectively as performance coaches
for their direct reports, and if needed, give them
training to prepare them for this role
l improve aspects of policies and practices when
it’s discovered that the system discourages on-
the-job application of newly learned concepts
and skills
l clarify expectations for improved performance
and positive impacts on business results, to in-
clude measuring performance improvement,
calculating ROI, and defining accountability
l acquire compatible behavior-based programs
that work together seamlessly to support assess-
ment, training, and reinforcement.
Executives have several options for getting their
message across:
l meetings and briefings
l presentations by experts
l repeating the message in a variety of media:
email, web, video, newsletters, and memoranda
l workshops to involve managers in optimizing the
organization’s approach to training and develop-
ment and creating a plan for implementation

l detailed expectations incorporated into manag-
ers’ job descriptions and performance reviews
l personal appearances in courses to emphasize
importance
l setting an example by modeling the desired
skills.
��
Implement the Enhancements
Practically speaking, it’s easier to gain commitment
if management understands that it doesn’t have
to implement all eight critical enhancements at
once to be successful. While many variables influ-
ence whether classroom learning is reinforced and
ingrained in the workplace, it’s possible to make a
beginning and get positive results by focusing on
three of the critical enhancements.
Step 1. Integrate Reinforcement
Start small, and begin with a single program. You
should acquire or design a training program that
l is structured to achieve specific behavioral
objectives
l includes resources, such as related job aids,
books, and behavior model videos, which can be
used to reinforce skills after training.

Next, set up a system to assess current skill levels of
the program’s behavioral objectives, through obser-
vation, performance testing, or multi-rater assess-
ment. If the latter, make sure the feedback system
is easily customizable and can be repeatedly used
with various subjects at minimal expense.
Step 2. Measure Improvement
Assess performance levels about a month before
and again several months after training. Make sure
participants know about the assessment schedule
in advance. Coach managers to help direct reports
analyze the results of the assessment in order to
focus on priority learning goals during the course.
After the course, assess performance again using
the same behavior sets. Then compare pre-course
scores with post-course scores; the quantitative and
qualitative data will reveal whether areas of perfor-
mance have improved. Notify learners and direct
managers about whether ongoing reinforcement
has had the desired effect; then they can use the
results to establish a new set of developmental goals
and metrics.
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Measuring performance improvement provides

hard evidence of whether programs are changing
behavior, making it possible to hold the key players
in the “learning triangle” accountable:
l learners, who must make a determined effort to
change behavior patterns
l direct managers, who monitor and coach the
direct reports
l trainers, who present behavior-based training
that is optimized for skill transfer.
Step 3. Involve Direct Managers
Changing behavior patterns takes months, not
days—even in ideal circumstances. Only the learn-
er’s direct manager is in a position to give enough
support, oversight, encouragement, feedback,
coaching, and reinforcement over the long term to
change behavior. No matter how much was invested
in the learning program, how well the manager car-
ries out this role will make or break the transfer of
new knowledge and skills into permanent improve-
ments in workplace performance.
At a minimum, you’ll need to do three things to
draw direct managers into a “learning triangle” with
their direct reports and trainers:
1. Inform managers of their developmental re-
sponsibilities. Have them review the sidebar
Manager’s Leadership Checklist, and then let
them know they will be held accountable for
those actions.

2. Prepare direct managers to be more effective
performance coaches. If needed, make coach-
ing training available. At a minimum, give them
a book about coaching for managers.
3. Hold managers accountable for carrying out
their role as performance coaches. Define ex-
pectations in job descriptions and performance
evaluation systems.
Using this simplified strategy for getting started will
immediately enrich the way you conduct training
programs, and you will experience positive results.
However, it’s only a beginning. Each of the eight
critical areas deals with significant cause-and-effect
shortfalls and opportunities, none of which should
be ignored. Your organization will need to build on
the foundation of initial successes with a tailored
strategy to optimize the other key areas that influ-
ence learning transfer.
The transfer of training issue has always been the
human resource development community’s biggest
problem and biggest opportunity. If applied, this
summary of how skills are ingrained and practical
methods for transferring classroom instruction to
improved workplace performance can help you cre-
ate a huge success story in your organization. See
the job aid Monitor Key Actions.
Obviously, there’s no quick fix. In most organiza-
tions, a lot of work will need to be done. How far you
go to create lasting improvements in performance
and positive impacts on business outcomes will
depend on the degree to which you and manage-
ment acknowledge the pain that comes from com-

