Training is regularly used to help professionals cope with advancements in knowledge and technology. However, the transfer of training to the workplace, i.e. the effective and continuing application by trainees to their jobs of the knowledge and skills gained, is often failing. We argue that the feedback which is provided by the work environment on the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during the training. To understand the formation of patterns of feedback, this paper takes a social network perspective. This research questions the role of feedback generated within the social network in creating motivation-to-transfer and fostering transfer of training.

Rapid advancements in knowledge and technology demand of professionals to develop themselves continually. Training is among the means to support professional development. However, it is suggested that only 10 to 20 percent from what is learned during the training is transferred to the workplace. Transfer of training has been described as ‘the effective and continuing application by trainees to their jobs of the knowledge and skills gained” (e.g., Kirwan & Birchall, 2006) and showed to be complex.

Within the many factors that influence this transfer process, support provided by the organizational environment has been found to be a main indicator for transfer of training (Holton, Chen & Naquin, 2003). Although the crucial role of support is stressed, the specific role of feedback received minor attention in the transfer of training research. This paper argues that particularly the feedback which is provided by the environment on the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during the training. To gain insight into the patterns of feedback within the participants’ social network this paper takes a social network perspective (Hattala & Fleming, 2007). In this way, it becomes possible to unravel the social structure from a feedback perspective that may lead to successful transfer. Moreover motivation-to-transfer is described as mediating the effect of the patterns of feedback on the degree of transfer of training. Motivation-to-transfer refers to the direction, intensity and persistence of effort to apply in the workplace what is learned during the training (Holton et al, 2003).

The question guiding this research is: What is the role of feedback generated within the social network in creating motivation-to-transfer and fostering transfer of training?

 

Methodology

The participants in this study were 35 academic staff members of a problem-based faculty of Economics and Business administration. They followed a 2-day training regarding the role of the tutor (i.e. the teacher) in this problem-based learning environment.

The degree of transfer of training was measured using Lim and Morris’ instrument (2006).

Post-training motivation for transfer was measured using a four item scale of Nijman (2004).

Social network analysis, more specifically the egocentric technique was used to determine the supportive ties to colleagues in the direct work environment. The participants were asked to report (a) the people in their social network that provide them with feedback regarding the issues that were covered in the training and (b) whether this person is a peer or a supervisor. Based on these data, for each participant the amount of ties was calculated, with peers as well as supervisor(s) as source of feedback.

Moreover, the participants were asked to indicate for each tie a) how frequent the feedback was provided and b) the perceived helpfulness of the feedback.  Based on these data the average frequency and the average helpfulness of the feedback coming from the participant’s network were computed. The tie strength was computed by multiplying frequency of feedback by helpfulness (Reagans & McEvily, 2003). Again, average strength was computed of the network of each participant.

 

Hierarchical regression was conducted, which enables us to control first for the variables age, gender and number of trainings. A stepwise approach is chosen, using a .10 probability level of F.

 

Results

The analysis shows that characteristics of the feedback-related social network influence the post-training motivation-to-transfer. More specifically, it shows that the average helpfulness of the feedback provided in the network is linked to the degree of transfer of training (beta= .40, p= .023).

Next, the analysis indicates that characteristics of the feedback-related social network influence the transfer of training. The amount of people providing feedback (beta=.31, p=.076), the average frequency (beta=-.61, p=.001) and the average helpfulness (beta=.35, p=.057) of this feedback are related to the degree of transfer of training.

Moreover, motivation-to-transfer is significantly related to the degree of transfer of training (beta=.46, p=.006). If motivation-to-transfer is added to the regression of the network variables on transfer of training, both the variables amount of ties and average helpfulness show to be no longer predicting transfer of training. This suggests that motivation-to-transfer partially mediates the effect of average helpfulness of the feedback generated by the network on transfer of training.

 

Conclusion

This research questioned the role of feedback generated within the social network in creating motivation-to-transfer and fostering transfer of training. The analyses showed that the amount of people providing feedback and the helpfulness of this feedback are positively related to the motivation for and actual transfer of training. The frequency of feedback as such shows to be negatively related. This last result is concurrent with previous feedback research showing that caution must be taken in simply increasing feedback, since this may have an adverse effect (Becker & Klimosky, 1989).

This research underpins the power of feedback to turn the workplace into a learning environment fostering transfer of training. Hereby, it adds to the transfer of training research by unraveling the role of feedback from a social network perspective.

 

 

References

 

Becker, T.E., & Klimoski, R.J. (1989). A field study of the relationship between the organizational feedback environment and performance. Personnel Psychology, 42, 343-358.

 

Hatala, J.P. & Fleming, P.R. (2007). Making Transfer Climate Visible: Utilizing Social Network Analysis to Facilitate the Transfer of Training. HRD Review, 6, 33 -63.

 

Holton, E.E., Chen, H-H, and Naquin, S.S. (2003). An examination of learning tranfser system characteristics across organizational settings HRD Quaterly, 14, 4, 459- 482.

 

 

Kirwan, C., & Birchall, D. (2006). Transfer of learning from management development programmes: Testing the Holton model. International Journal of Training & Development, 10, 552–268.

 

Lim, D.H., & Morris, M.L. (2006). Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer. HRDQuarterly, 17(1), 85–115.

 

Nijman, D.-J.J.M. (2004) Supporting Transfer of Training: Effects of the Supervisor, University of Twente, Enschede.

 

Reagans, S.E. & McEvily. (2003). Network Structure and Knowledge Transfer: The Effects of Cohesion and Range. ASQ, 48, 240-267.