Name: Audrin A/P Peter

Id Number: 012019021258

Course: FTW-DIM

Subject: Human Resource Management

 TABLE OF CONTENT

Content

1.0 Introduction

2.0 Content

2.1 Factors of training design and training content

2.2 Barriers that influences the transfer of learning among learning

participants

3.0 Suggestions

4.0 Conclusions

5.0 Refrences
1.0 Introduction
 The Concept of learning transfer

Transfer of learning plays a very important role in our day to day life. It is rare that the situation
in which we learn is identical to the situation in which we apply and use that learning. Education
is preparation of life. Whatever we learnt in the school, we are expected to apply that same in
life. For example, we learnt arithmetic in the classroom and apply it while shopping.

Transfer of learning consists two words which is transfer and learning. Transfer is an act of
moving something or some to another place. Learning is an act of gaining knowledge, skill by
experience, study, being taught or creative. Transfer of learning is a process in which something
learnt in one situation is used in another situation. The word transfer is used to describe the
effects of past learning upon present acquisition. In the laboratory and in the outside world, how
well and how rapidly we learn anything depends to a large extent upon the kinds and amount of
things we have learned previously.In simple way transfer may be defined as “the partial or total
application or carryover of knowledge, skills, habits, attitudes from one situation to another
situation”.

Transfer of learning is the ability to apply knowledge learned in one context to new contexts.
Transfer of learning occurs when the learner recognizes common features among concepts,
skills, or principles; links the information in memory, and sees the value of utilizing what was
learned in one situation in another. If there were no transfer, students would need to be taught
every act that they would ever perform in any situation. Because the learning situation often
differs from the context of application, the goal of training is not accomplished unless transfer
occurs. All new learning involves transfer based on previous learning. Transfer of Learning is the
application of skills, knowledge, and/or attitudes that were learned in one situation to another
learning situation (Perkins, 1992). This increases the speed of learning. The carry over habits of
thinking, feeling or working of knowledge or of skills from one learning to another usually is
referred to as transfer of leaning.

From the perspective of a literature review covering the fields of education, psychology, social
work and nursing studies we examine the concept and process of transfer of learning. From a
basic definition of prior learning affecting new learning or performance, we look at transfer of
learning from the point of view of the learner, discussing the concept of the active learner
striving to make connections between previous knowledge and new input.
  Effectiveness of the training program

Evaluating the effectiveness of your corporate training programs through scientifically validated
techniques is called Training Effectiveness measurement. To evaluate the Training
Effectiveness, start by identifying Why, Who and What to train, followed by the respective
training. The actual issue in this rapidly growing economy should be the various ways in which
companies provide training to their employees and whether they are effective enough to impact
employee growth and thus meet the business objectives.

The very first step in training employees is to identify the audience and the specific nature of
training needed by them. Most of the companies take into account only the job role and create a
one-for-all assessment based on the job role. Once the identification part is done, the training is
imparted accompanied by certain methods, such as lectures (online and offline), group activities
like role plays and group discussions or by films and videos.

The last but the most crucial step is to measure the effectiveness of the training programs
executed, which most of the companies either refrain to or follow some ineffective ways that
include just recording the reaction of trainees or something on similar lines which has little
effectiveness. The above ways of identification are not all in sync with business objectives. It is
a waste of time and resources, for you do not clearly know if the audience in attendance is the
same as the targeted one. Also, you are unaware of the suitable content which is to be trained.
Also, these ways cannot assure if the program is useful enough to engage employees. A better
training effectiveness strategy best measures the roIe of huge investments being made by the
company.

These steps have become a part of traditional approaches and do not have much impact on
employees. There have always been good training, but there are many others which are not that
effective. This is the reason why 40% of employees with poor training leave their jobs within the
first year. Post-training quizzes, one-to-one discussions, employee surveys, participant case
studies, and official certification exams are some ways to measure training effectiveness. The
more data you collect on measurable outcomes, the easier it will be to quantify your company’s
return on investment. Before training begins, it is helpful to plan what factors you will be
measuring and how you will collect these data. Fortunately, some proven methodologies for
measuring training effectiveness already exist.

2.0 Content

2.1 Factors of training design and training content

A good training produces a more productive environment to one’s company. The effectiveness
of a training can be measured through the adaptiveness of the employees. Though at times, the
attitude of the employee towards the learnings given may also contribute to its positive effect.
Every training has its own design and process. It needs preparation and to say, financial efforts.
An efficient training provides justification to of the expenditures and creates a rationale to the
allocation of resources. Trainings will not be successful without taking into consideration some
factors that may contribute to its results.

