Planning, managing, and optimizing transfer of training

Abstract

Broad and Newstrom (1992) defined the transfer of training to the workplace as “the effective and continuing application, by trainees to their jobs, of the knowledge and skills gained in training - both on and off the job” (p. 6). Broad and Newstrom also stated that, in their experience with a wide range of organisations, transfer problems nearly always occurred when training employees. Other authors have suggested that as little as 10% of training is transferred to the workplace (Georgenson, 1982), although this level may be higher immediately after training, and decline over time (Newstrom, 1986). Whatever the actual level of transfer of training, when training does not transfer, it is likely that employees will perceive training to be a waste of their time and employers will continue to question the benefit of their investment in training. A number of authors have addressed the problem of how best to optimise the transfer of training. While the focus of this chapter is on specific strategies for improving transfer of training, there are several important theoretical models of the transfer process that form the foundation of these improvement strategies. Therefore, some of these models will be outlined, an integrated model will be described, and then the specific strategies for optimizing the transfer of training will be presented.