UNIT 3 LECTURE NOTES COMPONENTS OF TRANSFER Support is a final component of transfer to consider. Peer support is typically determined by a combination of the culture of the organization and how the training was handled. For example, if one employee is repeatedly sent for training and others are not, especially if those others have to cover the absence, jealously or feelings of unfairness are likely to surface. The trainer usually has little opportunity to directly impact peer support, but it can be helpful to discuss possible ways of addressing lack of peer support should it arise. Additionally, if several workers from the same area are attending training, the trainer might create a support network, where those from the same company or nearby companies meet for followup. In diverse geographies this follow-up can also take place online. One component of transfer is self-management. This refers to the workers' ability to use what they have learned in training to make decisions, and set and work toward goals. As some people perform self-management better than others, it is helpful to include specific self-management instruction and guidance as a component of training. This is often presented in a self-management module, where training participants are given a plan, or template, for anticipating and dealing with obstacles to and lapses in transfer. For example, I have found it is effective to provide participants with a form that they can fill in, and then discuss lapses and how we can plan to deal with or avoid them. Note that the example provided at the end of this lecture was designed for white-collar office workers. Remember that production and other blue-collar workers may be less comfortable using a tool that requires them to write. Self-management can also be handled cooperatively between a worker and manager. One excellent tool to guide this partnership is an action plan. A sample is presented on page 157 in your text. This is a written agreement between the employee and manager that spells out a specific goal from a training and how it will be accomplished on the worksite. The action plan includes specific follow-up meetings where the manager and employee discuss the employee's progress towards the goal and application of what he/ she learned in training. Action plans are also effective to use in conjunction with personnel reviews. For example, any area where an employee scores below standard may require an action plan to be generated. It is also effective to require employees to develop at least three goals regardless so that they keep improving and engage in continuous learning. The action plan additionally encourages manager support for application of training on the job. The work environment is another important component of transfer. If the training involved some type of machinery or program, is it available to the worker? Manager support is usually a combination of the organization's culture and the involvement of the manger in training. If the manager takes or has taken similar training, he or she is more likely to strongly support transfer. The manager will typically be most supportive of a training he or she provides directly, although this can limit the potential for innovation, particularly when the manager is insecure or micromanages. Communication regarding training and its purpose to address the strategic needs of the department or firm, and specific follow-up tools such as an action plan, help the manager feel involved and less threatened by training opportunities. Conflict Resolution Training - October 2005 APPLYING WHAT YOU'VE LEARNED Skills to apply on my job: Active listening Clarifying statements Reflective responses Potential barriers to application: Personal issues: Stress - unpleasant customers Stress - time constraints Lack of application by others Pressure from boss(es) In your group, discuss situations where the barriers you've listed above are more likely to occur. How can you be aware when you might revert to your old ways of handing conflict? What are some specific steps you can take to ensure you use the conflict resolution skills we've learned today? Identify both individual steps, and make a list for your group that you can share with the rest of the class. UNIT 3 LECTURE NOTES TRANSFER OF TRAINING THEORY Any discussion of transfer should first define what it is, as it is a term not typically employed outside the training/HR realm. Transfer of training occurs when training participants successfully utilize and continue to apply over time the skills, knowledge, behavior, or thought processes they learned through the training process. It does not refer to one trained person training the rest of his or her co-workers, although some natural passing on of that which was learned in training to others often occurs. The book presents several theories related to the transfer of training. The most widely supported in the training field is the Theory of Identical Elements. The theory contends that the most effective training very closely matches the actual desired job activity. In this model, participants learning to implement an emergency procedure would practice actually implementing the procedure, participants learning to use a piece of machinery would train on the machine or a realistic simulation, participants learning to work as a team would have some task that required them to do so. This type of training has been shown to produce the fewest lapses (when the training participant reverts to previous practice instead of applying training). The other two theories discussed in the text, stimulus generalization approach and cognitive theory, are typically worked into the training on a secondary level. Training for upper management, such as vision casting, creativity, idea generation, and product development, is one area more likely to utilize cognitive theory rather than identical elements, but happens in the real-world training environment much less often than training of workers. The culture of the organization plays a huge role in the transfer of training. Companies that are particularly conducive to transfer are called a learning organizations; their management has included training in its overall strategic focus and strives to create an environment where learning, innovation, and adaptation is valued. Table 5.6 on page 161 of your text provides clear descriptions of the five components of a learning organization. While many view creating a learning organization as a mammoth undertaking, simple changes can often make significant improvements in the learning culture of an organization. For example, knowledge management is one of these five components of a learning organization. An acquaintance in the ad game moved her advertising agency into an elegant brownstone in NYC, only to find that creativity plummeted. Before agency employees were crowded into one small office; what had once been a conference room was actually made into an office for three, then four, and eventually nine workers. In the new space there were no more than two workers to an office, and the office space was distributed over three floors and a basement. The building was elegant and impressive, but restricted interaction between employees. The agency eventually sold the building and moved to a large loft, with most of employees in one large open area. While this example is extreme, does your company arrange work areas to contribute to flow of information? It's something to think about. I worked for several years for a non-profit organization which had eleven different program sites scattered throughout NYC. As part of a team to improve program coordination, we created a directory similar to the second suggestion on the book's list. Often it is as simple as knowing whom to call. If a firm says it values training but doesn't provide employees time off to attend, or help cover training costs, its walk doesn't match its talk. The learning organization will not necessarily employ all the items presented in the book, and may use others, such as modeling of learning from upper management. However, it will take specific, concrete steps to encouraging learning and innovation. Obstacles to transfer create a non-learning environment. In this culture, even if a worker receives exceptional training, working conditions and/or lack of support from management and peers inhibits his or her application of the training to the worksite. In general, these are not companies where you want to work for long periods of time. Presentation - Transfer of Learning Create and submit a PowerPoint presentation on what you think is important about the Transfer of Learning. Explain what it is, concepts such as Sphere of Influence, how to use it in a training course, etc. Use the tips learned from the course materials (text, presentations) and outside research to create the presentation. The presentation should be approximately 10 slides and follow proper grammar usage. CRITERIA Deficient Proficient to Exemplary Points Earned (6 - 8 Points) (0 - 5 Points) Development Needed to Proficient (9 - 10 Points) (60 Points) 1. Introduction defining the topic Does not provide an adequate introduction or is missing. Introduction is presented, though may not be clear or complete. Introduction is clearly presented and provides the reader a context for the rest of the response. 2. Theories used and discussed Theories are absent and there is no discussion about how those theories are applied. Theories are addressed, although may be missing key explanation and links to the issues. Theories are fully and appropriately addressed and well explained. 3. Sphere of influence. Influence isn't mentioned or addressed. Influence is addressed but not fully explained or defended. Influence is addressed and fully defended and explained. 4. 5 components of a learning organization Components not mentioned or addressed in relation to obstacles. Some components mentioned with minimal explanation and connection to obstacles. All components addressed, explained and connected to obstacles. 5. Appropriate citations References and citations missing or formatting does not resemble APA. References and citations are present with some errors. References and citations are present and near perfect. 6. Clear and professional writing and Errors impede professional presentation; Few errors that do not impede professional presentation with Writing and format is clear, professional, and error free with proper format Total Points : guidelines not followed with minimal slides that are inappropriate and unrelated. minimal slides that are unfocused. amount of knowledgeable slides