mitting resources to programs that fail to achieve
the expected results.
Copyright © ASTD��
Baldwin, Tim, and Kevin Ford. “Transfer of
Training: A Review and Directions for
Future Research.” Personnel Psychol-
ogy, May 1982, pp. 63-105.
Kandel, Eric R., and Robert D. Hawkins.
“The Biological Basis of Learning and
Individuality.” Scientific American,
September 1992, pp. 79-86.
Newstrom, John W. “The Management of
Unlearning: Exploding the ‘Clean Slate’
Fallacy.” Training and Development
Journal, August 1983, pp. 36-39.
Saari, Lise M., et al. “A Survey of Manage-
ment Training and Education Practices
in U.S. Companies.” Personnel Psychol-
ogy, April 1988, pp. 731-743.
Zenger, Jack, Joe Folkman, and Robert
Sherwin. “The Promise of Phase 3.”
T+D, January 2005, pp. 30-34.
Books
Begley, Sharon. Train Your Mind, Change

Your Brain: How a New Science Reveals
Our Extraordinary Potential to Trans-
form Ourselves. New York: Ballantine,
2007.
Brinkerhoff, Robert O., and Anne M. Apk-
ing. High Impact Learning: Strategies
for Leveraging Business Results from
Training. New York: Basic Books, 2001.
Broad, Mary L. Beyond Transfer of Train-
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Broad, Mary L., and John W. Newstrom.
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Strategies to Ensure High Payoff from
Training Investments. Reading, MA:
Addison-Wesley, 1992.
Kirkpatrick, Donald L., and James D.
Kirkpatrick. Transferring Learning
to Behavior: Using the Four Levels to
Improve Performance. San Francisco:
Berrett-Koehler, 2005.
Leberman, Sarah, Lex McDonald, and
Stephanie Doyle. The Transfer of
Learning: Participants’ Perspectives of
Adult Education and Training. Burling-
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Luecke, Richard. Coaching and Mentoring:
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Mager, Richard F., and Peter Pipe. Analyz-
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Phillips, Jack J. Return on Investment in
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References & Resources
Articles
Lynn S. Lewis, MBA, PMP, CPLP
President
Learning
Solution
s, LLC
External Consultant
To ensure that training produces permanent, measurable results
in the workplace, key participates should be monitored before,
during, and after training has occurred. Use this checklist to
plan, track, and evaluate actions of key role players: trainers,

learn-
ers, and direct managers.
Monitor Key Actions
(Continued on next page)
The material appearing on this page is not covered by copyright
and may be reproduced at will. ��
Job Aid
Before Training
This time should be used to assess current skills and prepare
for the upcoming training.
Trainers
h Acquire, design, or review and update courses to ensure
they incorporate learning strategies that promote reten-
tion and learning transfer.
h Send managers and learners information about pre-
course benchmark individual diagnostic surveys.

h Administer pre-course individual benchmark diagnostic
surveys and send confidential reports to participants (com-
plete feedback) and their direct managers (summary).
h Distribute pre-course learning materials to participants
and course information to learners’ direct managers, in-
cluding performance improvement and business results
objectives, course content, and schedule.
Managers
h Review course materials and meet with direct reports
to discuss forthcoming training programs: benchmark
diagnostic scores, developmental priorities, relevance to
workplace shortfalls, impact on business results, course
content, boss’s support role, arrangements to cover re-
sponsibilities, expectations, post-course reinforcement
planning, and assessment activities.
h Meet with direct reports to discuss forthcoming bench-
mark diagnostic survey: what, why, who, when, how.
h Review, audit, or attend the course to prepare for setting
a positive example.

