Enhancing the transfer of job‐related learning from the learning environment to the workplace

Beaudin, Bart P.

doi:10.1002/pfi.4160260908

Cited by 3 publications

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“…Action planning is often part of the module or course content review and used to 'build a bridge' between the training environment and the work place (Mahoney & Lyday, 1984). Beaudin (1987) suggests trainees be asked to maintain a notebook throughout the course, listing potential applications of the training. These can be reviewed and used when preparing the action plan.…”

Section: Incorporating Action Planning Into a Coursementioning

confidence: 99%

A process approach to the transfer of training

Foxon

1994

AJET

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In the previous article [Foxon, 1993] the author presented two models of transfer. The first, based on force field analysis, highlights the inhibiting and facilitating factors that impact transfer. In particular, intention to transfer and the perceived level of supervisor support were discussed. The second model conceptualises transfer in terms of a five stage process (ranging from initiation to unconscious maintenance) rather than as an outcome or product of training. In this article three strategies to facilitate greater transfer are presented, with a detailed discussion of end-of-course action planning as an effective means to help learners bridge the gap between the training environment and the application arena.The previous article presented a model of transfer (Figure 1) based on Lewin's (1951) theory of force field analysis. This model situates training within the organisational system, treating transfer not as a training product or outcome, but as a process subject to various inhibiting and facilitating factors. This is a significant departure from the traditional approach to transfer. Typically evaluators and trainers have attempted to measure the use of previously learned skills (referred to as training transfer) at a specific point in time. Such evaluations of the post-course application of training focus on whether learners are using the training on the job or not. However, in treating transfer as a 'product' many of the nuances of transfer are missed. The evaluation fails to assess which skills have been used, how often, and why they are not being used or used more often. By contrast the Stages of Transfer Process model (Fig 2) conceptualises transfer as an on-going process, and recognises both the phases and the extent of transfer. Transfer may be limited to occasionally "trying a few things out" (initiation) or it may result in deliberate application of newly learned skills and knowledge until these become integrated in the repertoire of work behaviours (unconscious maintenance).

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Section: Incorporating Action Planning Into a Coursementioning

confidence: 99%

A process approach to the transfer of training

Foxon

1994

AJET

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Enhancing the effects of diversity awareness training: A review of the research literature.

Myers¹

1995

PsycEXTRA Dataset

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M.A.S.S.: A Model for Producing Transfer

Yelon

2008

Performance Improvement Quarterly

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Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples.

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Enhancing the transfer of job‐related learning from the learning environment to the workplace

Cited by 3 publications

References 0 publications

A process approach to the transfer of training

A process approach to the transfer of training

Enhancing the effects of diversity awareness training: A review of the research literature.

M.A.S.S.: A Model for Producing Transfer

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