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This anonymous quiz is a fun, brief way to test your knowledge on Transfer of Learning.
After responding to each of the five items, the correct answer, supporting research, and information regarding implication for trainers and managers are provided.
This quiz was developed by the Society for Human Resource Management. Click here for more information on SHRM.
© 2008 SHRM. Holly Hutchins, Ph.D., & Lisa A. Burke, Ph.D., SPHR
1. Transfer success is influenced more by whether trainees like a training program than by their perception of the usefulness of the training.
Correct Answer: FALSE
Research Support: Most studies note a minimal relationship between trainee reaction/satisfaction and transfer (rc = .11 in Colquitt et al., 2000). In a meta-analysis of training criteria, Alliger et al. (1997) found learner utility reactions were associated with learning transfer more than trainees' affective reactions.
Implications for Trainers and Managers: It is important that trainers and supervisors clearly discuss with trainees how they can use the specific training at work.
2. On average, trainees high in negative affectivity (i.e., the tendency to feel negative emotions) achieve lower levels of transfer success.
Correct Answer: True
Research Support: Anxiety produces a negative correlation with every training outcome, including transfer (Colquitt et al., 2000). Machin & Fogarty (2004) found that negative affectivity is the only significant predictor of post-training transfer implementation intentions.
Implications for Trainers and Managers: Trainers and supervisors may need to model positive attitudes and express the value and use of training, particularly to trainees high in negative affectivity.
3. The more content presented to trainees, the more they will retain.
Correct Answer: False
Research Support: Cognitive-load theory suggests that learners can learn only so much at one time (Chandler & Sweller, 1991). Also, negative transfer can occur when extraneous (i.e., information not required to perform) is included (van Merrienboer, 1997).
Implications for Trainers and Managers: Trainers should focus on "must-know" information rather than "nice-to-know" information during training sessions, and focus on information relevant and useful for workplace application.
4. Holding trainees accountable for using training on the job has little influence on transfer success.
Correct Answer: False
Research Support: A meta-analysis by Taylor et.al. (2005) found that trainees are more likely to transfer learning to the job when sanctions and rewards are used. A survey by Longnecker (2004) of 278 managers indicated that a primary learning imperative to increase learning transfer is to enhance accountability for application, such as requiring a trainee's report post-training. Saks and Belcourt (2006) found accountability (as measured by requiring trainees to share their new learning via a report or inverview as a follow-up to training) was positively related to transfer (r = .30, p<.0001).
Implications for Trainers and Managers: Various mechanisms and activities can be used by trainers and managers to impress upon trainees that transfer is expected. Ideas include learning contracts; action plans; follow-up learning or transfer reports; and inclusion of transfer in performance appraisal systems.
5. The most important factor of how much training employees actually use on their jobs is how much they learned during training.
Correct Answer: False
Research Support: Evidence shows that post-training knowledge has a smaller relationship with transfer than even some individual differences and contextual variables (Colquitt et al., 2000). For example, the correlation between organizational climate and transfer was .37 in Colquitt and colleagues' study.
Implicatoins for Trainers and Managers: Supervisors play a critical role in supporting transfer before, during and after training interventions.