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

Abstract

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.

A three-attribute transfer skills framework – part II: applying and assessing the model in science education

“…This explicit instruction, using the 3D transfer framework proposed by us, may increase awareness among learners and educators similar to the discussion by Yelon (1992) and his learning model for achieving transfer. Routine tasks that require an algorithm solution are no longer enough.…”

“…In the absence of clearly defined models of evaluation of transfer skills, research on transfer is sometimes criticized for being overly dependent on the perspective of the researcher and reliant on models of expert performance, which are often difficult to find (Bransford and Schwartz, 1999;Carraher and Schliemann, 2002). Yelon (1992) presented a model that accounts for affective factors which influence students' learning. As shown in Table 1, Cornford (1991), Wallace (1992), and Eraut (2004) suggested models for practice of transfer in workplaces.…”

“…A learning model for achieving transfer which refers to: Yelon (1992) Motivation of learners before, during, and after learning/training. Awareness of the use of the learned skill.…”

The current state of human performance technology: A citation network analysis of Performance Improvement Quarterly , 1988-2010

“…As shown in Table 5, the most influential topics in transfer indicated that trainers' strategies used in the training setting and supervisors' role in the work environment were important factors for transfer (Foxon, 1997;Hutchins, 2009;Lee & Kahnweiler, 2000;Machin & Fogarty, 1997). In addition, case studies of transfer (Lee & Pershing, 2000;Stolovitch & Yapi, 1997), transfer models (Milheim, 1994;Yelon, 1992), and review of transfer research (Ford & Weissbein, 1997) were included.…”

“…This main path has two circulation relationships: (1) Foxon (1997), Yelon and Ford (1999), Yelon, Sheppard, Sleight, and Ford (2004), and Hutchins (2009); and (2) Foxon (1997), Lee and Kahnweiler (2000), and Hutchins (2009). As a source article, Yelon (1992) created different links to other articles based on the connection to Foxon (1997).…”