The paper "Theories Supporting Transfer of Training" Is a great example of a Management Assignment. Generally, transfer of training/learning occurs when knowledge and skills that were initially learned affect the way in which newly acquired knowledge and skills are performed and learned (Saks et al 2010). The transfer is regarded as positive or effective if performance and acquisition are facilitated and negative if these processes are impeded. In the context of specific transfer, following a period of learning about one working place, transfer is deemed as the process of employing knowledge, attitudes and skills learned in a training program into the actual workplace environment.
Principles, ideas, and strategies of a training program set the pace for the transfer of knowledge and skills from the trainer to the trainees. Coates (2007) argues that in order for adult learners to develop professionally and personally and maximize the transfer of the training, a clear understanding of the factors that affect change and development is of the essence. This, in addition to applying a range of learning approaches, will enhance the transfer of training. Carlos's training program clearly does not portray key principles, ideas, and strategies which is one of the major reasons which inhibited the transfer.
Adults, unlike children, learn better in a learning context where they were involved in the planning and evaluation processes. Carlos solely organized the program without involving other teachers or even consulting with other parties. Besides that, adult learning is centered on experiential learning opportunities and is more problem-centered than content-centered. Carlos begins his training program by introducing his topic on communication rather than discussing with participants about the problem issue that was affecting the school board.
His program focused on teaching about various aspects of communication and does not explicitly attack the problem at hand. Carlos ought to have modeled his training on content materials that contained immediate relevance. Trainers who act as facilitators are more likely to transfer the training content in comparison to those who act as lecturers. During the entire training program, Carlos acted as a lecturer; simply giving the notes he had researched and compiled. He ought to have created a co-operative learning climate where everyone actively participated. Another notable factor that hindered transfer in Carlos's training is the learning approach he used.
Simply training the participants on the identified period of time was not enough as they were bound to forget what they were taught. He ought to have incorporated other learning approaches such as experiential, action, collaborative, transformative, and situated learning. These approaches emphasize that learning is a process and context-based. This implies that it is continuous and can take place anywhere and at any time (Beard and Wilson 2002). In order to facilitate the effective transfer, Carlos should have ensured that the participants are placed in a specific project where they will practice what they learned in the training program.
He should have taught the trainees on risk-taking strategies so as to ensure their growth and motivation. Another notable barrier to effective transfer in the school board was the under-representation of participants in the program. Carlos selected teachers and parents for his training program and did not involve the school management team. As a matter of fact, the management is the main decision-maker on the board hence the program would have been most applicable for them.
Failure of involvement than in the program translated to a lack of transfer of training.
Beard, C, and Wilson, J 2002, The Power of Experiential Learning – A Handbook for Trainers and Educators, London: Kogan Page.
Burke, L and Hutchins, M 2008, A study of best practice in training transfer and proposed model of transfer. Human resource development quarterly, volume 19, no. 2, p. 107-127.
Burker, L, and Hutchins, M 2007, Training transfer: an integrated literature review. Human resource development review, Volume 6, issue 263.
Calhoun, W 2006, The six disciplines of breakthrough learning: How to turn training and development into business results. San Francisco: Pfeiffer.
Chiaburu, D, Dam, K, and Hutchins, H 2010, Social support in the workplace and training transfer: A longitudinal analysis. International journal of selection and assessment, Volume 18, No. 2.
Coates, D 2007. Enhancing the transfer of training. Alexandria: ASTD press.
Cree, V, and Macaulay, C 2000, Transfer of Learning in Professional and Vocational Education, London: Routledge.
Eckert, W 2000, Situational enhancement of design validity: The case of training evaluation at the World Bank Institute. American Journal of Evaluation, Volume 21, p. 185-193.
Jellema, F, Visscher, A, and Scheerens, J 2006, Measuring change in work behavior by multisource feedback. International Journal of Training and Development, Volume 10, no. 2, p. 121–139.
Leberman, S, McDonald, L, and Doyles, 2006, S The transfer of learning: participants perspective of adult education and training. Hampshire: Gower publishing limited.
Nikandrou, I, Brinia, V, and Bereri, E 2009, Trainee perception of training transfer: an empirical analysis. Journal of Europe industrial training, Volume 33, no. 3, p. 255-270.
Richard, L 2004, Coaching and mentoring: How to develop top talent and achieve stronger performance. Boston: Harvard Business school.
Saks, A, Haccoun, R, and Belcourt, M 2010. Managing performance through training and development. Toronto: Nelson education.
Weissbein, D, Huang, J, Ford, K, and Scmidt, A 2011. Influencing learning states to enahanve trainee motivation and improve training transfer. Journal of business psychology, Volume 26, p. 423-435.
Yamnill, S, and McLean, G 2001, Theories supporting transfer of training. Human Resource Development Quarterly, Volume 12, no.2, p. 195–208.