The traditional and formal employee training comprises the acquisition of new skills and knowledge. The people, who acquire these skills and knowledge, utilize them in different fields of gainful employment. This means that gainful skills acquired in training, should be applied in employment.
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Formal training programs are meant to enlighten, but not to be applied in employment. Only a tenth of the knowledge gained from training is taken back to the office. The expenses incurred during training are extremely high, and there is need for the employers to maximize on the knowledge gained. The non-transfer of training can amount to billions being wasted annually.
Transfer of training means that the skills and knowledge gained by trainees should be applied throughout in their jobs. Cognitive strategies and behavior should also be transferred. The primary factor for the transfer and its aspects of success are a query of debate.
The process of training transfer has challenges involved in its progression. After assessments, training and application, transfer of training should be planned. The design, characteristics and job environment are key aspects depicting transfer of training.
The primary factors that play a role in the success of transfer of training process
A positive transfer of training is the level at which the trainees apply gains from the training context to their work experience. The laxity in the linkage between performance and training defines the problem in the transfer of training. The transfer of training can be termed as near or far to situation. This is determined by the similarity and dissimilarity in training conditions respectively.
The stakes of transfer of training are high. Considering these facts, it is necessary to improve the outcome from all training programs while minimizing losses in transfer. The knowledge of this concept can be traced to the 1990’s, but the implementation of transfer of training in formal organization emerged in the 1970’s.
The transfer of training holds that the generalization and maintenance are both utilized. Generalization incorporates application of learnt capabilities, while maintenance involves the use of the material for a period.
Managers and supervisors need to adopt competences in order to improve transfer agents. These competences are grouped into two categories. The first is influence and transfer support. Here, the managers establish transfer goals, challenges, and offer incentives to encourage transfer.
The managers are also entitled to offer training to their employees. The second one is the result-oriented transfer. Here, results are analyzed, transfer issues diagnosed, and learning transfer process improved by managing its elements.
Challenges of the aspects of the transfer of training
The methods of evaluating transfer of training are numerous, and they vary. These methods also require intensive labor. The methods of improving entry level for motivation are also vast and numerous. Relationship between transfer climate and transfer preparation are influenced by the trainee motivation. Behavior change, if not detected and rectified, is an enormous obstacle.
This will in turn affect the transfer of the training process. Another challenging aspect of transfer training includes the application of e-learning systems on the transfer of training. Without e-learning, the future of transfer training is inhibited.
Pre-training impacts on the transfer of training process are challenging factors to the activities of transfer. Free will on attendance gives the employee an edge in acquiring more knowledge. It improves the learning process during training and the motivation to transfer training.
Many organizations hinder this option as they make it mandatory for the attendance of the training. This will in turn affect the transfer in training. A new edge should be considered in the sense that the introduction of realistic training preview is implemented.
Early managerial briefs will encourage the managers to brief their employees and encourage them to willingly attend the training. The managerial support is vital in the transfer of training. Remedial training is deemed to produce better motivation.
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The motivation of the program will be influenced by program reputation. Perceived results and value of training will also affect the job performance and in turn affect transfer in training. Therefore, preparation of the trainee for training ensures optimum results in transfer of training. Improved entry motivation leads to comprehensive learning that enables improved transfer of training.
Sustaining applications of the training objectives
Factors that affects transfer of training includes the training design, training motivation, and workplace conditions. Application of these factors to the required standards will sustain the application of the training process effectively. The motivating factor on the transfer of training has since been utilized to improve the job condition through the learning process.
Self-efficacy directly affects the will and motivation to learn. Furthermore, impact on motivation directly affects the transfer of training. Self-efficacy should be aligned according to scenario, as it is amenable making it easy to alter.
Design of transfer can be done in many different ways in order to promote transfer of training. Active participation and learning to the maximum are types of designs of transfer of training and all contribute to the transfer process.
The trainees can also use another design of transfer of training known as relapse control. This affects the transfer of training. Feedback coupled with goal setting in work performance improvement also directly impact on application of the training objectives sustained and on transfer of training.