1) Consider three time periods (pretraining, during training, and after training) and three parties involved in transfer of training (manager, trainer, trainee). Construct a matrix showing what each party can do to facilitate transfer of training at each time period.
Rick Sullivan Says:
Before Learning
Managers
· Understand the performance need
· Participate in any additional assessments required for training
· Influence selection of learners
· Communicate with trainers about the learning intervention
· Help learners create a preliminary action plan
· Support and encourage learners
Trainers
· Validate and supplement the results of the performance needs assessment
· Use instructional design and learning principles to develop or adapt the course
· Send the course syllabus, objectives and pre-course learning activities in advance
Trainee
· Participate in needs assessments and planning
· Review course objectives and expectations and prepare preliminary action plans
· Begin establishing a support network
· Complete pre-course learning activities
During Learning
Managers
· Participate in or observe training
· Protect learners from interruptions
· Plan post-training debriefing
· Provide supplies and space and schedule opportunities for learners to practice
Trainers
· Provide work-related exercises and appropriate job aids
· Give immediate and clear feedback
· Help learners develop realistic action plans
· Conduct training evaluations
Trainee
· Participate actively in the course
· Develop realistic action plans for transferring learning
· Monitor your own performance.
After Learning
Managers
· Monitor progress of action plans with learners and revise as needed
· Conduct post-training debriefing with learners and co-workers
· Be a coach and role model--provide encouragement and feedback
· Evaluate learners' performance
· Stay in contact with trainers
Trainers
· Conduct follow-up activities in a timely manner
· Help strengthen supervisors' skills
· Facilitate review of action plans with supervisors and learners
· Share observations with supervisors and learners
· Maintain communication with supervisors and learners
Trainee
· Meet with supervisor to review action plan
· Apply new skills and implement action plan
· Use job aids
· Network with other learners and trainers for support
http://www.reproline.jhu.edu/english/6read/6training/tol/index.htm
2) What could be done to increase the likelihood of transfer of training if the work environment conditions are unfavorable and cannot be changed?
Training can be implemented that does not rely on the environment to succeed, for example the task can be taught in a different setting such as a classroom so that they will have a better chance of learning the skills, if training occurs in a favorable setting it is easier to remember. The staff should know about lapses, and be prepared to face them in the work environment, and be able to cope with them.
3) Discuss how trainees can support each other so that transfer of training occurs.
Raymond Noe says, "A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job. This could involve face-to-face meetings or communication via e-mail. Trainees could share successful experiences in using training content on the job. They can also discuss how they obtained resources needed to use training content or how they coped with a work environment that interfered with use of training content."
4) What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used.
A technology that may be useful for transferring training is Electronic Performance Support Systems.
According to Gloria Gery, EPSS is “an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others."
An electronic performance support system can also be described as any computer software program or component that improves employee performance by
1. reducing the complexity or number of steps required to perform a task,
2. providing the performance information an employee needs to perform a task, or
3. Providing a decision support system that enables an employee to identify the action that is appropriate for a particular set of conditions.
Electronic Performance Support Systems can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower an employee to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete their work more quickly and accurately, but as a secondary benefit they will also learn more about their job and their employer's business.
http://www.pcd-innovations.com/what_is_epss.htm
5) What is knowledge? Why is knowledge important? How can companies manage knowledge?
Raymond Noe says “knowledge includes facts or procedures (e.g., the chemical properties of gold.)” (Page 110) This knowledge can also include company processes and rules.
Knowledge is important because the more knowledge that employees have the more they can contribute to the company, extra knowledge may also make a promotion more likely because they understand how to do multiple important tasks.
Companies can manage knowledge by using technology, and software such as lotus notes and a company intranet. Shadowing and joint-problem solving are two good techniques for transferring tacit knowledge from experienced staff to less experienced members.
http://www.cio.com/research/knowledge/edit/kmabcs.html?page=2
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