Learners
h Complete pre-course assignments, focusing on personal
learning and performance improvement goals.
During Training
It’s important that the learners receive support while they are
in training; also, they should be prepared for reinforcement.
Trainers
h Facilitate programs, implementing training strategies that
promote retention and learning transfer.
h Brief learners about follow-up learning resources and
help them set up learning support networks.
Managers
h Take care of learners’ responsibilities and protect partici-
pants from work-related issues.
Learners

h Focus on priority goals for improving performance,
participate in skill-building exercises, and make plans for
follow-up application and reinforcement.
After Training
This time should be used to reinforce skills and ensure that
learners are able to apply their new skills on the job.
Trainers
h Publicize and recognize successful course completion.
h Make online behavior-modeling videos and other learn-
ing resources available to participants.
h Host “brown-bag” learning lunches and other discussion
groups.
h Administer brief feedback projects when participants want
anonymous, ongoing feedback from team members.

The material appearing on this page is not covered by copyright
and may be reproduced at will.��
Job Aid
Monitoring Key Actions (continued)
After Training (continued)
Trainers (continued)
h Assist in calculating return-on-investment.
h Administer a repeat post-course individual skills assess-
ment and send results to learners (complete feedback)
and learners’ managers (summary).
Managers
h Meet with learners to discuss the course experience, set
goals, and plan for applying and reinforcing new skills.
h Set an example for desired behavior.

h Provide projects, assignments, and other opportunities to
apply newly learned skills.
h Monitor workplace performance, give feedback, and
offer encouragement, as appropriate.
h Meet with direct reports to discuss successes and frustra-
tions and to help them learn from work experiences.
h Meet with direct reports to compare pre-course and
post-course feedback assessment results, update per-
formance improvement goals, and adjust plans for
follow-up reinforcement.
h Exercise patience as they await evidence of improved
performance and positive impacts on business results.
Learners
h Brief team members about course objectives and content,
major lessons learned, and plans for follow-up reinforce-
ment as well as request ongoing feedback and support.
h Complete a survey about the organization’s support for

performance improvement, one to two months after the
program.
h Stay in contact with trainers, course participants, and
mentors, who share experiences, insights, feedback, and
encouragement.
250710. $12.00.(USA)
STRATEGY
| 04 | DEC 13 | TRAINING & DEVELOPMENT
www.aitd.com.au
We train people so they will learn. The reason we want people
to learn is so they will
change a behaviour or perform a certain way. Surprisingly, little
emphasis is placed on

ensuring learning occurs in the training and even more
surprisingly, little importance is
placed on making sure learning transfers across to improve
performance on the job. Is there
a missing link somewhere between the conception of the
training idea, the delivery of the
training intervention and the return back to work?
Without a platform or a process to help
recently trained employees actually apply
their new learning at work, the money spent
on the training is wasted. The transfer of
learning to the workplace is critical and yet
it is often totally disregarded. The link to
performance improvement is nowhere to
be seen. Think of how many courses you or
your colleagues have completed after which
you have had every intention of using the
new skills or knowledge, only to find you
never quite get around to it. You still have
the binder or the notes or the thoughts but,
alas, you do nothing with them.
There are numerous obstacles that
marginalise the transfer of learning for newly

trained employees. Even though participants
finished the training ready to change, in
many instances it is easier to revert back to
the old way when they get back to their roles.
And…there is usually no consequence for
doing so except, perhaps, to be signed up to
the same course next year.
“Bandaid” solutions are prevalent in many
places - train them, test them and set
them free: a quick recipe for an ineffective
training strategy that ultimately wastes the
precious resource of time and we all know
time costs money.
Quality learning comes from top
notch training that is designed to meet
organisational goals and to produce
measurable results. Measuring learning is a
skill and must reflect the level of complexity
that is required to help the employee transfer
the skills and knowledge to their role.
Transferring Learning

