Training transfer refers to the transfer of knowledge and skills learned in training into performance improvement on the job.
Because our best estimates are that only 10 - 30% of training actually is used on the job which every year wastes over $100 Billion in direct cost and $1 TRILLION when the lost performance improvement is factored in.
YES, absolutely. We know that transfer interventions can significantly improve training transfer in organizations.
In organizations the ultimate outcome MUST be changes in job performance or else training has failed. Organizations demand a return on their investment in learning and transfer must occur to realize those returns.
Absolutely! Fundamentally what management cares about are the results that occur due to implementation of new skills and knowledge. You can earn lots of respect for tackling this issue in your organization.
The Learning Transfer System Inventory is the only validated instrument of training transfer in the world. The primary purpose of the LTSI is to diagnose barriers and catalysts to training transfer.
The LTSI contains 51 items assessing 16 factors which include two sections: Training in Specific and Learning in General. The first section contains 34 items measuring 11 factors affecting the training program attended. Respondents are directed to think about "this specific training program. This section is program specific because transfer system factors vary depending on the training program.
For example, it is possible for a technical training program but not an interpersonal skills program to have strong transfer. Thus, it is best to assess some constructs on a program-by-program basis.
Another 17 items measure 5 factors that are not program-specific, but represent general factors that may influence any training program. Here, trainees were instructed to think about learning in general in an organization.
Having valid and reliable measures enhances transfer because practitioners can use the LTSI to:
* Assess potential transfer factor problems prior to conducting major learning interventions.
* Follow-up on evaluations of existing training programs.
* Investigate known transfer problems.
* Target interventions designed to enhance transfer.
* Incorporate evaluation of transfer as part of regular employee assessments.
* Conduct needs assessment for training programs to provide transfer skills to supervisors and
A general transfer system instrument would not preclude adding situation specific scales. Rather, it provides a foundation of validated constructs with established applicability across populations and settings. Research in organizational behavior, which produced a series of generally accepted job attitude scales, provides a strong example of such a goals value.
Assessing and improving learning transfer systems is best viewed as an organizational change process. Organizational change interventions are typically structured using the action research model except in transformational change. The
steps below describe the learning transfer system change process model used to implement diagnosis with the LTSI. Each step is briefly described below with specific sub-steps.
1 - Plan System Assessment Any effective diagnosis begins with good planning. Part
of the planning is focused on logistical issues and part on political issues with
managers. It is particularly important to build political support because the LTSI
assesses elements of managerial behavior. Sub-steps are:
* Determine employee groups to be assessed
* Build partnerships with managers
* Address confidentiality issues
* Obtain management support
* Decide logistical issues
2 - Diagnose System The LTSI is administered to collect diagnostic data as a pulse-check to identify areas for further inquiry. Focus groups are employed to investigate areas the LTSI identifies as potential problem areas and to provide more specific information about how the problems should be addressed. Sub-steps are:
* Collect initial diagnostic data
* Conduct focus groups to understand meaning behind data
* Identify key transfer system gaps
3 - Provide Feedback to System Members If diagnosis is to become action and solution oriented, system members should be involved. Consistent with the action research model, it is recommended that the diagnostic findings be reported to system members. Sub-steps are:
* Arrange feedback meetings
* Report diagnostic data
* Avoid blame and criticism
* Overcome objections to identified gaps
4 - Plan System Changes Continuing with the action research approach, attempts should be made to involve system members in joint change planning. System members frequently are best equipped to recommend specific improvements. Sub-
* Build support from management and transfer agents for change
* Engage transfer agents in collaborative decision-making
* Make realistic decisions
5 - Implement System Improvements System improvements are most likely to endure if ownership is shared with system members. Part of the plan should include monitoring changes and periodic reassessment. Sub-steps are:
* Share ownership of system improvements
* Overcome resistance of system member
* Monitor change progress
* Plan for reassessment
Finding Leverage Points for Change
Research has not established whether there is an optimal norm level for the 16 LTSI factors. Theory suggests that the most potent learning transfer systems are those with high levels on all factors. However, cultural variations across organizations suggest that not all organizations will or should build the same types of transfer
systems. Case evidence supports this. For example, one organization in which the author has worked had a very strong team culture that made peer support a more powerful predictor of learning transfer than supervisor support. In a state government agency the exact opposite was true.
Such case evidence suggests that a different conception is needed. First, it is possible that a total overall level of transfer system factors is needed--not an absolute level on any one of them. That is, transfer system factors operate together as a constellation to influence transfer. Some elements might be interchangeable or compensate for missing elements. For example, strong reward systems might compensate for poor peer support or transfer design. This conception is consistent with the basic tenants of systems theory stating there are multiple configurations that can be effective.
Alternatively, a fit perspective might be more appropriate whereby certain cultures will
require certain elements of a transfer system to be stronger than in other cultures. This perspective would explain why supervisor support is essential in a bureaucratic structure (i.e., government agency), but peer support is less salient. Unlike the normative or constellation perspectives, this perspective suggests that other factors in the transfer system would not be able to substitute in a particular organization. Thus,there is an optimal level for a given organization with a specific culture.
