Human Resources: Everyone Wins - 4 Tips For Employee Trainin

Human Resourceseveryone Wins 4 Tips For Employee Training Transferby

Results, measurement, return on investment, testing, behavioral change, performance improvement, expectations, accountability, and learning applied on the job are this century's language of education, employee training, and performance development. Successful performance technologists, managers, consultants, and training professionals provide real-time connection between the classroom and the workplace. If not, why provide training at all? In my earlier articles, I gave concrete suggestions for training transfer to the workplace.

These suggestions focused on actions and best practices that should take place before and during the employee training session to promote the transfer of learning to the job. Equally important to training transfer are the activities that start during and occur following the employee training session. You can help create an environment that fosters the ability of each employee to assimilate learning and apply employee training on the job. Just follow these four guidelines. You can help employees apply training on the job.

Your second mission is to continue to assess the effectiveness of the employee training over time. Determine whether the trainees feel able to apply the training on the job. Talk about specific behavioral changes, ways to apply the training, and different approaches to try as a result of the training. Share evaluation data from the employee training session, and consider ways to improve the employee training session. For this longer-term evaluation, you will want to use a written tool as well as ongoing discussion.

You will want to meet with the trainee and the supervisor several additional times over the three to six months following the employee training. Four Training Transfer Tips :

• Meet with each trainee, their supervisor, and possibly, their coworkers, following the employee training session. The purpose of the meeting is to assess the difficulties the training participant will experience in applying the training on the job. You want to help the supervisor, especially if she did not attend the training, understand the results she can anticipate from the employee training. You also want to help the participants discuss work environment changes that will enable training application. Because you also met with the supervisor prior to the training, this is part of an ongoing discussion.
• Remind the supervisor, particularly, or coworker that one of the most powerful methods for helping others apply training in the workplace is to act as a role model using the training or skill. Coworkers can offer suggestions, when requested, about applying the employee training. The supervisor is expected to assist with the application of the employee training. This presumes the supervisor is either skilled in the training content or he attended the employee training. Another powerful approach to training application involves an entire work group, including the supervisor, learning and then practicing the employee training content together.
• Follow up with the trainees and their supervisor about progress on the goals and action plans they developed during the employee training. In an effective employee training session, the group discusses how to apply the training back on the job. They also talk about how to overcome the typical roadblocks they will likely encounter when trying to apply the employee training.

Paper For Above instruction

Effective employee training is essential for fostering behavioral change, improving performance, and ensuring organizational success in today's competitive environment. However, the transfer of training from the classroom to the workplace is often challenging. To maximize the benefits of training programs, organizations should implement a comprehensive strategy that emphasizes post-training activities, ongoing support, and evaluation techniques. This paper explores four key tips that facilitate the transfer of employee training and examines strategies that organizations can adopt to embed learning into daily work routines.

1. Engage in Post-Training Follow-Up and Continuous Assessment

One of the most critical steps in ensuring training transfer is consistent follow-up with trainees and their supervisors. Regular meetings over three to six months post-training enable organizations to assess how well employees are applying new skills and behaviors in their roles. These discussions should focus on behavioral changes, challenges faced, and opportunities for improvement. Incorporating written assessment tools, such as self-report questionnaires and supervisor evaluations, alongside informal conversations provides a comprehensive view of progress (Burke & Hutchins, 2007). Frequent follow-up not only reinforces learning but also signals organizational commitment to employee development, motivating ongoing application of skills.

2. Foster a Role Model Culture and Workgroup Practice

The influence of role models in the workplace significantly impacts learning transfer. Supervisors and coworkers who actively demonstrate new skills serve as behavioral exemplars, creating a norm that encourages others to follow suit (Bandura, 1977). Training programs should include components that promote role modeling, such as peer-led demonstrations and group practice sessions. When teams learn and rehearse skills together, it reduces anxiety, enhances collective learning, and fosters a supportive environment. For instance, in manufacturing settings, managers and employees jointly engage in applying new procedures, which ingrains these behaviors as standard practice (Kirkpatrick & Kirkpatrick, 2006).

3. Align Training Goals with Organizational Performance Management

Linking individual development goals with organizational performance systems encourages accountability and sustained application. When employee training is incorporated into broader performance management frameworks, such as appraisals, goal setting, and key performance indicators, employees perceive their learning as integral to their roles and the organization's success (Aguinis, 2009). This alignment clarifies expectations, provides motivation, and facilitates resource allocation for further skill development or coaching. Additionally, periodic reviews of progress toward goals help identify barriers and plan targeted interventions to support learning transfer (Salas et al., 2012).

4. Implement Practical Training Reinforcement Strategies

Reinforcement of training through practical activities, materials, and organizational norms significantly enhances transfer outcomes. Providing employees with job aids, manuals, and access to additional learning resources enables them to revisit and reinforce concepts (Schmidt & Bjork, 1992). Encouraging activities such as reading the same professional books collectively or viewing relevant conference recordings promotes shared understanding and continuous learning. Moreover, establishing a workplace norm where trained employees are expected to share insights and teach others not only consolidates knowledge but also fosters a culture of continuous improvement. Rewards and recognition for applying new skills further motivate employees to integrate learning into their routines (Noe, 2017).

Conclusion

Ensuring effective transfer of employee training requires a multifaceted approach that extends beyond initial instruction. Regular follow-up, role modeling, alignment with organizational performance systems, and reinforcement strategies are crucial components. Organizations committed to these practices create a culture that values learning, supports behavioral change, and ultimately enhances performance outcomes. Investing in post-training activities and environment optimization ensures that training investments translate into tangible organizational benefits, fostering a culture of continuous development and excellence.

References

• Aguinis, H. (2009). Performance management. Pearson Prentice Hall.
• Bandura, A. (1977). Social learning theory. Prentice-Hall.
• Burke, L. A., & Hutchins, H. M. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6(3), 263-296.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Noe, R. A. (2017). Employee training and development. McGraw-Hill Education.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations. Annual Review of Psychology, 64, 541–568.
• Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3(4), 207-217.