Let’s assume the training was excellent
and the learning was measured. What
structure is in place to help the employee
transfer that learning to their job? More
importantly, who is responsible for this,
and, what role do managers play?
The workplace climate can greatly affect the
transfer of learning. If staff are dismissive
about training, trainers are poorly respected,
or topics are seen as irrelevant, this inspires
no confidence or desire on the part of the
learner to actually apply their learning
at work. There are numerous things that
can be done to promote a better learning
culture and the responsibility of this does
not fall with one person.
If a learner returns to work to find all their
colleagues using the old method or the wrong
method, the learner is unlikely to be the odd
one out by using a different process. It is
disheartening and alarming for newly trained
employees to do a task the way they have
been trained when no one else does it that

way and their own manager or supervisor does
not role model expected performance.
If the manager has not used an informed
approach to make sure the employee is
completing the right training to produce
measurable results then the manager really
doesn’t know what to look for when the
employee returns from training. Many
managers send staff for training in the hope
that the trainer’s magic will rectify the staff
member’s performance issues.
In your place of work, what are the
consequences for employees who do not
apply what has been taught in a training
session or does anyone even know?
There are numerous skills and knowledge
components that employees are taught in
training that are seldom checked on the
job to see if the learning transfer occurred.
Where knowledge and skill relates to easily
measured tasks that are frequently checked
it is easy to see learning transfer gaps.

When these are identified, what are the
consequences or the actions taken?
What should or could a manager’s role
be in bridging the transfer of learning to
improved performance for newly trained
staff? Do managers take an active or passive
role when learners return from training?
Oftentimes employees learn concepts and
theory in their training, which they have
trouble transferring to the reality of their
workplace. They may lack the confidence
to apply new techniques or knowledge back
at work, or lack the experience and practice
with the better, newly learned, processes,
sometimes they need to relearn how to
juggle multiple new skill and knowledge
requirements in an efficient manner in
order to function in their work day.
The manager’s role in
the transfer of learning
to the workplace
Helen McPhun

STRATEGY
www.aitd.com.au TRAINING & DEVELOPMENT | DEC 13 |
05 |
It seems, in some workplaces, employees
are ‘sent off to get fixed’ by training. When
they return no one checks. Surely managers
have a key role in managing the newly
trained employee to apply what is learnt
and perform.
There are workplaces where a trainee
returns from training and the manager and
colleagues encourage the employee to use the
new skills and knowledge. Where workmates
are supportive and where senior management
actually knows what training is occurring.
In this instance learning would certainly be
transferred into performance improvement.
The key to making learning stick is to

encourage employees who have been
trained to apply what they have learned.
They also need to be measured to see that
they are applying the knowledge and skills
the correct way in the right contexts. It
is not just the trainee’s responsibility to
transfer learning to work.
The manager must promote and encourage
an environment that supports the
application of the new learning. This
may include team members sharing
what they have learnt in a team meeting.
The colleagues must also be onboard to
contribute to a positive learning culture.
Each person must be role modelling what
the trainee has been taught.
Where the learning is not transferred to the
workplace there should be consequences.
Those consequences should not be sending
the same person off to a similar course,
but rather include learning application
goals and targets to be achieved within
reasonable timeframes.

Where senior managers are approving
the training spend of other managers and
supervisors, they need to check that there is
a return on this training spend.
The requirements to provide a bridge from
training to learning and then from learning
to improved performance is upheld by
multiple players. A learning culture is grown
from within by everyone and not dictated as
the new initiative from HR, OD or senior
managers. A learning culture provides a
bridge for newly trained employees which
encourages them to apply their learning on
the job and measures whether the learning
has improved their performance.
Helen McPhun is a Director and
Learning and Evaluation Specialist for
McZoom Ltd a consulting practice
based in Auckland, New Zealand.
Helen is the Education Director for
LEARNPLUSTM – a Category One,

NZQA accredited school offering
Management and Adult Education
qualifications. Contact via
[email protected] or
[email protected]
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IC
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Studies in Business and Economics
- 82 - Studies in Business and Economics
THE INFLUENCE OF SUPERVISORY AND PEER
SUPPORT ON THE TRANSFER OF TRAINING

