In today’s rapid changing business environment, human capital is crucial to organization’s success in gaining and sustaining a competitive advantage. In fact, it is impossible to visualize a successful organization that does not have a competent and motivated work force. Each year, billions of dollars are spent in developing employees’ capability through development programs (Kirwan and Birchall, 2006; Bernhard and Ingols, 1988). Organization also spent immense amount of time and money on training in order to facilitate employees’ learning of job-related competencies (Velada et.al. 2007). As a result, it is important to provide evidence that training efforts are being fully realized (Dowling & Welch, 2004).

Kirwan and Birchall (2006, 253) stated that transfer of learning is effective and is a continuing application by trainees to their jobs of the knowledge and skills gained in training. This includes application both on and off the job. In the context of training and development activity, it is the application of material learned in training such as skills and knowledge acquired to the job context and as well as the maintenance of learned material over a period of time on the job. Sofo (2007, 104) defined training transfer as the application of knowledge, skills and attitudes learned from training to the job and the subsequent maintenance of the learning over a certain period of time. In an organizational dimension to the definition of transfer of training by noting that it is the extent to which the learning acquired from training sessions is applied and maintained on the job to increase performance and productivity.    

 

Despite transfer of learning being so vital, it is often the most neglected phase of the development program. There are three main categories’ of the factors that will affect transfer of learning, namely, trainee characteristics, training design factors and work environment factors. As shown in figure 1, the characteristics of trainees can affect the transfer of learning. Their motivation to learn and to transfer learning has a significant impact. In this regard, trainees’ self-efficacy and their expectancies have been identified as an important role (Warr et.al., 1999). Other factors such as locus of control, goal orientation, ability and skills, personality, interest, cognitive ability, one’s organizational commitment and job involvement, and readiness to learn and apply will also demonstrate effects on the transfer of learning.

Figure 1.Baldwin and Ford’s (1988) transfer of training model.

Source: Clarke, 2002. Job/work environment factors influencing training transfer within a human service agency: some indicative support for Balwin and Ford’s transfer climate construct. International Journal Training and Development 6(3) : 149.

The emotional constraints such as fear, anxiety, distress, lack of confidence and pessimism will lead to in ability or unwillingness to learn and transfer the learning. These emotional constraints usually occur when trainees’ are uncomfortable with change. In addition, if there is a lack of reinforcement on their job such as the lack of support from supervisors and peers pressure. This can lead to an increase of emotional constrains such as anxiety or distress for the trainees, as the trainees have to worry about their increased workload while they are attending the training program. At times, when the trainees return to work, they will have to manage their backlog. In these situations, it is difficult for the trainees to apply or transfer the new knowledge or skills acquired when they returned to work. Besides the trainees may feel unconfident in his or her ability to perform, thus it is very unlikely that he or she will transfer the knowledge or skill to the job. Lastly, the occurrence of transfer of learning will also decrease when the trainees are not equipped with previous knowledge and practice on how to apply the newly learnt knowledge and skills to the job (Velada et.al. 2007, 285).

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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 ...

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