Training design approaches have been found to have implication for transfer. The use of analogical models has shown to be especially functional in facilitating transfer of learning. Subsequent to training and development programs, goal setting such as coaching are effective strategy in facilitating transfer. The critical part to transfer appears to be around making conscious decisions about how the training will be used, anticipating difficulties and also generating strategies to cope with them in order to transfer one’s learning (Kirwan and Birchall, 2006). These includes theories and practices of human resource development (HRD) such as training needs analysis, organizational analysis, job or task relevance, design of training, methods and mode of training delivery, technology and instructional techniques. In the event when the training program was designed and delivered in such a way that the trainees perceived that the trainings will not maximize their ability or presumed the training as redundant, it is unlikely for them to transfer the training knowledge to the work context. This is due to that the trainees perceive that the new skills are impractical to the current job requirements. In addition, the likelihood for transfer to take place will also decrease when training instructions are not congruent, as the trainees may fail to decipher and retain the information taught when the training is poorly designed or delivered (Velada et.al. 2007, 284-286).
Work environment factors play a significant role in either inhibiting or facilitating transfer of learning from training programs. The creation of an organization climate conducive to transfer affects the trainee’s ability or motivation to transfer. These includes post-training transfer environment, supervisory behaviors, opportunity to practice, perceived level of supervisor and peer support, elements of organizational climate and culture such as work-place environment which includes incentives, feedback and reinforcement of desired behaviors. Chris and Laurie (1990) discuss the lack of a learning culture in the organization and management support, will prevented or interrupt the transfer of learning. The management may overlooked or choose to ignore the peer pressures that the trainees are facing. Fellow colleagues of the trainees may have resentment against the trainees, as they have to take up more work during the absence of the trainees. This may add on to the emotional constraints such as stress for the trainees to undertake. Thus without the management support transfer will be prevented or interrupted.
To ensure that training is successfully transferred to the job, management has to play an active role and anticipate the barrier on transfer of learning. Although there are many strategies that can enhance the transfer of learning to the job, the most common strategies are pertaining to the manager, trainer and trainee behavior before, during and after the training (Saks and Belcourt 2006, 629). However, the main focus will always be on the trainee perspective. In order for trainees to retain and interpret the information, they must believe that the skills they are learning are beneficial to them (Gagne and Briggs, 1979). Trainer must convince them that the information transferred to them is useful and can be applied to the work environment when they are back from training. Once the trainees buy the idea, they will be able to see the advantageous of the new skills and the usefulness of the training program and this will overcome their emotional constrains and would be more willing to utilize their newly acquired skills. However, the limitation on this method is to change the attitude of the trainee and management has to properly design the training which incorporates change of behavior as well. From a simple training program, it will become more complicated by incorporating those elements in it.
After the trainee demonstrates correct or desired performance in the training, they need to be encouraged to maintain the desired performance in the workplace. At the same time, organization can enhance the training by incorporating an action plan after the training has been completed. This strategy involves planning the specific actions for the trainee and what they intend to take and apply their newly acquired skills to the job. The objective of action planning is to enable the trainee to identify barriers to transfer of learning and how they can overcome these barriers. Overall, trainee targeted behavioral and improvement will be link to the training objectives, which in turn link to the training program. The goal of the action plan is to establish a tripartite partnership of managers, trainers and trainee to support the learning process as he applies the skills learnt to the workplace.
In addition, it is also vital to ensure that the training program is designed properly. Trainer should provide continual feedback to the trainee even after the training. William (1996) and Homer (2001) discussed the design of the training program must meet learning objective and must be able to support organization goals. The trainer must ensure that the program is delivered without a hitch. Transfer of learning will be unsuccessful if trainees feel that they do not understand what is being taught and how they can apply what they have learnt back to the workplace. This is further detrimental when trainees think that they do not have much influence on what happens in the workplace once they leave the classroom. To overcome this problem, the training program should be structure according to the training gap identify and include or appoint an evaluator. The structure of the program must be easy to apprehend, transferable to the workplace and most importantly cater to the need of the trainee and organization. This can be done by doing a proper training need analysis and getting input from the relevant stakeholders with what is the expected outcome from the training and the desired change of behavior of the trainee (Daft and Weick, 1984). According to Fleishman (1953) it is crucial for trainer to get support from department manager when structuring the program to ensure trainee can fully utilize what they have learn. Should management decide to conduct training need analysis, they need to evaluate the qualities of their internal staff to determine whether they have the capabilities and time to conduct the analysis. If the organization does not have the right resources, they need to outsource the analysis to external parties which has the expertise but at a higher cost.
Often, by appointing an evaluator will also help trainers and trainees address the issue in the planning phases of the program. The evaluator has to anticipate barriers that trainees will encounter before the program and feedback what he has analyzed to the program designers. The identified barrier may include factors such as structure of the training program which will hinder transfer of learning, trainer knowledge on the workshop, trainer level of engagement toward participant, trainee background, level of communication between trainer and trainee and the content of the training (Ford and Wroten, 1984). From there, the evaluator can select or develop specific strategies to put into place and fill in the training gap identified thus avoiding the barrier. This can ensure that trainees learn, solve and perform tasks that are realistic as possible and can apply directly to the work without much change in the structure. Finally, the evaluator can ensure constant and ongoing communication among trainer, trainee and department manager throughout the program life cycle to ensure each party is accountable for doing their part to ensure successful transfer of learning . Often, once there is recession or the organization is not doing well, the first thing they will do is to cut the training budget. This will mean that the evaluator will have to be redeploy or being redundant when they are not doing any training program. This will make any organization to think twice before engaging an evaluator.
Management can show their support on the program by temporary transfer the work assignment to others colleagues for the time being to increase trainee concentration. In addition, trainee need to apply the skills immediately if transfer is to take place and having to manage a backed-up workload when they return to their work will not allow the time for them to use the new knowledge or skills. Hence, management involved is necessary to ensure uninterrupted transfer. For example, if a Sales or Marketing staff must take time off from their sales activities in order to attend the training and the management is in support of the program and believes it is a good investment, they can establish a policy that no interruptions are allowed during the program. If time did not permit the full transfer to be done during working hours, an online program from which participant can quickly get the product knowledge they need when they need it and get back on the street right away and be made available. They will learn just what they need and it will be reinforced on the job immediately.
To avoid the negative impact of the co-worker influences, the best possible solution is to involve entire office staff in the training program whenever possible. By sending the co-workers to the training together, it may change the employee’s perception towards the training program. This will encourage employee’s acceptance towards the training objective and will lead to the behavioral changes and higher performance in return (Korte 2007, 166). It is advantageous to send co-workers to training together because they will encourage one another and keep each other motivated. The downside of this method is that it will incur higher training cost and lost of man hour for the organization. This again will make the organization reluctantly releasing their staff to attend the training program.
In conclusion, it is important for organization to recognize the value of transfer of learning and promote the learning culture. They must be sensitive on the adult learning and a well structure training program to be work out to cater to the need of each individual so that knowledge to be effectively pass over and implement into trainees workplace. It is necessary for the management to give their outmost support for training by creating a learning environment, which is contributory to support and motivate employees to learn and transfer of learning in practical to their job in order to attain the best result from the transfer of learning. Management should promote continuous learning and identify the training gap so that they can sustain competitive advantages. Since it takes months to establish a new behavior pattern, it is important that organizations to take transfer of learning as performance improvement and it is an ongoing process and also have the perception that training is a last term investment.
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