A PAPER ABOUT TRANSFER
TRAINING, REVIEWS AND DIRECTIONS FOR FURTHER RESEARCH
Introduction
Transfer training is an effort to share
knowledge and research results with other groups by trained parties in working
time events.
The
purpose of this paper is to explore the concept of "Transfer of
Training" from two different perspectives. The first will examine the
concept of "transfer" of meaning in learning in general, meaning that
it is specific to the transfer of training and learning. The second will
examine the evolution and possible future development of theoretical
development of the transfer of training concepts as defined by research in the
field.
In
general, the results of training and input training factors are considered to
have an effect back and forth on transfer conditions. This effect has an
important process in understanding the transfer. In order for the sklll to be
transferred, the training material must be studied and remembered constantly.
Problems
There
is a research gap that needs to be addressed, namely the need to test the
various operationalizations of the trianingd design an ffaktro environmental
keray ang can affect the impact of the transfer. Further research is needed in
conceptualizing and operationalizing the criteria for transfer training criteria.
Sometimes
skills that have been learned well may not be able to be used in the job due to
lack of motivation or lack of supervisory support. Finally, training outcomes
(*i.e. learning and retention) can be directly influenced by the three training
inputs of the training design, the characteristics of the trainees, and the
characteristics of the work environment.
Discussion
Training
outcomes are defined as the amount of original learning that appears during the
training program and the retention of that material after the program is
completed. Input training factors include training design, trainer
characteristics, and work environment characteristics.
The
main training design factor is the incorporation of learning principles,
sequencing of training materials, and the relevance of the work of the training
content. The characteristics of traininers consist of abilities or skills,
motivations and personality factors. The characteristics of the work
environment include climatic factors such as supervisory support or peer
support and also constraints and opportunities to carry out learned behaviors
at work.
In
general, trainees with high work involvement will be more motivated to learn
and transfer skills to the work environment. Even managers who believe that the
value of training are more interested in applying the skills they learn.
Finally, high self-expectations will lead to higher training performance.
In addition, there is a relationship
between motivation and successful training and composite criteria of training
performance, using probability assessment / asesement probability, and
sociometric measures of training familiarity with the trainer. Then, traine's
perception of a program can affect learning motivation.
The
characteristics of the work environment also influence, because managers who
work in a pleasant organizational environment and have the ability to set goals
and uportive environments will tend to be able to apply new knowledge to the
work setting. Then, positive changes in human relationships after training can
also be caused by organizational decisions such as salary and promotion which
are reinforced by attitudes learned in training. In addition, the management
style that includes discussions with the leadership also contributes to the skill
trainspheric.
Further research directions
There are a number of gaps that need to be
addressed. Especially with regard to training design, characteritic training,
work environment, and issu criteria tranfer.
Training design
Retention
is influenced by learning principles, identific elements, general principles of
practice conditions and variability of the stimulus. Elements are identical.
The point is to predict that transfers will be maximized if any stimulus is
studied. One aspect of the similarity is at the level where the actual
conditions of the training program match the work environment. The second
aspect is the level at which participants obtain similar meanings in trining
and organizational contexts.
However,
the training industry does not provide specifications for the factors that make
up the optimal level of physical and psychological research in its various
programs. So it is necessary to understand the type of learning that has a
major influence and the instructional events that will be given in order to
have the most effective learning procedures, or operationalize the principle of
that principle.
Stimulus variability.
Transfer
will be minimized when there are various stimulus training used. that the
transfer can be improved by developing various situations or by using various
reinforced stimuli to avoid training problems. Variability in this case can
play a role in strengthening understanding in the application of training to
new situations and strengthening innovation and generalization of skills.
Operationalization
of stimulus variability in organizational training programs is complex. For
example, on developing models for behavioral modeling programs to build
interpersonal skills for sales. Modeling can be shown to improve the cognitive
apex of training, including attention to model displays, mental coding, and
mental exercises.
There
are three options for increasing stimulus variability in the traning component
of behavioral modeling, namely character, situation & competency model. On
character variability, various models of characteristics such as age, gender
,and organizational level can be used. The second directive is to distinguish
the modeled situation. For example, if we model assertive communication, then
we can indicate employees who are serving consumer demand for a product.
Characteristics of trainers
The
characteristics of the trainer have an effect on the settting of the
organization. The Interaksit approach can be used to test the fit between
traine catastrophistictics and the design and content of trining programs.
Empirical research shows that the need for achievement, locus control, and
general intelligence can be the main factors in learning and skill transfer.
However, it takes effort to understand the relationship between the traine
arachritics and the design of the training program to be transferred.
Sometimes
the selection of trainers is not an attractive option, because the placement of
individuals into certain programs is considered not optimal which is influenced
by the characteritics of the trainer. The problem of placement is often
influenced by the instructional methodology ( for example, lectures, case
studies, discussions) of certain types of training programs that are maintained
for a long time in the company.
Environmental characteristics
The
development of environmental characteristics is influenced by personalization
such as climate and supervisory support at a certain level which facilitates
the development of intervesy for ever-changing environmental characteristics.