This suggests that the LTSI is best used to search for leverage points for change. It seems likely that the particular factors in an organizations transfer system that are optimal for intervention will vary widely. The leverage point is likely to be a function of the absolute level of a particular factor and its salience in a particular organizations culture. Most organizations would like to see a simple decision rule such as if supervisor support is less than 3.0, an intervention is needed. This is too simplistic. A value of 2.5 on the supervisor support scale in the government agency might be a
critical leverage point, but the same 2.5 found in a team-based organization might not be a leverage point because the supervisor is less important.
The LTSI authors expect to develop validated procedures to test this premise. For now, practitioners are advised to use a qualitative process to analyze LTSI results. Lower scores should be seen as candidates for intervention, then assessed through a second screen asking which of the factors are most important in that organizations culture. Low scores on factors important in an organizations culture are leverage points for change.
Yes! Our system uses the latest secure sockets layer (SSL) to protect your data. In addition, we use redundant servers in separate physical locations so you are protected in the event of disaster.
Yes. TransferLogix can be linked to other services such as a LMS or HRIS through a customized process. For more information please contact us. Additionally, TransferLogix allows users to import .xls files of participants and supervisors.
If you're an existing TransferLogix user you can click on 'pricing' and following the directions to purchase more credits.
The system is based on a organizational change process that has been developed over 15 years of research. At it's core is the Learning Transfer System Inventory.
The modules included in the premium plan include:
1) Transfer Contract
3) Transfer Strategies Polling
4) Transfer Plan
5) Mini-LTSI (post evaluation)
6) Supervisor Survey (level 3 evaluation)
You can also visit our Powerful Features page for more information.
You will receive an email with your username and password and will be required to go to www.ltsglobal.com to log in. In your console, you will have 9 icons, the first thing you need to do is set up your trainers. After you click on the Trainers icon, click 'add trainer' and follow the simple directions. Once the trainer accounts are set up an email will go out to the trainers notifying them that an account has been set up. Once the trainer has started an event, you will be able to go into the 'training events' icon to view the status.
Log into your account and click on the 'training event' icon in your console. You can either locate the training event and click on the LTSI Report, Mini-LTSI Report or Supervisor Survey Report in the action column. You can also generate or compare data by selecting a training event and clicking a check mark in the box beside the event. The generate a report feature allows you to aggregate results across multiple events. The compare report feature allows you to select training events that are the same training type to compare against the rest of your company or across the TransferLogix community.
Log into your console and click on Credit Points.
As a premium plan user you will have access to 6 reports:
1) LTSI report
2) Aggregate reports across training events
3) Compare reports across similar training types
4) Compare reports across similar training types in the organization
5) Compare reports across similar training types and industry types across the TransferLogix community
6) Mini-LTSI (post transfer strategy evaluation)
7) Supervisor survey (level 3 evaluation)
8) Customized reports on request
After the trainer has logged in to their console, they should click on training events. At the bottom of the list of training events is a button 'Add new training event'. Click on this and follow the steps.
After you have gone through the steps to setting up a training event (the number of steps is determined which modules you include) you will be directed to a 'Preview Event' page. After you have reviewed it, you MUST click the 'complete' button' to activate the event. Once this is done, an email will be sent out to the participant or supervisor.
At the simplest form, TransferLogix actually provides a level 3 evaluation tool through the Supervisor Survey (available in the premium plan). The supervisor survey allows supervisors to evaluate their employee's behavior that were targeted in the training.
If you run an event automatically all you have to do is enter the offline training start and end date. The system has been pre-configured to send out emails at each stage of the transfer management process.
If you choose to run a manual event, you will be required to manually work through the process.
Behavioral objectives are entered into TransferLogix under 3 conditions; 1) you have purchased the premium plan, 2) you have selected the contract module, or 3) you have selected the supervisor survey.
As trainer you will have the option of sharing reports with participants and/or supervisors.
The transfer strategy poll goes out to all participants who have been included in the training event. Each participant will select their top 5 choices for which transfer strategies should be implemented right away. The system will then pull back the top 5 strategies based on the overall number of participants. The trainer will then create a Transfer Plan using the top 5 items.
A transfer plan is created after the poll has generated the top 5 transfer strategies from the participants votes. There are 4 steps to creating a transfer plan; 1) indicate the steps necessary to implement the transfer strategy, 2) select the date the strategy will be implemented, 3) publish the strategy item so that the participant and supervisor can view it, and 4) check the complete box when the item has been successfully implemented.
No. You are only required to select your top 5 strategies and do not have to leave any comments.
You are required to select 5 strategy items.
Essentially, there are two components a supervisor is responsible for through the training event process. The first one is to complete a Transfer Contract and the second is to complete a Supervisor Survey.
The purpose of completing a Transfer Contract is to ensure that both the supervisor and trainee are clear on what is expected as a result of attending a training event. Additionally, discussing what is needed by the trainee to implement their new knowledge and how the supervisor will support will increase the likelihood that transfer of those new skills will occur.
The TransferLogix system has been made so that you can copy and paste from one contract to another. This will help you save time and complete your contracts in a timely fashion.