NG KUEH Hua
University Malaysia Sarawak, Malaysia
Abstract:
The burgeoning literature investigating the effect of supervisory
support on the transfer
of training is characterized by inconsistent findings. Also, to
date, research examining peer
support is still lacking, despite earlier studies show support
emanating from co-workers has a
significant influence on the transfer of training. Hence, this
study attempts to rectify the
inadequacies in the literature by examining the effects of
supervisory and peer support on the
transfer of training. Based on a cross-sectional method,
quantitative data was collected from 100
employees working in one of the Malaysian state health
departments, with a response rate of 48
percent. The results of multiple regression analysis revealed
that supervisory support was not
significantly associated with transfer of training, whereas peer
support exerted a significant and
positive influence on transfer of training. This study responded

to the pressing calls for more
studies to elucidate the relationship between social support and
the transfer of training. The
findings contributed to the body of literature by clarifying the
nature of relationships between
supervisory support, peer support and transfer of training,
particularly from the Malaysian
workplace perspective.
Key words: Supervisory support, peer support, transfer of
training
1. Introduction
Over the years, organizations increasingly invest on training
and development to
improve employees’ work performance. It is estimated that
organizations in the United
States spend approximately $130 billion annually on training
and development
(Paradise, 2007). Unfortunately, only a small portion of

learning is actually transferred
to the job (Pham, Segers & Gijselaers, 2010). As a result, it is
not surprising that
human resource practitioners often questioning to what extent
employees are able to
change their behaviour after attending training (Blume, Ford,
Baldwin & Huang, 2010).
Practitioners have been experimenting with various
organizational interventions that
are proven by training researchers as effective and reliable in
promoting the transfer of
knowledge, skills and attitudes (KSA) on the job (Ford &
Weissbein, 1997; Cheng &
Studies in Business and Economics - 83 -
Ho, 2001). However, this method is often costly, time-
consuming and required a lot of

efforts, though generally do not generate desirable results
(Cheng & Ho, 2001).
Transfer of training is often regarded as the extent to which
employees
effectively apply the KSA gained in the training context on the
job (Baldwin & Ford,
1988; Chiaburu & Tekleab, 2005). Over the past two decades,
there has been a
considerable research examining transfer of training after
Baldwin and Ford (1988)
proposed a comprehensive model of training effectiveness (Ford
& Weissbein, 1997;
Burke & Hutchins, 2007; Weissbein, Huang, Ford & Schmidt,
2011). Basically, Baldwin
and Ford’s (1988) model posited the need to examine transfer of
training from various
angles, namely training design, work environment and trainee’s
characteristics in order
to advance our general understanding regarding the issue.
Despite progress has been made to expand our knowledge on
transfer of
training, the extant literature is characterized by vague and
unexpected findings

(Chiaburu & Tekleab, 2005; Blume et al., 2010; Pham et al.,
2010). Additionally, there
is a lack of research on the transfer of training in the context of
developing nations.
Subedi (2004), after reviewing the literature, concluded that
“transfer of training, as a
domain of concern for human performance, was not researched
(thoroughly) before in
the context of developing countries.” (p. 598). Consequently,
there is a pressing need
for more research in varying contexts to reach a mature
understanding on the effect of
social support on the transfer of training (Cheng & Ho, 2001;
Al-Eisa, Furayyan &
Alhemoud, 2009).
One of the important work environment factors that can enhance
transfer of
training is supervisory support (Elangovan & Karakowsky,
1999; Merriam & Leahy,
2005). Although research on supervisory support often found
promising results (e.g.,
Clarke, 2002; Chiaburu & Tekleab, 2005; Ng, Ahmad & Ismail,
2011), some studies
(e.g., Awoniyi, Griego & Morgan, 2002; Chiaburu & Marinova,

2005; Nijman, Nijhof,
Vognum & Veldkamp, 2006; Velada, Caetano, Michel, Lyons &
Kavanagh, 2007) found
mixed findings. Thus, further examination on the role of
supervisory support in transfer
of training is warranted. This is in line with the research calls
(e.g., Colquitt, LePine &
Noe, 2000; Burke & Hutchins, 2007; Cheng & Hampson, 2008)
for more studies on
supervisory support to clarify the relationships between the two
variables.
Surprisingly, to date, research on peer support is neglected
(Bates, Holton,
Seyler & Carvalho, 2000; Chiaburu, 2010; Van den Bossche,
Segers & Jansen, 2010).
According to Bates et al. (2000, p. 20), “researchers appear to
have overlooked the
possibility that there may be work situations in which co-worker
support is equally or
more important than that provided by supervisors.” Therefore,
it is important to note
that peer support has its own unique and significant
contributions to the transfer of
training (Facteau, Dobbins, Russell, Ladd & Kurdisch, 1995;

