Transcript TRANSFER OF LEARNING - Indiana State University

TRANSFER OF LEARNING
ITE-695
Transfer of Training
Why Important
U.S. Spends billions on human
resource development
 An estimated 80% of HRD not fully
applied thereby wasted
 Improving transfer of training must
become HRD’s top priority

Nature Of Learning

Learning inferred from before/after
behavior comparison

Learning starts with an instigation of
behavior--a stimulus acting on an
organism to bring about a response

Training is the management of learning
Learning Process
Five varieties of outcomes
–Intellectual skill
–Cognitive strategy
–Verbal Information
–Motor skill
–Attitude
Principles Of Learning
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Reinforcement-Reward
Knowledge of Results-Feedback
Motivation-Desire to learn
Distribution of Practice-Scheduling
training sessions over time
Whole versus Part Learning-complexity
and organization level dependant
Transfer of Learning-Psychological
fidelity
Learning Curves
Job-related learning is depicted
with learning curves showing
cumulative changes in criteria that
occur over time
 The form shape and length of
learning curves vary
 The relative degree of improvement
in learning is greater for more
difficult jobs

Principles of Transfer
Incremental steps
 Defined outcomes
 Learner engaged
 Reinforcement
 Cue Learner
 Shape Response

Barriers To Transfer
 Executive
Barriers
 Trainer Barriers
 Trainee Barriers
Executive Barriers
1. Lack of Involvement = 71%
2. Top Centered = 51%
3. Lack of Participation = 21%
4. Unrealistic Expectations = 17%
Trainer Barriers
1. Lack of Reinforcement
2.
3.
4.
5.
6.
7.
8.
9.
Work Interference
Non-Supportive Culture
Impractical Programs
Irrelevant Training
Discomfort with Change
Trainer Support
Poorly Designed Material
Peer Pressure to Resist Change
Trainee Barriers
1.
2.
3.
4.
5.
6.
Lack of Reinforcement on the job
Impractical Training
Lack of support from Trainer
Poorly Designed Training
Peer pressure to resist
Non-supportive Culture
Timing Of Barriers To Transfer
Dominant Timing
Barrier
Before During After
1
2
1
Lack of reinforcement on the job
2
1
Interference from immediate (work) environment
2
2
Non supportive organizational culture
1
Trainees’ perception of impractical training
1
Trainees’ perception of irrelevant training content
2
1
Trainees’ discomfort with change and effort needed
1
Separation from support of the trainer
1
2
__________________________________
Trainees’ perception of poorly designed/delivered trn’g
1
Pressure from peers to resist change
Key: 1 = primary time of impact; 2 = secondary time of impact
Source Of Barriers To Transfer
Dominant Sources
Barrier
Trainee Trainer Mgr Organ_______________________________________________
2
1
2
Lack of reinforcement on the job
2
1
Interference from immediate (work) environment
1
Non supportive organizational culture
2
1
2
Trainees’ perception of impractical training
2
1
2
Trainees’ perception of irrelevant training content
1
2
2
2
1
2
1
2
2
Trainees’ perception of poorly designed/delivered trn’g
2
1
Pressure from peers to resist change
Trainees’ discomfort with change and effort needed
Separation from support of the trainer
Key 1 = primary responsibility ; 2 = secondary responsibility
Managing Transfer of Training

Strategic Planning-an essential process
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HRD-a strategic resource within the process
The trainer as manager of transfer
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Transfer Manager Roles
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Manager of Transfer of Training
– Advocates for transfer to organization
– Initiates transfer partnerships with managers and trainees
– Manages implementation of transfer strategies
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Strategic Resource
– Links HRD efforts to organization strategic goals
– Shares performance improvement decisions with
management
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Expert HRD Resource
– Demonstrates expertise in HRD technologies and practices
– Demonstrates expertise in consulting skills supporting
organizational change
(Broad & Newstrom, 1992)
Training Design Overview
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Needs and goals assessment
Use a view of Principles of Learning
Use a view of the Principles of transfer
Design strategies to achieve a high level of
transfer of training
Engage managers, trainers, and trainees in a
partnership sharing the supportive roles
Evaluate before, during, and after training
effects
Saturn Case Study
Application of Principles of Transfer
Broad And Newstrom’s Transfer Matrix
Before
During
After
_____________________________________
Manager
Trainer
Trainee
Saturn Transfer-of-Training Model
Inputs
Saturn Goal: To
create, maintain,
and improve
organizational
effectiveness
By meeting the
growth and
development
needs of team
members, teams,
and Saturn
Through
anticipation,
prevention, and
remedy of
learning and
motivational
deficiencies
Effective training
programs
Processes
Outputs
Barriers
1. Lack of
reinforcement
Transfer-of-Training
Partnership
Part I: Transfer
Principles Matrix
2. Interference from
work environment
3. Non supportive
culture
4. Impractical,
irrelevant training
Part II: RoleSpecific Transfer
Matrix
Part III: Mentoring
Principles Matrix
Organizational
effectiveness need
met
•Short-term and longterm business
objectives met
•Saturn mission
fulfilled
Team need met
Individual need met
5. Poor planning
6. Poor design and
development
7. Poor delivery
8. Lack of
continual training
improvement
New knowledge and
skill applied
Team member
willing and able
Saturn Role-specific Transfer Matrix
Trainer
Before
Incorporate benchmarked instructional
strategies and other
technologies into the
course as appropriate
During
After_______
Communicate the importance Mail back trainees’ action
and relevance of training
plans one month after
objectives to the job
training
Randomly check trainees for
reaction, learning, and inclass transfer
Facilitate action planning
Request training evaluation to determine delivery
improvements
Saturn Role-specific Matrix
Trainee
Before
During
After
Seek mentor
Develop action plan
Apply training on the
job
Identify own selfdevelopment needs
Learn “relapse
prevention”
Seek support from
mentor
Implement action plan
References:
Broad, M.L. & Newstrom, J.W. (1992). Transfer of training.
Indianapolis, IN: Addison-Wesley Publishing Company.
McCormick, E.J. & Ilgan, D.R. (1942/1980). Industrial
psychology. Englewood Cliffs, NJ: Prentice-Hall.
Phillips, J.J., & Broad, M.L. (1997). Transferring learning to
the
workplace . Alexandria, VA: American Society for Training and
Development.