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A Model of The Transfer Process

1. The document discusses the concepts of transfer of training, knowledge management, training evaluation, and considerations for choosing an evaluation design. 2. Transfer of training refers to applying skills learned in training to jobs through generalization and maintenance over time. It is influenced by training design, trainee characteristics, and work environment. 3. Knowledge management involves both tacit knowledge from experience and explicit knowledge in manuals. It can be shared through socialization, externalization, combination, and internalization.

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Gullabudin Hassan Zada
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247 views18 pages

A Model of The Transfer Process

1. The document discusses the concepts of transfer of training, knowledge management, training evaluation, and considerations for choosing an evaluation design. 2. Transfer of training refers to applying skills learned in training to jobs through generalization and maintenance over time. It is influenced by training design, trainee characteristics, and work environment. 3. Knowledge management involves both tacit knowledge from experience and explicit knowledge in manuals. It can be shared through socialization, externalization, combination, and internalization.

Uploaded by

Gullabudin Hassan Zada
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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A model of the transfer

process.
Transfer of training
Transfer of training refers to trainees’
effectively and continually applying what
they learned in training (knowledge,
skills, behaviors, cognitive strategies) to
their jobs.
Transfer of training is also influenced by
training design.
transfer of training includes both the
generalization of training to the job and the
maintenance of learned material.
Generalization refers to a trainee’s
ability to apply learned capabilities (verbal
knowledge, motor skills, etc.) to on-the-job
work problems and situations
Maintenance refers to the process of continuing
to use newly acquired capabilities over time.
Three factors that influence learning and
transfer of training.
 Training design, trainee characteristics,
and the work environment influence
learning, retention, maintenance, and
generalization.
Knowledge and Knowledge
Management
knowledge refers to what individuals or
teams of employees know or know how to
do (human and social knowledge) as well
as a company’s rules, processes, tools, and
routines (structured knowledge).
Knowledge is either tacit knowledge or
explicit knowledge.
Tacit knowledge is personal knowledge based on
individual experience and influenced by perceptions and
values.
Explicit knowledge refers to manuals, formulas, and
specifications that are described in formal language.
Explicit knowledge can be managed by placing it in a
knowledge database or it can be managed by a
knowledge management system.
 For example, Fluor Corporation has a Web-based
knowledge system that gives employees access to all
procedures, guidelines, standards, and best practices
needed for their specific job function.
There are four modes of knowledge sharing:
(1) Socialization involves sharing tacit
knowledge by sharing experiences.
Knowledge is shared and learning occurs
through observation, imitation, and practice.
Externalization involves translating tacit
knowledge into explicit knowledge. This
takes the form of metaphors, models,
concepts, and equations.
Combination involves systematizing explicit
concepts into a knowledge system by analyzing,
categorizing, and using information in a new way.
Formal courses and seminars convert knowledge
in this way.
Internalization refers to converting explicit
knowledge to tacit knowledge. Training methods
such as action learning, and on-the-job
experiences are used to create tacit knowledge
from explicit knowledge.
TRAINING EVALUATION
Training outcomes or criteria refer to
measures that the trainer and the company
use to evaluate training programs. To
determine the effectiveness of the program,
the company had to conduct an evaluation.
Training evaluation refers to the process of
collecting the outcomes needed to
determine whether training is effective.
REASONS FOR EVALUATING
TRAINING
Companies are investing millions of
dollars in training programs to help gain a
competitive advantage.
 Companies invest in training because
learning creates knowledge; often, it is
this knowledge that distinguishes
successful companies and employees
from those who are not.
Formative Evaluation
Formative evaluation refers to the evaluation of training that takes
place during program design and development. That is, formative
evaluation helps to ensure that
(1) the training program is well organized and runs smoothly
(2) trainees learn and are satisfied with the program. Formative evaluation
provides information about how to make the program better; it usually
involves collecting qualitative data about the program.
 Qualitative data include opinions, beliefs, and feelings about the
program.
 Formative evaluations ask customers, employees, managers, and
subject-matter experts their opinions on the description of the training
content and objectives and the program design. These people are also
asked to evaluate the clarity and ease of use of a part of the training
program
Summative Evaluation
Summative evaluation refers to an evaluation conducted to
determine the extent to which trainees have changed as a
result of participating in the training program.
That is, have trainees acquired knowledge, skills, attitudes,
behavior, or other outcomes identified in the training
objectives?
 Summative evaluation may also include measuring the
monetary benefits (also known as return on investment) that
the company receives from the program.
Summative evaluation usually involves collecting
quantitative (numerical) data through tests, ratings of
behavior, or objective measures of performance such as
volume of sales, accidents, or patents.
Criterion deficiency refers to the failure
to measure training outcomes that were
emphasized in the training objectives. For
example, the objectives of a spreadsheet
skills training program emphasize that
trainees both understand the commands
available on the spreadsheet
Reliability refers to the degree to which
outcomes can be measured consistently over
time.
For example, a trainer gives restaurant
employees a written test measuring knowledge
of safety standards to evaluate a safety
training program they attended.
The test is given before (pre training) and after
(pos training) employees attend the program.
Discrimination refers to the degree to
which trainees’ performance on the
outcome actually reflects true differences
in performance
Considerations in Choosing an
Evaluation Design
1. The evaluation results can be used to change the
program.
2. The training program is ongoing and has the
potential to have an important influence on
(employees or customers).
3. The training program involves multiple classes
and a large number of trainees.
4. Cost justification for training is based on
numerical indicators. (Here the company has
a strong orientation toward evaluation.)

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