Bates et al., 2000; Burke
& Hutchins, 2007), which has confirmed by several studies
(e.g., Chiaburu & Marinova,
2005; Hawley & Barnard, 2005; Chiaburu, 2010).
The inconsistent findings of supervisory support and the lack of
studies on peer
support, especially in the developing countries, indicate that
more research is needed
to extend our understanding on how these variables interact
with transfer of training in
differential contexts. Hence, this study investigates the
influences of supervisory and
peer support on the transfer of training in the context of

Malaysian workplace in order
to clarify and broaden our knowledge on such relationships as
well as to spur more
research in this area. It contributes to the literature by adding
and empirical evidence
from the perspective of developing countries and provides
sound guidance to the
practitioners on how to enhance transfer of training.
2. Literature Review
2.1 Supervisory Support and Transfer of Training
Supervisory support is often defined as the extent to which
supervisors
encourage employees to attend training and apply the training
on the job (Facteau et
al., 1995; Switzer, Nagy & Mullins, 2005). The burgeoning
literature suggests that
support emanating from the supervisors play an important
function in promoting
transfer of training (Baldwin & Ford, 1988; Elangovan &
Karakowsky, 1999; Nikandrou,
Brinia & Bereri, 2009). A recent meta-analytic review by Blume

et al. (2010) involving
89 studies on training transfer found that supervisory and peer
support have strong
relationships with transfer of training. Further analysis
confirmed that supervisor
support had a stronger effect on the transfer of training than
peer support.
Colquitt et al. (2000), in their quantitative review on factors
affecting training
motivation and transfer outcomes based upon 106 articles
published since 1975, found
similar result. They posited that the extent to which supervisors
provided sufficient
support had robustly correlated with the employees’ ability to
transfer what they
learned on the job. The meta-analytic study was fully supported
by other
comprehensive reviews of training transfer literature (e.g.,
Elangovan & Karakowsky,
1999; Cheng & Ho, 2001; Merriam & Leahy, 2005; Burke &
Hutchins, 2007).
The ability of supervisors in encouraging employees to attend
training and

reinforcing the use of new learning in the workplace has been
found significantly
predict transfer of training. This was demonstrated by Ng et al.
(2011), which found the
ability of supervisors to allocate sufficient guidance and time to
apply training resulted
in positive transfer of training among 706 employees in the East
Malaysian city-based
local governments.
Festner and Gruber’s (2008) study with 131 employees attended
an
occupational health and safety training program in Germany,
found work environment
factors (i.e., supervisory support, peer support, working
conditions, and general
workplace affordance) were strongly correlated with the degree
to which employees’
apply KSA in the workplace. Supervisory support was found
among the strongest
factors in enhancing transfer of training.
In their qualitative study, Lim and Johnson (2002) discovered
that the salient work
environment factors affecting transfer of training was
supervisory support. More

specifically, in their study involving 10 Korean human resource
practitioners in
performance improvement technology training program, the
extent to which
supervisors discussed the application of new learning, actively
involved in the training
program and provided positive feedbacks had improved
employees’ ability to make use
of new learning in the workplace. Consistently, Clarke (2002)
examined factors that
influenced the transfer of training in a human service agency
and discovered the lack
of supervisory support, in term of little or no feedback and the
refusal of supervisors to
sanction work practice changes, was a major hindrance to the

Also, Xiao (1996) conducted a quantitative study on transfer of
training based on
a sample of 1023 women employees working in four electronic
manufacturing
companies located at Shenzhen, China. Through the analysis of
survey results, the
researcher discovered that support from supervisors was the
most influential factor that
correlated with transfer of training. In other words, they found
the extent to which
supervisors encouraged employees to apply what they have
learned from training on
the job significantly influenced employees’ degree of training
transfer.
In an early study by Tracey, Tannenbaum and Kavanagh (1995),
they found
support for the association between supervisory support and
transfer of training. In
their study that involved 505 supermarket managers, they found
social support was the
strongest predictor of transfer of training. Particularly,
supervisor support in the form of

