Chapter 04 – Learning and Transfer of Training
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Discussion Questions
1. Compare and contrast any two of the following learning theories: expectancy theory, social
learning theory, reinforcement theory, information processing theory.
Answer: Student answers would vary depending upon their choice of theory opted for
comparison. The focus of each theory is as follows:
Expectancy theory suggests that a person’s behavior is based on three factors:
Social learning theory emphasizes that people learn by observing other persons (models)
Reinforcement theory emphasizes that people are motivated to perform or avoid certain
Information processing theories propose that information or messages taken in by the
2. What learning condition do you think is most necessary for learning to occur? Which is least
critical? Why?
Answer: Student answers would vary. The conditions necessary for learning are internal and
3. Are learning and transfer of training related? Explain why or why not.
Answer: Learning refers to a relatively permanent change in human capabilities that can
include knowledge, skills, attitudes, behaviors, and competencies that are not the result of
It is important to realize that for training to be effective, both learning and transfer of training
are needed. Trainees can fail or incorrectly apply training content (what was emphasized in
Chapter 04 – Learning and Transfer of Training
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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4. How do instructional objectives help learning to occur?
Answer: The objective refers to the purpose and expected outcome of training activities.
There may be objectives for each training session as well as overall objectives for the
5. Assume you are training an employee to diagnose and repair a loose wire in an electrical
socket. After demonstrating the procedure to follow, you let the trainee show you how to do
it. The trainee correctly demonstrates the process and repairs the connection on the first
attempt. Has learning occurred? Justify your answer.
Answer: Learning has occurred since the trainee was given the opportunity to practice. Also,
the practice involved the actions emphasized in the training objectives, and it also provided
some means to evaluate the extent to which trainees’ performance meets the standards, and
6. Your boss says: “Why do I need to tell you what type of learning capability I’m interested
in? I just want a training program to teach employees how to give good customer service.
Explain to the boss how “good customer service” can be translated into different learning
outcomes.
Answer: Since providing good customer service is the objective of the training, it should be
Customer service skills are examples of open skills. There is not a single correct way to
perform and the learner is given some general principles to follow. For example a sales clerk
It should be explained further that the objective has the following components:
What the employee is expected to do
Chapter 04 – Learning and Transfer of Training
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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For example, a training objective for a customer-service training program for retail
7. How does practice help learning? What could a trainer do in a training session to ensure that
trainees engage in self-regulation?
Answer: Practice refers to the physical or mental rehearsal of a task, knowledge, or skill to
achieve proficiency in performing the task or skill or demonstrating the knowledge. Practice
involves having the employee demonstrate the learned capability emphasized in the training
Examples of questions that encourage self-regulation:
Am I concentrating on the training material?
Do I understand the key points?
8. Can allowing trainees to make errors in training be useful? Explain.
Answer: Yes. People with a learning orientation belief suggest that errors should be viewed
as a part of the learning process. Allowing trainees to make errors and to experiment with
new knowledge, skills, and behaviors during training is one of the ways to create a learning
9. What learning conditions are necessary for short- and long-term retention of training content
to occur?
Chapter 04 – Learning and Transfer of Training
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any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Answer: Conditions necessary for short-term retention of training content to occur are:
Working storage: rehearsal and repetition of information occur, allowing material to be
Conditions necessary for long-term retention of training content to occur are:
Retrieval: identifying learned material in long-term memory and using it to influence
performance
Making trainees aware of how they are creating, processing, and accessing memory
Training programs must be explicit on content and elaborate on details
10. What is near transfer? Far transfer? What are their implications for training design?
Answer: Near transfer refers to trainees’ ability to apply learned capabilities exactly to the
work situation. Transfer of training is more likely to occur when the trainee works on tasks
Transfer of training is more difficult when tasks during training are different from the work
11. How can employees learn through interaction? Are some types of interaction best for
learning in some situations but not others? Explain.
Answer: Employees learn best through interaction interacting with training content, with
Chapter 04 – Learning and Transfer of Training
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Learner-content interaction means that the learner interacts with the training content.
Learner-content interaction includes reading text on the web or in books, listening to
Learner-instructor interaction refers to interaction between the learner and the expert
(trainer). Trainers can facilitate learning by presenting, demonstrating, and reinforcing
Learner-learner interaction refers to interaction between learners, with or without an
instructor. Learner-learner interaction, including observing and sharing experience with
12. How can the work environment inhibit learning and transfer of training? Explain what work
environment characteristics do you believe have the largest influence on transfer of training?
Justify your answer.
Answer: Obstacles in the work environment that can inhibit learning and transfer of training
These obstacles inhibit transfer because they cause lapses. Lapses take place when the trainee
uses previously learned, less effective capabilities instead of trying to apply the capability
13. You have a one-day classroom experience in which you need to help a group of engineers
and software programmers learn to become project managers. After training, they will have
to manage some significant projects. Discuss the instructional characteristics and activities
you will use to ensure that the engineers and software programmers learn project
management.
Chapter 04 – Learning and Transfer of Training
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Answer: Features of instruction that facilitate learning include:
Objectives
Meaningful content
Activities that facilitate learning include:
Communicating courses and programs to employees
Enrolling employees in courses and programs
Preparing and processing any pretraining materials, such as readings or tests