Lack of adequate KSAs

Organizational forces

Key catalyst in facilitating transfer

Need to gauge the behaviors being trained

Provides desirable outcomes to trainees upon successful completion of training

Increased motivation from supervisor enhances performance

Employees assured of benefits

Two important motivators for learning which can be controlled by the supervisor:

Employee’s perception of training relevance.

Side effects of attending training

Peer support occurs when people provide emotional or practical help to each other.

Peer support is also used to refer to initiatives where colleagues, members of self help organizations and others meet as equals to give each other support on a reciprocal basis.

Peer support encourages both those being helped and the helpers (communication skills, learning to negotiate with one another and adults over areas of conflict)

Peer support contributes to school Improvements (where children and young people are supported to read by their peers.

Peer support can be used to promote inclusion (through promoting friendships between children and young people with and without disabilities)

Peer support has measurable outcomes.

A peer support process is expected to:

Be respected Have basic training in interpersonal peer support Be available Maintain strict confidentiality Have access to a mental health professional who will provide

supervision Be familiar Recognize the limits of peer support and know when and how to

make appropriate referrals to outside resources Participate in the peer support network

Trainers should recognize that trainees will customize the training themselves to fit their own needs.

Secondly, trainer must decide to what extent the trainee should be able to demonstrate behavioral adaptability considering changing conditions in the transfer setting.

Trainer should have discussions with trainees prior to training regarding course content, the importance of the training to the job & how it can be applied to job.

In addition, she/he should also discuss post- training issues with the trainees and an emphasis on supervisory expectations regarding the use of trainee skills to improve job performance.

Finally, trainer should sit-in and observe the trainee in a situation where she/he is required to use the trained behavior.

To facilitate learning, trainees should be reinforced for their efforts to learn, regardless of their degree of success.

If trained behaviors are not reinforced, then the likelihood is small that such behaviors will be exhibited.

Reward systems provide trainee positive reinforcement for achieving requisite outcomes; they need to be oriented to induce desired behavioral changes.

Trainers should know the things that trainees will see as rewarding and those that will be seen as punishing.

Both tangible and intangible rewards can be used. It should be remembered that feedback is a reinforcer and key

element in learning; it is required to show what the trainee did well and what needs improvement.

Individuals and teams should be clear about the targets and standards of performance required.

Rewards system should be in a position to influence the performance by changing people’s behavior or decisions.

Trainees should understand what rewards they will receive for achieving the end results.

Rewards should be worthwhile. The basis upon which rewards are made should be communicated

positively and should be easy to understand.

Trainer has a responsibility to work with the HR Deptt to align reward system to support the behavior learned in training.

Company Policy

Reward System

Management Behavior

Supervisor Support

Peer Support

Attitude reflected by the upper management regarding training

Culture is a pattern of basic assumption invented, discovered or developed by a group within the organization.

Challenging Job

Social Support

Development Systems

Transfer of training is a critical issue for effective training practice. Factors that can be introduced to facilitate the transfer of

knowledge and skills from training to the job:- There must exist a system that unites trainer, trainee and manager

in the transfer process Before training, the expectation for the trainee and the manager

must be clear. Obstacles to transfer must be identified and strategies to be

formulated overcome these problems. Managers should provide opportunities for the maintenance of

trainees’ learnt behavior in work organizations. A continuous learning climate is needed to developed so that an

atmosphere emerges where employees feel it is important to continually learn & develop.