CHAPTER NINE
Transfer of Training
LEARNING OUTCOMES
Define transfer of training and positive, negative,
zero, far, near, horizontal, and vertical transfer
Describe the major barriers to transfer of training
Describe Baldwin and Ford’s model of the transfer
of training process
Describe the strategies that managers, trainers,
and trainees can use before, during, and after
training to improve transfer of training
Define identical elements, general principles, and
stimulus variability and explain how they can
improve transfer of training
LEARNING OUTCOMES
Explain what a transfer of training intervention is
and describe relapse prevention, self-
management, and goal-setting interventions
Explain what a post-training supplement is and
describe booster sessions, self-coaching, and
upward feedback interventions
Define transfer systems and describe the transfer
system factors
TRANSFER OF
TRAINING
Refers to application of knowledge and skills
learned in training on the job and maintenance of
acquired knowledge and skills over time
Two conditions:
• Generalization
– The use or application of learned material to
the job
• Maintenance
– The use or application of learned material to the job
over a period of time
TRANSFER OF
TRAINING
Types of Transfer of Training
Near: Applying new learning to situations that are
very similar to those in which training occurred
Far: Applying new learning to situations that are
novel or different from those in which training
occurred
Horizontal: Transfer across different setting or
contexts at the same level
Vertical: Transfer from trainee level to organizational
level or impact on organizational outcomes
TRANSFER OF
TRAINING
Extent of Transfer of Training
Positive: Trainees effectively apply new learning on
the job
Zero: Trainees do not apply new learning on the job
Negative: Trainees perform worse on the job after
training
TRANSFER OF
TRAINING PROBLEM
60–90% of what is learned in training not applied
on-the-job
TRANSFER OF
TRAINING
TRANSFER OF
TRAINING PROCESS
TRAINING INPUTS
Trainee Characteristics
Most likely to transfer:
• High cognitive abilities, motivation to learn,
self-efficacy
• Internal focus of control and high need for
achievement
• High job involvement, job satisfaction, and
organizational commitment
TRAINING INPUTS
Training Design
Active practice and conditions of practice
Learning principles:
• Identical Elements
– Experiences and conditions that closely
resemble those in the work environment
– Similar to physical and psychological fidelity
TRAINING INPUTS
General Principles
• General rules and theoretical principles
that underlie the use and application of
a skill
Stimulus Variability
• Providing a variety of stimuli or
experiences; multiple examples of a
concept; practise experiences in varied
settings
TRAINING INPUTS
Work Environment
Pre-Training
• Management actions send messages/signals
regarding importance and organizational support
of training
• Organizational constraints: lack of time,
equipment, and/or resources
TRAINING INPUTS
Work Environment (cont'd)
Post-Training
• Support provided by trainees’ supervisor and
peers
• Training transfer climate
• Continuous learning culture
– What are the important considerations learned in earlier
chapters on learning culture?
TRAINING INPUTS
To recap: Baldwin and Ford’s model of transfer of
training process indicates:
• Transfer generalization and maintenance are a
function of trainee characteristics, the work
environment, and learning & retention
• Learning and retention are a function of trainee
characteristics, training design, and the work
environment
• Thus, transfer of training is influenced as far back
as the design stage
CONTINUOUS
LEARNING CULTURE
A culture in which members of an organization
believe that knowledge and skill acquisition are part
of their job responsibilities and that learning is an
important part of work life in the organization
• Research supports transfer is greater in these
cultures
STRATEGIES FOR
TRANSFER
Activities before Training
Management
Decide who should attend
• Readiness to learn/trainability
• Trainability tests
Increase motivation to learn
• Meet with employees to discuss training needs
• “WIIFM”
Provide employees with support for learning and training
STRATEGIES FOR
TRANSFER
Activities before Training (cont'd)
Trainer
Ensure application of ISD model
Ensure both trainees’ supervisor and trainees are prepared
in terms of knowing objectives and benefits
Find out supervisor and trainee needs and expectations
Ensure that trainees are prepared for training in terms of
prerequisite courses/readings etc.
STRATEGIES FOR
TRANSFER
Activities before Training (cont'd)
Trainees
Find out about training objectives prior to attendance
Meet with supervisor to discuss training program and
develop action plan for learning and transfer
Prepare for training program
STRATEGIES FOR
TRANSFER
Activities during Training
Management
Participate in training programs
Attend training programs before trainees
Reassign employee’s work while they are
attending training
STRATEGIES FOR
TRANSFER
Activities during Training (cont'd)
Trainer
Incorporate conditions of practice, adult learning
principles, and other learning principles in design
Include content and examples that are relevant
and meaningful
Provide interventions at end of content portion
Have trainees prepare a performance contract
STRATEGIES FOR
TRANSFER
Activities during Training (cont'd)
Trainees
Enter training program with positive attitude and
motivation to learn
Engage themselves by actively participating
Develop an action plan for application of training
on-the-job
STRATEGIES FOR
TRANSFER
Activities after Training
Management
Ensure trainees have immediate and frequent
opportunities to practise and apply what they learned
Encourage and reinforce trainees’ application of new skills
Develop action plan with trainees, reduce job pressures
and workload, arrange practice sessions, give
promotional preference to employees who have received
training, and transfer and evaluate employees’ use of
trained skills on-the-job
STRATEGIES FOR
TRANSFER
Activities after Training (cont'd)
Trainer
Stay involved
• Conduct field visits
• Observe trainees, provide feedback and support
STRATEGIES FOR
TRANSFER
Activities after Training (cont'd)
Trainees
Begin using new knowledge and skills on-the-job ASAP
Meet with supervisor to discuss opportunities for transfer
Form a “buddy system”
Consider high-risk situations that might cause a relapse
and develop strategies for overcoming them and
avoiding a relapse
Set goals for transfer
TRANSFER
INTERVENTIONS
Take place in the learning environment before the
trainee returns to work
Relapse Prevention (RP)
• Anticipate transfer obstacles, develop coping skills
Self-Management
• Perform a series of steps to manage transfer
behaviour
Goal-Setting
• Set specific, challenging goals to enhance transfer
– Goal-setting interventions
Teach trainees about the goal-setting process
POST-TRAINING
SUPPLEMENTS
Booster Sessions
• Extensions of training programs that involve a review
of the training material
Self-Coaching
• Trainee self-reflection, goal-setting following the
training
Upward Feedback
• Feedback from subordinates on performance of
training behaviours
TRANSFER SYSTEM
Summed up in Holton and colleagues’ transfer system:
All factors in the person, training, and organization
that influence transfer of learning to job
performance
Learning Transfer System Inventory (LTSI)
A diagnostic tool to assess transfer system
• 16 factors
• 1–11 are specific to particular training program
• 12–16 are general factors
TRANSFER SYSTEM
1. Learner readiness 9. Perceived content validity
2. Motivation to transfer 10. Transfer design
3. Positive personal outcomes 11. Opportunities to use
4. Negative personal outcomes 12. Transfer effort–
5. Personal capacity for performance expectations
transfer 13. Performance–outcome exp.
6. Peer support 14. Resistance/openness to
7. Supervisor support change
8. Supervisor sanctions 15. Performance self-efficacy
16. Performance coaching
Specific factors
General factors
TRAINING
EFFECTIVENESS MODEL
SUMMARY
Discussed the transfer of training process and
reasons why it is both important and a serious
problem
Presented Baldwin and Ford’s model of the transfer
of training process as framework to understand how
to facilitate and improve training transfer
Activities for improving transfer (before, during, and
after training) and who should implement them
(manger, trainer, trainee) are methodologies to
improve ROI
