What is training transfer?
Training transfer refers to the extent to which training participants apply what they’ve learned in training—knowledge, skills, behaviors, and attitudes—on the job. One of the primary challenges for training participants is that they must learn something in one environment and use the learning in another environment.
What factors affect training transfer?
A number of factors can influence transfer, including things about the participant, the training, and the work environment. The focus here will be primarily on how the work environment can best enhance training transfer. The following factors are key:
- Participants’ perceptions about the value of the training
- Opportunities to use and practice skills on the job
- Organizational support
- Supervisor support
- Peer support
- Recognition
- Accountability
What can be done to improve training transfer?
A number of strategies can be implemented to address the factors above and improve training transfer. Some examples are provided below, but the list is not exhaustive. Consider other ways that you might aim to increase transfer by improving the eight factors above.
Before Training
Employees often get little or no preparation for training. This group of strategies is an opportunity to build motivation and anticipated value, convey expectations, and show support.
| Strategy |
Example |
| Explain the context and purpose of the training |
Supervisor sends email or video explaining the purpose and goals of the training and expressing their support and expectations.
|
| Describe the overall logistics of the training |
Supervisor provides information about the number of sessions, how long they will last, and how they will be delivered. |
| Communicate positive messages about training and ensure that coworkers do the same |
Supervisor says things like “you get to attend” training instead of “you have to attend.” If the unit has a common bulletin
board or breakroom, make spirited signs counting down the days until training event. If the unit uses virtual messaging (such as Slack), use it to promote the training in a positive manner.
|
| Discuss training content and format |
Supervisor prints out a copy of the training curriculum competencies and reviews them with worker, commenting on relevance of them for the employee’s work. |
| Set expectations for worker performance during and after training |
In weekly staff meeting, the supervisor “talks up” the training and shows enthusiasm for the opportunity, what is to be learned, and how it will be beneficial to the future of their work with families. Supervisor reminds workers of the importance of coming to training on time, ready to engage and fully participate, with focused attention, and video camera on (if participating virtually). |
| Discuss training content and format |
After supervisor attends the training, they enthusiastically share their top learning points with the team and speaks about the training in positive terms.
|
| Convey importance of training to learning and to job effectiveness |
Supervisor talks to staff about how the training will increase the effectiveness of the work they are doing and how the training will provide useful tools for working with families. |
| Make time and space to permit staff to complete the training uninterrupted |
Supervisor ensures that there is an on-call or other staff to cover while worker is in training. Supervisor lets worker know it is “ok” to put their cell phone on silent while in training and does not schedule other activities over the training times. If training is in a room onsite, supervisor ensures that the room has been reserved for this purpose and disturbances are minimized.
|
| Make a clear expectation that staff complete the training |
Supervisor tracks completion of the training modules for all staff on team and follows up with anyone experiencing difficulties to encourage timely completion. |
During Training
During training, most of the burden of maximizing transfer falls on the training design and delivery. There are a few things, however, that a supervisor can do to support workers during this time period.
| Strategy |
Example |
| Minimize interruptions to training |
Supervisor protects workers’ time from other scheduling conflicts, to communicate importance of the training. May need to arrange for back-up or on-call worker to cover for the worker while they are attending training. Supervisor limits communication with worker while they are in training and discourages worker from multitasking during training.
|
| Meet to discuss training |
Supervisor discusses the training and worker’s reactions to it during supervision meetings. |
After Training
After training, a significant amount of transfer support will be provided by supervisors via coaching. Additional suggestions are offered below.
| Strategy |
Example |
| Show organizational support and appreciation |
When overall training is completed, supervisor sends email, text, or instant message to congratulate and thank participants for attendance and engagement.
|
| Debrief |
In unit meetings, supervisor asks workers to discuss what they learned in training that week, what they found most valuable, and what they are most excited to apply in their work. |
|
Coach
|
Supervisors use ongoing coaching (either group or individual, depending on the site’s choice) to meet regularly with staff to go over cases, debrief what they’ve tried, and what they need help with. Supervisor reviews concepts in case-specific situations and allows staff to practice using skills in a safe environment.
Through coaching, the supervisor provides (and receives) developmental feedback to the staff that is constructive and encouraging.
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Provide developmental feedback
|
After staff complete the training, the supervisor provides developmental feedback to staff that is constructive and encouraging.
|
| Reinforce worker’s application of learning from training |
If coaching demonstrates multiple staff with similar challenges, supervisor schedules a monthly “lunch and learn” brown bag meeting where they encourage discussion of specific topics from training and asks workers to share examples of how they are
successfully using the concepts they learned in training.
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|
Encourage staff who are peer leaders to help with coaching
|
Praises and encourages those staff who are effectively using the training and helps them support their peers who are still learning. Encourages them to continue to provide ideas and feedback during group coaching sessions.
|
| Ensure that staff model best practice taught in training |
Supervisor provides encouragement and reinforcement when workers use tools and practices that were learned in the training. When she/he hears a worker fall back into “old ways,” she/he gently reminds of new approaches from training and asks how the worker might do things differently next time. |
| Provide accountability and recognition |
Supervisor includes the skills/concepts learned in training in performance reviews. Reinforces effective strategies and acknowledges areas for improvement. |
| Show support and recognition |
Supervisor creates a virtual or actual kudos board or staff shoutouts to recognize positive examples of the work. |
Burke, L. A., Hutchins, H. M., & Saks, A. M. (2013). Best practices in training transfer. In M. A. Paulidi (Ed.), Psychology for business success, 3, 115-132. Praeger.
Curry, Lawler, Donnenwirth, & Bergeron (2011). Application potential of professional learning inventory—Appli 33. Training and Development in Human Services, 6(1), 129–139.
Hughes, A. M., Zajac, S., Spencer, J. M., & Salas, E. (2018). A checklist for facilitating training transfer in organizations. InternationalJournal of Training and Development, 22(4), 334–345
Hughes, A., Zajac, S., Woods, A., & Salas, E. (2020). The role of work environment in training sustainment: A meta-analysis. Human Factors: The Journal of the Human Factors and Ergonomics Society, 62(1), 166–183.