There are several environmental characteristics that facilitate or hinder the
transfer of training, and often those environmental characteristics are viewed
from the perspective of a certain level of analysis. That perspective will lead
to differences in climate or support across working groups, and across
organizations.
Supervisory
support. Supervisor support also affects the transfer process. Employees who
wait for information from the leadership will tend to be confined to the social
environment of the organization. Employees who think that the training program
is really important, will be motivated, want to follow, learn & transfer
those skills to the work environment. While support support is essential, the
behavior and behavior of those trained is often not directly influenced by
supervisory support.
Supervisor support can be in
the form of encouragement to participate in certain activities, goal setting
activities, reinforcement activities, and behavioral modeling. For example, a
supervisor may not understand how training content can lead employees to attend
training. In relation to goal setting, supervisors can discuss the content and
benefits of the program and determine the goals to be achieved as a focus on
achieving skills, and then set up an action plan to implement those skills into
the training program. Reinforcement means the provision of support or rewards
for using that new behavior. Supervisors can ensure that trainers have the
opportunity to use the new skills in which they are trained.
Then,
the supervisor can give compliments, better assignments & other extrinsic
rewards for trinere who are able to use his new skills. The reinforcement
process can run in reverse ; For example, supervisors who ignore the use of new
skills or attack the use of new skills can hamper the new behavior. Finally,
modeling can be a great force that influences behavior change. Employees tend
to emulate supervisors who have power over them to achieve certain rewards.
Then, the supervisor can behave in a certain manner that matches the purpose of
the training in order to influence the transfer of skills.
The
problem of the level of analysis. The influence of the work environment is
considered great on the transfer of knowledge. The perception of supervisor
support in individuals can be correlated with reports of the transfer of that
skill to the job. Often reports about the completion of a training program are
actually not enough to develop a knowledge base about the transfer process. In
fact, this method is often problematic because it only focuses separately on
the level of analysis.
There
are often differences in the level of support of other climatic factors across
working groups within an organization. Organizations and departments in them
can be distinguished by goal orientation, time orientation, structure
formality, and interpersonal orientation. For example, an organization's
philosophy regarding its employees ( interpersonal orientation) can have an
important impact on the transfer of skills from a human relations training
program. This perceptive often occurs across different organizations. Likewise,
from a level of group analysis, research and development departments with a
long-term perspective may have interpsonal training programs that do not have
objective payoof coming up immediately, whereas production departments are
often under target time pressure that cannot support such programs.
As
a result, organizations with extensive training programs will tend to confuse
different trainings across departments, depending on the support or congruence
of the training program with the philosophy or work climate of each department.
Generalization.
To
test the generalization of certain skills or behaviors, there needs to be a
clear identification of the knowledge, skills and behaviors that are expected
to be transferred to the work environment. Then the systematic collection of
the corresponding information can form the value of the carried out. Then it is
also necessary to reassess the need for training as a form of redesign of the
training program.
To
obtain an appropriate measure of generalization, there needs to be a linkage
relationship of the needs information – the appraiser, the specification of the
training objectives, and the determination of the criteria that will be used to
determine how much knowledge, skills and behaviors learned in the training will
be transferred to real work.
Once
that knowledge, skills and behaviors are displayed on the job, then the next
step is to determine that the team that will explain how we can expect the
trainee to demonstrate these knowledge, skills, and behaviors in the workplace.
Therefore, task analysis is needed to explain the level of importance and
frequency of tasks performed at work. Task tasks that are influenced by
behavior and training skills become observable. Other analytical techniques,
such as the collection of critical events, can provide taxonomy of situations
that use training skills or behaviors. The combination of the importance level
of the task and the frequency of tasks and the taxonomy of that situation
situation can be the basis of the baseline for determining how often a person
expects that training behavior to be displayed in the workplace.
Maintenantce/ continuous care.
Although
generalizations relate to the length of time that skills and behaviors can be
displayed in the trafer setting, maintenanance is concerned with the time
during which those skills and behaviors can continue to be used in the
workplace. The decrease in the use of skills in the workplace can result from
the deterioration of the decrement of the skill. Or a decrease in use can
result from a decrease in motivation to use the skill due to obstacles at work
or lack of reward in using that skill.
Many
researchers use the dynamic process in learning it as a learning curve,. The
curve shows how well a particular skill is learned with speed and where it can
acquire that skill. The type of tasks trained, the design of the training
program, and the characteristics of the trainer have had a major impact on how
quickly individuals reach performance levels that meet the standards.
Conclusion
The
transfer of training must be generalized to the work and maintained in the
working time. Karantekrtitk trainees and carantekrstiks of the work environment
also have a lagnsung influence on transfers
The transfer of training is constantly
getting a higher priority of research attention due to its facilitating core
role in the new economy. While the general definition of training transfer
remains more or less constant, types and applications have been
expanded. Haskell (1998) identifies six transfer rates,
"... non-specific.... application.... Contextual.... near.... far.... [and]
creative transfer or transfer" (pp. 23-24). Given the difference in
types, it becomes difficult to find one overall definition, and it is even
difficult to operationalize and measure this construction.
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