encouragement of independent and innovative thinking was
found to facilitate the
managers’ ability to apply the supervisory skills learned from
training back to the
workplace.
Likewise, Rouiller and Goldstein (1993) investigated about
employees’ transfer
behaviours learned from training to their job situations based on
a sample of 102
managers from 102 fast-food franchises who attended a training
program. Drawing on
social learning theory, the researchers examined the concept of
organisational transfer
climate and whether it affects the degree to which employees
transfer the learning on
the job. This study found organizational transfer climate (i.e.,
supervisory support)
affected the extent to which employees transfer what they have
learned from training
programs on the actual job. Other early studies found consistent
findings (e.g.,
Mathieu, Tannenbaum & Salas, 1992; Brinkerhoff & Montesino,
1995).

Hypothesis 1: Supervisory support significantly influences
2.2 Peer Support and Transfer of Training
Peer support is generally understood as the co-workers’
encouragement to use
new learning in the workplace (Bates et al., 2000; Van den
Bossche et al., 2010).
Support originating from peers has been found to exert a
significant influence on
employees’ ability to apply training in the workplace (Bates et
al., 2000; Chiaburu,
2010). After comprehensively reviewed 170 studies on the
predictors of the transfer of
training, Burke and Hutchins (2007) concluded that peer support
had more consistent
relationship with transfer of training than supervisory support.
This conclusion was
supported by other similar qualitative reviews (e.g., Cheng &
Ho, 2001; Merriam &
Leahy, 2005). It implies there is a wide agreement on the
importance of co-workers in
supporting employees to apply training, despite the lack of
studies in this area

(Facteau et al., 1995; Bates et al., 2000; Chiaburu, 2010; Van
den Bossche et al.,
2010).
Indeed, a number of empirical studies posited the central role of
co-workers in
elevating positive training transfer. For example, in the recent
quantitative study by
Chiaburu (2010), which involved 440 respondents from one
organization in the United
States, found that co-workers’ support was the strongest
predictor of transfer of
training and transfer maintenance. Statistical results
demonstrated support from co-

workers was more important that that coming from the
organization and supervisors. It
was believed that co-workers wielded a greater influence on
transfer of training and
training maintenance due to the proximal relationship with
employees, as opposed to
the organization and supervisors, which were more distal and
diffused.
Comparable findings were established by Chiaburu and
Marinova (2005). After
empirically tested the work environment factors and training
transfer involving 186
employees from an organization, they found interesting results
regarding the
interactions between social support and transfer of training.
Peer support appeared as
a predictor of the transfer of training through pre-training
motivation, whereas
supervisory support had no association with transfer of training.
Another study by Bates et al. (2000) on 73 production operators
in a chemical
manufacturing company supported the notion of the importance
of co-workers in transfer of

training. Peer support appeared to explain a significant variance
over and above of that
explained by supervisory support. Although supervisory support
was found significantly related
to transfer, employees reported having a better transfer ability
when they perceived their peers
encouraged them to use new learning and discussed the ways to
apply training on the job.
This is in keeping with the qualitative research by Hawley and
Barnard (2005),
who explored the effect of peer support on transfer of training
among HRD
professionals in the nuclear power industry. The outcomes of
the research pinpointed
networking with co-workers and knowledge-sharing about the
training contents had
assisted the employees to transfer skills six months after
training.
Based on a sample of 81 employees from 15 sister companies of
a Korean
conglomerate, Lim and Morris (2006) investigated the effects of
employees’
characteristics, instructional satisfaction and organisational

climate on perceived
learning and transfer of training. The time-series-based
repeated-measures study
found peer support strongly correlated with transfer of training.
The researchers
concluded that organisational climate in term of co-workers
encouragement to apply
training and provision of feedbacks positively influenced
employees’ ability to apply
training on the job immediately and three months after training.
In line with Lim and Morris’ (2006) study, Van den Bossche et
al.’s (2010) study
that based upon 35 academic employees in the Netherlands
discovered co-workers’
support, in the form of feedback was indeed important in
determining employees’
ability to apply what they learned on the job. Even though the
hypothesis that
maintained peer feedback has more effect on transfer of training
than supervisory
feedback was not confirmed, this study found the frequency and
helpfulness of
feedback emanating from co-workers significantly associated
with motivation to

transfer and transfer of training.
Facteau et al. (1995), in their study examining the effect of
social support on
transfer of training, also found positive results. In their analysis
with samples of 967
managers and supervisors involved in a management training
program, it was
revealed that peer support was positively related to perceived
Supportive co-workers were found to exert a greater influence
on employees’
perception on training transfer than supervisory support. Other
empirical studies (e.g.,
Maurer, Mitchell & Barbeite, 2002) maintained similar findings.