 Training-need Analysis

There will be a need for a training to be conducted when a company experiences gap between
the competencies of the employee to perform a certain job. If trainings are not carried-out well,
tendencies are that trainings may convey a wrong message and content. In addition, trainees
may have to attend to a training wherein they do not have the basic and prerequisite skills.

 Setting the Training Objectives

A training without a goal is like a content without a message. The objectives of a training must
be determined first before designing and plotting the process. When the training designer has
already established the objectives, it will be easy for him to relay the message and measure the
progress of the trainees.

 The Design

This is now the plotting and sequencing of events. From the selection of who will conduct the
training and who will be the audiences down to the time and venue of the said training. The
design must also include the content of the activity, allocation of the budget and other
administrative arrangements.
  The Talker

He is the one in-charge to be in the center of the stage. An effective training will not generate
positive results if the resource person cannot build himself to communicate to the audience. The
sincerity of the talk and the capture of the audience depends on the talker.

 Visual Content

People nowadays are more keen to observing graphics rather than just mere reading. It will help
the audience retain their interest in listening to the person in front. Visual images can also get a
grasp of the idea more than a written content. It is now commonly used to transfer knowledge to
the learners as it became more effective.

 Methodology

Trainings are used to share one’s knowledge to the audience, thus a choice of strategy must be
made to convince the the listeners and achieve the objectives of the training. This includes the
appropriate use of media and techniques in communicating the message.

 Captured Learning

An effective training gives the trainees a captured learning. It is the main goal of the training
design, that the learners may be able to acquire the shared knowledge and skill-sets. Even
though the training was fun and full activity yet there was an inadequate supply of learning
given, a training can be considered a failure Like any engagements, a training needs to be
planned thoroughly because the main reason that it was conducted because you want the
audience of the show become a seeker of additional knowledge.
2.2 Barriers that influences the transfer of learning among learning
participants

Researchers who study learning transfer say there are many barriers to the application of prior
learning to new and different situations. Becoming aware of these barriers can help us
understand why it is difficult to design successful learning experiences and help us to overcome
the obstacles. Barriers to transfer do not just occur when a person attempts to apply new
knowledge and skills in the workplace. They can occur before, during and after a learning
intervention. Let’s look at some key barriers to learning transfer in each of these time frames.

 During Learning

 Lack of motivation.

When a person has no interest in the content or feels it is a waste of time, he or she will have
trouble learning. This is all too common in highly regulated industries where employees are
required to take compliance training. It is also common in organizations with a “command and
control” philosophy, where training requirements are dictated from the top down. This is why
empathy for the audience is a key principle of design thinking. Through empathy we may find
the answer to the “what’s in it for me?” question and build on that to try to get learners engaged.

 Lack of confidence.

Learners may have fears about their abilities to learn a new skill or tackle a new subject.
Defeatist and anxiety-producing emotions are counterproductive to learning. One study
investigated the predictive factors for successfully learning how to program a computer.
Researchers found that level of comfort was the most reliable factor for predicting success or
failure.

 Lack of prerequisite knowledge

Although this may be too obvious to list, a lack of foundation knowledge or skills make it difficult
to comprehend and retain new information. There is no network of knowledge for analogical
thinking nor for connecting new knowledge. Ideally, a learning experience will have many touch
points, including a way to indicate the required prerequisites as well as varied forms of
remediation and support.
  No opportunities for retrieval practice.

Retrieval-based learning involves repeatedly recalling information across multiple sessions

during and after a learning experience. This strategy appears to be a key factor for retention and
transfer. A simple example is the use of flashcards to remember factual information, such as
when healthcare workers memorize medical abbreviations. A more complex context is learning
principles and strategies for solving unique problems. Then, role plays and simulations provide
opportunities for retrieval practice.

 Negative transfer or interference.

Negative transfer occurs when previous experience interferes with learning something new. For
example, when a person has learned to drive on one side of the road this skill may interfere with
learning to drive on the other side of the road. Or when a person has recently learned French,
this knowledge may interfere with learning German. Overcoming interference requires
metacognitive strategies and sufficient practice.

 After Learning

 Failure to design for transfer.

The failure to design learning experiences that integrate across the boundaries of formal
learning and into the workplace is a major barrier to transfer. Complex learning requires some
type of systematic follow-up support in the form of discussion, coaching, observation and
feedback, scaffolding and performance support, to name a few.

 Lack of opportunity to practice the transfer.

