Strategies to Enhance Training Transfer Process

The Transfer Partnership

• Trainee. The trainee recognizes the need for new or more advance skills.
• Trainee and Trainer. The trainer formulates and/or delivers various learning experiences.
• Trainee, Trainer and Manager. The manager supports proper or adequate learning and application on the job.

Prior the Training
The Manager
• Establish transfer of training into supervisory performance standards
• Gather baseline performance data
• Involve the trainees and supervisors in the needs analysis process
• Involve the trainees in the program planning
• Brief trainees on the significance of the training (content, course objective, application and process on the job)
• Reconsider instructional content and materials
• Plan to engage in training sessions
• Bolster trainees attendance at all sessions

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The Trainer
• Coordinate the training plan with the organization’s strategic plan
• Methodically design instruction
• Offer proactive opportunities
• Come up with a peer coaching component for the program as well as some follow-up activities

The Trainee
• Offer input into program planning
• Eagerly delve into training options
• Engage in advance activities

During Training
The Manager
• Avoid interruptions
• Pass on work assignment to others
• Keep track of attendance and attention to training
• Identify trainee participation
• Engage in transfer action planning
• Reevaluate data on employee in training
• Organize assessment of transfer of more advance or new skills to the job

The Trainer
• Come up with application-oriented objectives
• Answer the “WIIFM” (What’s In It For Me) question
• Regulate the unlearning process
• Offer realistic work-related tasks
• Provide individualized feedback
• Offer job performance assistance

The Trainee
• Maintain or manage an ideas and application notebook
• Cooperate or engage in more actively
• Establish support groups
• Plan for applications
• Formulate behavioral contracts

After Training
The Manager
• Organize trainees’ reentry
• Offer opportunities to practice new or more advanced skills
• Allow trainees to engage in transfer-related decisions
• Minimize job pressures initially
• Provide positive reinforcement
• Set trainee briefings for co-employees
• Establish mutual expectations for improvement
• Fix up proactive or the so-called refresher sessions
• Offer and support the use of job assistance

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The Trainer
• Offer follow-up support
• Administer evaluation surveys and offer feedback
• Cultivate and facilitate recognition system
• Offer refresher or effective problem-solving sessions

The Trainee
• Work at self-management
• Reevaluate training content and mastered skills
• Cultivate a mentoring relationship
• Sustain contact or connections with training ‘buddies’

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