Chapter 10 Transfer of Training PDF

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Lecture notes for Training and development, taught by Rocco Giovanni in 2018....

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Chapter 10 - Transfer of Training True / False 1. Transfer of training is the generalization of knowledge and skills learned in training to the job and the maintenance of acquired knowledge and skills over time. a. True b. Fals e ANSWER: True 2. Neutral transfer of training is a term used in the textbook to describe situations whereby what was learned in training is transferred to the job site with slight modification or adapted to new situations. a. True b. Fals e ANSWER: Fals e 3. According to the textbook, near transfer of training occurs when trainees are able to apply skills learned in training to situations that are very different from those experienced in training. a. True b. Fals e ANSWER: Fals e 4. Studies appear to indicate that the number one barrier to training transfer tends to be associated with poor training design. a. True b. Fals e ANSWER: Fals e 5. Baldwin and Ford’s model of “transfer of training process” has three main factors including training inputs, training outputs, and organizations. a. True b. Fals e ANSWER: Fals e 6. According to Baldwin and Ford’s model of the transfer of training process, trainee characteristics, training design, and the work environment have a direct effect on learning and retention. a. True b. Fals e Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training ANSWER: True 7. An important implication of Baldwin and Ford’s model is that learning and retention are necessary but not sufficient conditions for transfer. a. True b. Fals e ANSWER: True 8. Motivation to transfer has been found to be a significant predictor of positive transfer. a. True b. Fals e ANSWER: True 9. Work environment characteristics both pre- and post-training have been found NOT to impact training transfer. a. True b. Fals e ANSWER: Fals e 10. Research on training transfer found that among the work environment factors, a positive transfer climate was the strongest predictor of transfer. a. True b. Fals e ANSWER: True 11. According to the textbook, if successful transfer of training is to occur, a collaborative climate must be established among four key variables: trainees, supervisors or managers, trainers, and customers. a. True b. Fals e ANSWER: Fals e 12. Readiness to learn and trainability may be expressed as the following equation: “Readiness to Learn and Trainability = (Ability × Management Support × Perceptions of the Work Environment).” a. True b. Fals e ANSWER: Fals e 13. The readiness to learn and trainability equation suggests that if a score on one of the three variables is low, the Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training trainability score will also be low. a. True b. Fals e ANSWER: True 14. Having managers attend training first sends a powerful message to other trainees that the training content is important to the company. This can be further enhanced by having managers lead certain portions of the training. a. True b. Fals e ANSWER: True 15. Evidence appears to support the notion that in order for transfer to occur, managers should follow the following steps: 1) create a transfer of training plan for employees, and 2) introduce the action plan to trainees upon completion of the training program. a. True b. Fals e ANSWER: Fals e 16. The textbook offers support for the existence of a positive relationship between training transfer and opportunities to practise newly acquired skills. a. True b. Fals e ANSWER: True 17. Relapse prevention is an intervention that instructs trainees to anticipate transfer obstacles and high-risk situations in the work environment and to develop coping skills and strategies to overcome them. a. True b. Fals e ANSWER: True 18. Self-management interventions target behavioural changes and have their basis in self-regulation and social cognitive theory. a. True b. Fals e ANSWER: True 19. Booster sessions are extensions of training programs that include the introduction of new skills and knowledge that build on the original training program—these often cover advanced topics. a. True Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training b. Fals e ANSWER: Fals e 20. The Learning Transfer System Inventory is simply a tool that measures and helps organizations diagnose their transfer system. a. True b. Fals e ANSWER: True Multiple Choice 21. Which university did the Ontario Lottery and Gaming Corporation partner with to design the Launch Pad to Success program? a. University of Ottawa b. Queen’s University c. University of Western Ontario d. University of Toronto ANSWER: d 22. ABC Ltd developed and launched a new leadership development program for managers with less than one year of experience. Shortly afterwards, ABC Ltd realized that the performance and behaviour of trainees actually deteriorated. What training transfer term best describes this outcome? a. zero transfer or neutral b. poor transfer c. negative transfer d. vertical transfer ANSWER: c 23. After participating in a training program, workers at a local restaurant began to demonstrate greater concern for delivering a “wow” customer experience. As a result, customer satisfaction surveys undertaken by the restaurant began to show improvements in overall customer satisfaction levels, which impacted profitability. Which term describes this organizational outcome linked to training? a. near transfer b. horizontal transfer c. far transfer d. vertical transfer ANSWER: d 24. Which training transfer concept may be described as serving as the ultimate barometer of training effectiveness as it describes how changes in individual behaviour, as a result of training, impact organization-wide results? Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training a. horizontal transfer b. vertical transfer c. parallel transfer d. positive transfer ANSWER: b 25. Which of the following is NOT a barrier to the transfer of training? a. resources not available to use the skills b. no time provided to use the skills c. the culture does not support the training d. poor training methodology ANSWER: d 26. Which of the following barriers to the transfer of training have been found to be the most critical? a. supervisor support and the social support system in an organization b. time pressures and the lack of opportunities to use new skills c. old habits that could not be changed and a reward system that is not congruent with new skills d. the social support system and the work processes do not support the new skills ANSWER: a 27. What conclusions can you draw from the work of Baldwin and Ford on the transfer of training process depicted in the textbook? a. Trainee characteristics have a direct effect on the work environment. b. The work environment has a direct effect on training design. c. Learning and retention are necessary conditions for transfer. d. Learning and retention are sufficient conditions for transfer. ANSWER: c 28. Which of the following trainee characteristics is NOT linked with training transfer? a. cognitive ability b. motivation to train c. external locus of control d. need for achievement ANSWER: c 29. You are putting together a series of slides for a lecture you are leading in which you address the challenges associated with having “learning transfer.” You want the focus of your lecture to be on individual trainee characteristics that are found to align with strong training transfer. Which of the following trainee characteristics would you identify as the strongest? a. cognitive ability Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training b. motivation to transfer c. self-efficacy d. learning goal orientation ANSWER: a 30. Which training design element is congruent with having trainees learn the underlying principles or theories behind a particular skill? a. identical element b. blended elements c. general principles d. stimulus variability ANSWER: c 31. Tony provides negotiation training for a number of local organizations. To ensure a wide application of his lessons, Tony places trainees in negotiation situations that share the same underlying principles yet the scenarios vary. What learning principle is Tony using? a. identical elements or principles b. stimulus variability c. vertical principle d. lateral principle ANSWER: b 32. If stimulus variability enables greater generalization of new skills, what type of transfer is especially important? a. near transfer b. far transfer c. horizontal transfer d. vertical transfer ANSWER: b 33. What are the two characteristics of the work environment considered in Baldwin and Ford’s model of the transfer of training process? a. external environment and internal environment b. training environment and on-the-job environment c. pre-training environment and post-training environment d. specific and general environment ANSWER: c 34. What are the two specific characteristics of the post-training environment that appear to have the greatest impact on trainees’ ability to apply newly learned skills? Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training a. manager and peer support b. learning environment and available rewards c. available rewards and self-efficacy d. trainees’ level of experience and peer support ANSWER: a 35. Anderson just finished a new safety training program offered at his company’s head office. A few months after returning to work, he notices that he is not applying safety measures as he should. Which of the following internal variables is most likely causing this lack of training transfer? a. the company simply does not support safety procedures b. the wrong training methods were used c. a poor instructor and poor program design d. peer pressure and lack of management support ANSWER: d 36. In addition to transfer strategies, studies have found that interventions provided after the training sessions appear to be supportive of training transfer. Which of the following is NOT classified as a post-training intervention? a. relapse prevention b. management directive c. self-management d. goal setting ANSWER: b 37. According to the transfer of training framework, what is one activity management should undertake prior to the start of a training program? a. get employee input and involvement in the training process b. make sure the ISD model is used c. ensure trainees have an opportunity to apply newly learned skills on the job d. provide supportive feedback for the usage of new skills on the job ANSWER: a 38. According to the transfer of training framework, which of the following is NOT an activity that management should do to encourage transfer after training? a. ensure trainees have the opportunity to use skills learned during training b. evaluate employees using performance metrics that are congruent with the newly acquired skills c. publicly praise usage of newly acquired skills d. evaluate performance and results irrespective of method used to accomplish performance ANSWER: d 39. The key benefit of the Learning Transfer System Inventory is that it recognizes the importance of a systematic Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training approach to transfer of training. Which of the following statements is NOT aligned with the principles or conclusions of this diagnostic tool/model? a. barriers to transfer vary from company to company; therefore, interventions to improve transfer need to be unique to each company b.once the transfer resistance points are identified, the model offers implementable solutions to mitigate the resistance points c. it identifies various variables both specific to a training program and general that may impact transfer d.the diagnostic nature of the tool/model works well in pinpointing areas for intervention using 16 variables ANSWER: b 40. Which of the following factors is NOT included in the readiness to learn/trainability formula? a. ability b. perceptions of work environment support c. actual work environment support d. motivation ANSWER: c 41. The provision of which of the following is NOT a typical item in a supervisor’s training support contract? a. time for the employee to complete pre-course assignments b. release time for attendance and assurance that the employee’s workload is transferred to others while in training c. an opportunity for the trainee to deliver feedback as to the effectiveness and relevance of the training d. timely opportunities to implement the skills and reinforce new behaviours upon the return of the trainee ANSWER: c 42. Which of the following statements reflects the notion of “booster sessions”? a. provide employees with the opportunity to review pre-training material b. it is closely linked with notions associated with effective during-training trainee activities c. it is an extension of a learning or training contract between a trainee and his/her supervisor d. it is a review of the training material or a