Hypothesis 2: Peer support significantly influences transfer of
training.
3. Conceptual Framework
Based on the literature review, the conceptual framework was
developed as
shown in Figure 1:
Figure 1: Conceptual framework
4. Methodology
4.1 Location and Respondents

This study was conducted in one of the state health departments
in Malaysia. A
total of 100 employees working in the organization were
targeted to take part in this
study. Only 48 employees responded to the questionnaires,
yielding a 48 percent
response rate.
Table 1 shows the respondents’ profiles. Majority or 66.7
percent of the
respondents were female, 39.6 percent aged between 26 to 35
years old, 45.8 percent
had a Bachelor’s degree and 37.5 percent had served in the
organization for more
than ten years.
Supervisory support

Peer support
Transfer of training
Table 1: Respondents’ profiles
Profile Sub -Profile Percentage
Gender Male 33.3
Female 66.7
Age 16 - 25 12.5
26 - 35 39.6
36 - 45 25
46 - 55 20.8

> 56 2.1
Educational level LCE 2.1
MCE 31.3
STPM 8.3
Diploma 8.3
Bachelor’s Degree 45.8
Master’s Degree 4.2
Length of service < 1 year 2.1
1 - 5 years 37.5
6 - 10 years 10.4
> 10 years 50
n = 48
LCE = Lower Certificate of Education
MCE = Malaysian Certificate of Education
STPM = Malaysian Higher School Certificate
4.2 Procedure
4.2.1 Stage 1: Discussion
The purpose of the discussion was to ensure the measurement
scales were

understandable as well as relevant to the nature of supervisory
and peer support
practices in the studied organization. The author approached the
human resource
manager and one supervisor and engaged in face-to-face
discussion to get their
opinions regarding the self-report questionnaire. Overall, they
agreed that the self-
report questionnaire was comprehensible, free from sensitive
issues and reflected the
nature of supervisory and peer support practices within the
organization.
4.2.2 Stage 2: Pilot test
At this stage, pilot test was conducted to ensure the research
instrument was
reliable for this study. Based on a simple random sampling
method, a total of 20
respondents participated in the pilot study. Reliability analysis
revealed the Cronbach’s
alphas for the variables of interest exceeded .70 thresholds.
4.2.3 Stage 3: Actual survey
The self-report questionnaires were randomly distributed to 100

respondents.
The respondents were given seven days to answer the self-report
questionnaire. Only
48 respondents completed and returned the self-report
questionnaire. The data
collected via the self-report questionnaire was used for
hypotheses testing.
4.3 Research Instrument Design
In this study, self-report data collection was used to assess the
variables under
investigation. Self-report questionnaire is a suitable method for
collecting data because

employees are capable to accurately assess their own KSA not
observable by their
supervisor, peers or subordinates (Facteau et al., 1995;
Chiaburu & Tekleab, 2005).
The self-report questionnaire consisted of closed-ended
questions both in English and
Malay language. All items were assessed by using a five-point
Likert-type scale (i.e., 1
= strongly disagree, 2 = disagree, 3 = neither agree nor
disagree, 4 = agree, and 5 =
strongly agree).
Demographic background (i.e., gender, age, educational level
and length of
service) was collected from the respondents. The self-report
questionnaire had three
sections to measure the variables under investigation.
4.3.1 Supervisory support
Supervisory support was measured by using the measurement
scales adopted
from Facteau et al. (1995), Xiao (1996), Bates et al. (2000) and
Chiaburu and Tekleab
(2005). A sample item was “My supervisor insures me about the
opportunity to use the
new skills in the workplace.”

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