Throughout the world organizations are developing strategies and putting long hours and effort in training the individuals on the job. Firms are attempting to improve interests in professional development to increase employee performance through training. About $100 billion is spent a year to train employees around the world to improve corporate performance in topics such as communication, sales, performance management, operations, and technology with much little impact (Jaidev & Chirayath, 2012). The concept of transfer training used in organizations is commonly used in firms today. This paper will discuss the concept of transfer training strengths and weakness and how trainers can utilize it in the workplace in a more efficient manner.
Training is an intervention used by many Human Resources Departments (HRD) to improve performance and develop knowledge, skills, and abilities on the job (Prieto & Phipps, 2011). However, training often fails to deliver the desired and expected outcome. Organizations must design and implement training programs in the most effective manner and know the factors that contribute to training effectiveness. Firms wishing to enhance Return on Investment (ROI) from learning and training must understand all the factors affecting transfer training and intervene to minimize factors inhibiting transfer (Saks & Burke, 2012).
Transfer training is defined as the extent to which what is learned in training is applied on the job and enhances job related performance (Laker & Powell, 2011). Trainee must apply the learning and trained skills and behaviors from the training to the work environment (Saks & 2012). Trainees continuously apply new knowledge and skills in different job situations to enhance job performan...
... middle of paper ...
..., & Phipps, S. A. (2011). Self-monitoring and organizational identification as moderators of the effects of proactive personality on the transfer of learning in the workplace: A theoretical inquiry. International Journal of Management, 28(2), 509-518.
Saks, A. M., & Burke, L. A. (2012). An investigation into the relationship between training evaluation and the transfer of training. International Journal of Training & Development, 16(2), 118-127.
Scott, J.C. & Reynolds, D.H. (2010). Handbook of workplace assessment: Evidence-based practices for selecting and developing organizational talent. New York, NY: Wiley
Zinke, K., Zeintl, M., Rose, N. S., Putzmann, J., Pydde, A., & Kliegel, M. (2014). Working memory training and transfer in older adults: Effects of age, baseline performance, and training gains. Developmental Psychology, 50(1), 304-315. doi:10.1037/a0032982
“Working Memory Training is an evidence-based intervention for improved attention.” Working memory training is designed to help those with specific mind disorders. The main idea behind this program is to use brain training techniques such as monotonous memory trails, to teach people to train their mind to better perform. Working memory training is also considered to be a good alternative to medication supplements for those who cannot take them. For example, say you have just been diagnosed with ADHD and you are prescribed medication from your doctor. Over period of time while taking your medication, you find that the medication helps with your ADHD but it causes you to feel depressed, a common side effect of most brain disorder medications. So instead of continuing the medication, you take on the working memory training program. Though there have been numerous studies proving that working memory training is helpful, there have also been studies that say otherwise. In recent years, these studies have proven that the training does not have as big of an effect on specifics such as attention, reading and language skills as it does with short-term memory. This does not mean that working memory training is useless. Over time, new developments of this program have proven to successfully improve brain function not only with those suffering from ADHD but also indecent educational performance, dyslexia, and several language disorders. With this information, we can only hope to continue furthering our research in order to better help those struggling with brain disorders. Now that I have described the merits of “working memory training” that is popping up to address deficits in working memory in people
Gathercole, S., Pickering, S., Ambridge, B., & Wearing, H. (2004). The Structure of Working Memory From 4 to 15 Years of Age. Developmental Psychology. DOI: 10.1037/0012-1649.40.2.177.
Many corporations struggle with bringing in quality talent into business (Paradise, 2010). Consequently, as the workforce continues to change at warp speed, talent benchmarking strategy is the biggest challenge management faces now and the next five years in all forms of succession planning (Sims, 2014). A strategy to overcome talent benchmarking is having talent reviews along with meeting notes (Sims, 2014). Documenting what took place in the talent review is essential for management to get planning underway and refer to the order of what should happen first, second, and so forth in talent management (Sims, 2014). Although it might be true that talent benchmarking being the mightiest challenge in informal succession
-Training: understanding the job well enough to know who to hire and how well they are doing.
For starters, the timing of trainings did not occur when they would have been of the most benefit to trainees. Oftentimes, trainings were scheduled three or more months after the coinciding phase was already in progress; this made for inaccurate and poorly disseminated information from employees to survivors. Secondly, the delivery of training was not adequate in allowing skills learned to be appropriately transferred in the field. Most trainings were crammed into a day or a day and a half, which resulted in important concepts being skimpily covered or simply skipped altogether. Lastly, the work environment was not conducive to transferring of training. The administrative and supervisory staff were not supportive in encouraging or reinforcing skills and competencies taught in trainings. According to Nazli et al (2015, p. 56), social support is one of the strong relationships in the transfer of training and without encouragement from the supervisor, employees become less enthusiastic in performing their duties and lack to transfer training into the
Khan, M. I. (2012). The Impact of Training and Motivation on Performance of Employees. IBA Business Review, 84-95.
Lockwood, N. R. (2006). Talent Management: Driver for Organizational Success. (SHRM Research ) Retrieved from Society for Human Resource Management: http://www.shrm.org/research/articles/articles/documents/0606rquartpdf.pdf
Knowles, M.S. (1976). Separating the Amatures from the Pros in Training. Training and Development Journal. 30(9). 16.
According to Mathis and Jackson (2003) referred to the definition of training and development. It can be known that these behaviors are designed by the organization. In order to improve the performance of staffs. Training and development contain a large number of educational techniques and programs. “Training can consist of on-job training, off-job training, formal training, skill
The shift from training to learning – from skills to skilfulness – has quite profound implications for the scope of HRD work. In contrast to other forms of organised learning, such as training and facilitating, coaching and mentoring are based on the
The talent management is defined by the Five STAR program where managers “begin a process of cascading, aligning, and translating these imperatives into clear goals and SMART (specific, measurable, attainable, realistic, and timely) objectives that relate specifically to each of the five STAR points” (NCHL). The programs institutes and refines goals, stipulates accountability and heighten company objectives correlating with each employee’s potentials. The principles of the succession planning and talent management strategy are to review and assess key talents to foster innovation and advancement in their careers.
Byrne, John A., William C. Symonds, Julia Flynn Silver, and Karen Lowry Miller. The Training and Development Sourcebook. Comp. Lloyd Baird, Craig Eric. Schneier, and Dugan Laird. Amherst, MA: Human Resource Development, 1983. 263-69. Google Books. 1994. Web. 4 Jan. 2014.
To combat these and other issues that can arise due to a lack of training, the development of a training program will wan...
Approaches to Training and Development. Cambridge, MA: Perseus Group, 2003. Print. The. Locke, Edwin A., and Gary P. Latham. New Directions in Goal-Setting Theory.
Competency also embodies the Understanding Competencies and Competency Modeling ― Page capacity of transfer skills and abilities from one area to another.