Similar to the lack of opportunities for retrieval practice during a learning experience, this
principle must be singled out as a barrier to transfer after a learning event. Without opportunities
to practice knowledge and skills in new settings, an individual will have no way to modify his or
her existing schema (theoretical network-like structures for organizing information). Not only is
practice important, but it should occur in non-repetitive and unpredictable situations.
3.0 Suggestions

Here are some suggestions for taking what you learn in educational settings and applying it in
the workplace and other areas of your life.

 Practise generalising

Generalising is the ability to transfer the knowledge or skills you gain in one setting to a new
one. It’s all about seeing the bigger picture and looking for more widely applicable rules, ideas,
or principles. For example, a child that learns to stack wooden blocks could generalise that skill
and later use it to build more elaborate creations using Lego bricks. So, when studying a new
topic or concept, think about your past lessons or experiences and look for patterns and
relationships. You can then determine whether these generalisations can be supported by other
evidence you know of.

 Use a variety of learning media

Another way to facilitate the transfer of learning to new contexts is to use as many different
learning media as possible, from text and imagery to video and audio. Research shows that
using pictures, narration, and text can help prevent your cognitive resources from becoming
overloaded and improve learning transfer. One study found that learners who used relevant
visuals were able to retain more information and scored higher on transfer tests than those who
used only text. They also perceived the content as easier to learn when visuals were used.

 Take time to reflect and self-explain

So when you’re learning about something that’s completely new to you, take a moment to think
about how you would explain it in your own words, whether this means using simpler words that
are easier for you to remember or finding a way to connect the new information to something
you already know by using real-world examples.Research shows that self-explanation can help
you to identify any incorrect assumptions, lead to a deeper understanding of the material, and
ultimately promote knowledge transfer.
  Establish clear learning goals

When setting learning goals, it’s better to be specific rather than general so you’ll be able to
measure your progress as you go along, but make sure your goals are realistic too. For
example, if you’re learning a new language, making it your goal to be fluent within one month is
not very realistic. Making it your goal to learn the vocabulary and phrases necessary to go
shopping or eat out at a restaurant is more doable, however. Establishing clear learning goals
will give you a better understanding of what you’re trying to get out of your learning and how you
might later transfer that knowledge and apply it in your work or personal life.

 Focus on the relevance of what you’re learning

So if you want your learning to be engaging and to be able to remember it in other contexts, it’s
important to establish relevance early on. Think about how you might apply what you’re learning
today in your future job or everyday life and then try to tie it to some of your short or long-term
goals. For instance, if one of your long-term goals is to land a job in IT, focusing on how your
course will help you reach that goal can make even the most tedious study material seem more
engaging, because you understand that it’s important to your future goals.

 Identify any gaps in your knowledge

Without a complete understanding of the concept or information you’re learning, transferring it to

new contexts will be more difficult. One excellent way to do this is through practice testing, as
you’ll be able to see exactly what types of questions you’re consistently getting wrong and what
topics you have yet to master. Similarly, practice tests will also show you which topics you have
already mastered, which allows you to focus on the areas that need the most work.
4.0 Conclusion

Apparent changes in performance during training are not necessarily indicative of improved
performance on the job. Learning transfer is defined as the ability to apply what has been
learned to novel situations and tasks. Appropriate use of any of the five strategies above should
improve transfer of learning. To understand what works and what doesn’t, ensure that post-
training tests measure application of knowledge and skills to new situations rather than the
recall of facts alone. Also observe learners on the job or discuss the effects of training with
supervisors to see what improves performance.

Training is all about improving individual and group performances and in turn influencing the
overall performance of your business. It is important to evaluate the effectiveness of the training
and ensure that the original learning goals were achieved. Also, I realize that many benefits of
training are not measurable. Factors like job satisfaction, the enjoyment of learning, and helping
employees understand that they are valued assets worthy of development may seem intangible
and can be very powerful.

Finally, measuring training isn’t helpful unless you utilize what you have learned to improve the
training, find a better provider, or even decide to discontinue the program. However, remember
that training cannot be a one-time event; it’s important to define and support continuous learning
paths because this enables your employees to stay relevant in a transforming digital landscape.
 REFRENCES

Cree, V. E., Macaulay, C. (2000). Transfer of learning in professional

and vocational education . Routledge, London: Psychology Press.

Perkins, D. N., Salomon, G. (1992). Transfer of Learning. Contribution

to the International Encyclopedia of Education, Second Edition. Oxford,
England: Pergamon Press.

Thorndike, E. L. (1923). The influence of first year Latin upon the ability
to read English.  School Sociology. 17: 165-168.