Transfer of training

Transfer of training is applying knowledge and skills acquired during training to a targeted job or role. This is a term commonly used within industrial and organizational psychology.^[1]

For example, after completing a safety course, transfer of training occurs when the employee uses learned safety behaviors in their work environment.^[1]

Theoretically, transfer of training is a specific application of the theory of transfer of learning that describes the positive, zero, or negative performance outcomes of a training program.^[2] The positive transfer of training-- the increase in job performance attributed to training-- has become the goal of many organizations.^[1][3] Characteristics of trainees, the work environment, and training strategies contribute to this goal of positive transfer.^[4] Ultimately, transfer of training provides organizations with a method to evaluate training's effectiveness and identify areas for training's improvement.^[5]

Types

There are three types of transfer of training:

1. Positive Transfer: Training increases performance in the targeted job or role. Positive transfer is the goal of most training programs.^[2][3]
2. Negative Transfer: Training decreases performance in the targeted job or role.^[2][3]
3. Zero Transfer: Training neither increases nor decreases performance in the targeted job or role.^[2]

Model of transfer

Baldwin and Ford (1988)^[6] is the most commonly cited model of transfer, which defines the transfer of training as the generalization and maintenance of material learned in training to the work environment.^[7]

Within this model, the authors conceptualize transfer of training as a three-stage process.^[6][8] In the first stage, the inputs to training, including the training strategies, the work environment, and trainee characteristics are defined.^[6][8] Next, through the training process, these inputs generate training outputs in the form of learning and retention.^[6][8] Ultimately, transfer of training occurs in the final stage when learning and retention are generalized and maintained in the work environment.^[6][7] Using the training inputs defined in this model, psychological research has identified many factors that contribute to the positive transfer of training.^[7][4]

Influences on positive transfer

Within the current literature, there is a lack of consensus over what factors contribute to the positive transfer of training.^[4][7] However, across psychological research, the following factors have consistently impacted positive transfer.

Trainee characteristics

1. Cognitive Ability: Higher cognitive ability typically leads to higher levels of retention and generalization of learned material.^[4][9]
2. Self-efficacy: Higher self-efficacy contributes to positive transfer through its influence on confidence and persistence.^[4][9]
3. Motivation: Individuals with a higher motivation to learn tend to experience higher levels of positive transfer of training.^[4][9]
4. Personality: Higher measures of conscientiousness increase the likelihood of positive transfer.^[9]
5. Perceptions of Utility: Beliefs in the value and usefulness of training increase the likelihood of positive transfer.^[4]

Work environment

1. Transfer climate: By definition, a positive transfer climate is a work environment that contains cues and feedback mechanisms that remind employees of learned material.^[10] Positive transfer climates tend to facilitate higher levels of positive transfer.^[4][2]
2. Support: Support from supervisors and peers leads to higher levels of positive transfer.^[4][9]
3. Opportunity to Perform: Work environments that provide opportunities to use learned material promote higher positive transfer of training.^[4][9]
4. Check-Ins: Regular reviews of training material solidify knowledge and contribute to positive transfer.^[3][4]

Training strategies

1. Similarity: Also referred to as identical elements theory, a high degree of similarity between the training environment and work environment increases the positive transfer of training.^[2][4][3]
2. Active Learning: Hands-on practice of material contributes to positive transfer, especially when it incorporates a variety of different contexts.^[3]
3. Behavioral Modeling: A training technique inspired by Albert Bandura's theory of social learning, which involves explanations, demonstrations, and active learning, feedback, and reinforcement .^[4] Behavioral modeling is associated with increased positive transfer, especially when both incorrect and correct behavioral examples are provided during training.^[11][4]
4. Error-based examples: Training that focuses on how to deal with problems and learn from errors facilitates higher positive transfer.^[4][9]
5. Collaboration: Collaboration between trainees, trainers, and supervisors during training increases positive transfer.^[3]
6. Multiple Strategies: The use of variety of teaching and learning strategies facilitates positive transfer.^[9]
7. Goals: Setting goals and expectations for training increases positive transfer.^[9][3]
8. Assessments: Intermittent assessments of participant's knowledge of learned material increases positive transfer.^[9]

Assessment

Positive transfer is the goal of many organizational training programs.^[3] Therefore, transfer of training plays a vital role in evaluating a training program's effectiveness.^[5] Common training evaluation methods, such as Kirkpatrick's Taxonomy^[12] and the Augmented Framework of Alliger et al.,^[13] utilize transfer as an essential criterion to evaluate training.^[3] Due to its behavioral outcomes, transfer of training allows organizations to quantify the impact of training and measure differences in performance.^[5]