2.  Lack of adequate KSAs
 Organizational forces

4.  Key catalyst in facilitating transfer
 Need to gauge the behaviors being trained
 Provides desirable outcomes to trainees upon successful
completion of training
 Increased motivation from supervisor enhances performance
 Employees assured of benefits

5. Two important motivators for learning which can be
controlled by the supervisor:
 Employee’s perception of training relevance.
 Side effects of attending training

6.  Peer support occurs when people provide emotional or practical
help to each other.
 Peer support is also used to refer to initiatives where colleagues,
members of self help organizations and others meet as equals to
give each other support on a reciprocal basis.

7.  Peer support encourages both those being helped and the
helpers (communication skills, learning to negotiate with one
another and adults over areas of conflict)
 Peer support contributes to school Improvements (where
children and young people are supported to read by their peers.
 Peer support can be used to promote inclusion (through
promoting friendships between children and young people with
and without disabilities)
 Peer support has measurable outcomes.

8. A peer support process is expected to:
 Be respected
 Have basic training in interpersonal peer support
 Be available
 Maintain strict confidentiality
 Have access to a mental health professional who will provide
supervision
 Be familiar
 Recognize the limits of peer support and know when and how to
make appropriate referrals to outside resources
 Participate in the peer support network

9.  Trainers should recognize that trainees will customize the training
themselves to fit their own needs.
 Secondly, trainer must decide to what extent the trainee should be
able to demonstrate behavioral adaptability considering changing
conditions in the transfer setting.
 Trainer should have discussions with trainees prior to training
regarding course content, the importance of the training to the job
& how it can be applied to job.
 In addition, she/he should also discuss post- training issues with the
trainees and an emphasis on supervisory expectations regarding the
use of trainee skills to improve job performance.
 Finally, trainer should sit-in and observe the trainee in a situation
where she/he is required to use the trained behavior.

10.  To facilitate learning, trainees should be reinforced for their
efforts to learn, regardless of their degree of success.
 If trained behaviors are not reinforced, then the likelihood is small
that such behaviors will be exhibited.
 Reward systems provide trainee positive reinforcement for
achieving requisite outcomes; they need to be oriented to induce
desired behavioral changes.
 Trainers should know the things that trainees will see as rewarding
and those that will be seen as punishing.
 Both tangible and intangible rewards can be used.
 It should be remembered that feedback is a reinforcer and key
element in learning; it is required to show what the trainee did well
and what needs improvement.

11.  Individuals and teams should be clear about the targets and
standards of performance required.
 Rewards system should be in a position to influence the
performance by changing people’s behavior or decisions.
 Trainees should understand what rewards they will receive for
achieving the end results.
 Rewards should be worthwhile.
 The basis upon which rewards are made should be communicated
positively and should be easy to understand.
Trainer has a responsibility to work with the HR Deptt to align
reward system to support the behavior learned in training.

12.  Company Policy
 Reward System
 Management Behavior
 Supervisor Support
 Peer Support
 Attitude reflected by the upper management regarding training

13. Culture is a pattern of basic assumption invented,
discovered or developed by a group within the
organization.

14.  Challenging Job
 Social Support
 Development Systems

15.  Transfer of training is a critical issue for effective training practice.
 Factors that can be introduced to facilitate the transfer of
knowledge and skills from training to the job:-
 There must exist a system that unites trainer, trainee and manager
in the transfer process
 Before training, the expectation for the trainee and the manager
must be clear.
 Obstacles to transfer must be identified and strategies to be
formulated overcome these problems.
 Managers should provide opportunities for the maintenance of
trainees’ learnt behavior in work organizations.
 A continuous learning climate is needed to developed so that an
atmosphere emerges where employees feel it is important to
continually learn & develop.