refresher course ANSWER: d 43. Which of the following is NOT addressed in the textbook as actions trainees should take in preparation for training? a. understand why he/she is participating b. think about work situations that may be used as examples during training sessions c. understand the rationale behind the chosen training design method d. understand expectations for after-training changes in behaviour and performance Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training ANSWER: c 44. Why are top executives at Finning Ltd. the first to attend training and help deliver the training programs to their managers and employees? a. it helps top management master training content b. it is a symbolic gesture demonstrating top management’s commitment to the programs c. it helps lower costs by reducing the number of trainers needed d. it is part of their performance contracts ANSWER: b 45. Which of the following is NOT referenced by Burke and Hutchins as a best practice strategy for transfer of training? a. coach and provide opportunities to practise b. track and measure transfer of training c. use collaborative strategies, role plays, and small group activities d. do a pre-training evaluation of skills ANSWER: d 46. Which of the following is a potential high-risk situation that may facilitate the return of pre-training behaviour? a. relapse prevention b. time pressures c. abundance of resources d. management support ANSWER: b 47. You will be leading a workshop on transfer of training geared toward improving transfer of training effectiveness. A session dealing with which of the following topics would NOT likely be a main theme for your workshop? a. how to identify low-risk situations and how to avoid them b. how to reflect on one’s performance c. establishing performance maintenance and improvement goals d. how to use “upward feedback” ANSWER: a 48. You are a human resource manager for a large company. Your managers have just completed a training program designed to improve the managers’ interpersonal skills. Which post-training supplements would you suggest the company use based on evidence provided in the textbook? a. self-coaching and booster sessions b. booster sessions and upward feedback c. self-coaching and upward feedback d. relapse prevention and upward feedback ANSWER: c Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training 49. After completing a training program, Mathew develops transfer goals and reflects on what specific activities he will be doing over the next month to help him change his behaviour. Which strategy is Mathew using in this activity? a. self-efficacy b. expressiveness c. booster session d. self-coaching ANSWER: d 50. Which of the following is a specific factor in the Learning Transfer System Inventory (LTSI)? a. performance–outcomes expectations b. performance coaching c. resistance or openness to change d. transfer design ANSWER: d Subjective Short Answer 51. Describe and distinguish between the terms “horizontal transfer” and “vertical transfer.” ANSWER Horizontal transfer refers to the transfer of knowledge and skills across different : settings or contexts at the same level, while vertical transfer refers to transfer from the individual or trainee level to the organizational level. Vertical transfer also concerns itself with the degree to which changes in trainee behaviour or performance result in an improvement in the organization’s overall performance. Since vertical transfer cannot occur without horizontal transfer, horizontal transfer is the primary focus of training and development. 52. a) List at least six barriers to transfer of training. b) Identify potential strategies organizations can use to mitigate the six barriers you have identified. You may use an example. ANSWER a) : (1) immediate manager does not support the training, (2) the culture in the work group does not support the training, (3) no opportunity exists to use the skills, (4) no time is provided to use the skills, (5) skills could not be applied to the job, (6) the systems and processes did not support the skills, (7) the resources are not available to use the skills, (8) skills no longer apply because of changed job responsibilities, (9) skills are not appropriate in our work unit, (10) did not see a need to apply what was learned, (11) old habits could not be changed, and (12) reward systems don’t support new skills. b) Responses here will vary depending on which barriers students have identified. As an example, if a student identified number 12 as a barrier, a potential answer could be Cengage Learning Testing, Powered by Cognero

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Chapter 10 - Transfer of Training as follows: Management must ensure the reward systems support the new behaviours, otherwise it is unlikely transfer will happen. For example, if the training targeted creative thinking then management must encourage it explicitly when employees demonstrate creative thinking that is aligned with training content. 53. Describe things that management can do before, during, and after training to improve the transfer of training. ANSWER Before training, management should carefully determine who should be trained, meet : with employees to discuss how they will benefit from the training, get employee input and involvement in the training process, and provide employees with support (i.e., release time). During training managers should participate in the training program, attend the training program ahead of the trainees, and reassign employees’ work while they attend training. After training, managers should provide trainees with immediate and frequent opportunities to practise and apply what they learned on the job, encourage and reinforce the use of the new skills, and develop an action plan with trainees and show support for them. 54. Describe activities trainers can do before, during, and after training to improve the transfer of training process. ANSWER Before training, trainers should ensure the instructional systems design has been : properly applied, ensure that trainees and supervisors have met to discuss the training, find out what the expectations of supervisors and trainees are for the training, and ensure that trainees are properly prepared for the training. During training, trainers should incorporate conditions of practice, adult learning principles, and other learning principles in the design of the training, and be sure to include content and examples that are relevant an...