The Strange Case of the Transfer of Training Estimate
Robert Fitzpatrick
Cranberry Township, Pennsylvania
Some time ago, a learning systems product development manager named David L.
Georgenson set about to write an article on transfer of training, with emphasis
on ways in which it might best be nurtured in organizations. To introduce his
discussion, Georgenson hit upon the idea of asking a rhetorical question, thus:
How many times have you heard training directors say: Iwould estimate
that only 10% of content which is presented in the classroom is reflected in
behavioral change on the job (Georgenson, 1982, p.75). Georgenson had no
need to, and did not, cite any evidence or authority for the 10% estimate; it is
clear that he had used a rhetorical device to catch the readers attention.
The estimate may or may not be accurate; it seems plausible but not compellingly
so.
Georgensons article contains nothing about the dollar cost of training.
There is no reason that Georgenson should have dealt with cost, and he did not.
In time, other authors wanted to write on transfer and to find some
introductory way to convince the reader that transfer is indeed a problem worth
writing about. And so were spawned a number of articles and books which used the
estimate of Georgensons fictive training directors. Here are some examples in
which Georgenson (1982) was specifically cited as the source:
It is also estimated that only 10% of the dollars spent on training
results in actual behavioral change back on trainees jobs (Wexley &
Baldwin, 1986, p. 503).
It is estimated that while American industries annually spend up to $100
billion on training and development, not more than 10% of these expenditures
actually result in transfer to the job (Baldwin & Ford, 1988, p. 63).
Less than 10% of [estimated expenditures on staff development] may produce
behavioral changes on the job (Alavi, 1994, p. 160).
Georgenson (1981) [sic] estimated that not more than 10% of the $100
billion spent by industry actually made a difference to what happens in the
workplace! (Dickson & Bamford, 1995, p. 91)
given the finding that only 10% of training expenditures have been
shown to result in behavioral changes back on the job (Facteau, Dobbins,
Russell, Ladd, & Kudisch, 1995, p. 2).
And there is more. Some writers on transfer did not cite Georgenson but did
cite others who cited Georgenson. For instance:
A recent comprehensive survey of research and literature by Timothy
Baldwin and Kevin Ford found the following:It is estimated that while
American industries annually spend up to $100 billion on training and
development, not more than 10% of these expenditures actually result in transfer
to the job(1988, p. 63). (Broad & Newstrom, 1992, p. 7)
Timothy Baldwin and Kevin Ford (1988, p. 63) report: Not more than 10%
of these expenditures [on training] actually result in transfer to the
job. (Robinson & Robinson, 1995, p. 3) See also Fitzpatrick (1996).
In most of these examples, the 10% figure is accurately identified as an
estimate, though words such as finding and report do appear. But
almost all refer to $100 billion, though Georgensons imaginary training
directors said nothing about expenditures. If they had, one supposes they would
have made some adjustment for inflation over the years.
All the writings cited here so far come from 1996 or earlier. I found most of
them through the Social Science Citation Index. Soon, the search process became
burdensome and the returns seemed to be diminishing. I put the information
aside, with the thought that, like the black plague of long ago, the epidemic of
transfer estimates had run its course.
But recently I caught up with the April 2001 issue of the Journal of Applied
Psychology. There, in the introductory paragraph of an otherwise enlightening
article, it says: U.S. businesses spend upwards of $100 billion annually on
formal and informal training activities (Georgenson, 1982). However, it is
estimated that only 10% of these training expenditures result in transfer of
training to the job (Georgenson, 1982). (Smith-Jentsch, Salas, & Brannick,
2001, p.279)
So the plague is back. Or perhaps it never went away. Some will say it
doesnt matter. Its only introductory fluff, not centrally germane to the
main thrust of the topic which it introduces.
But others may argue that it does matter. If we cant trust the
introductory citations, how can we then accept the more weighty citations and
ideas which follow? And sometimes the introductory matter is important in
itself; if Georgenson had said that only 90% of what is taught is transferred to
the job, isnt it less likely that we would have read his article (or funded
his study of transfer) in the first place?
References
Alavi, M. (1994). Computer-mediated
collaborative learning: An empirical evaluation. MIS Quarterly, 18,
159174.
Baldwin, T. T., & Ford, J. K. (1988). Transfer of
training: A review and directions for future research. Personnel Psychology,
41, 63105.
Broad, M. L., & Newstrom, J. W. (1992). Transfer of
training: Action-packed strategies to ensure high payoff from training
investments. Reading, MA: Addison-Wesley.
Dickson, D., & Bamford, D. (1995). Improving the
interpersonal skills of social work students: The problem of transfer of
training and what to do about it. British Journal of Social Work, 25,
85105.
Facteau, J. D., Dobbins, G. H., Russell, J. E. A., Ladd, R.
T., & Kudisch, J. D. (1995). The influence of general perceptions of the
training environment on pretraining motivation and perceived training transfer. Journal
of Management, 21, 125.
Fitzpatrick, R. (1996). [Review of the book Performance
consulting: Moving beyond training]. Personnel Psychology, 49,
188-191.
Georgenson, D. L. (1982). The problem of transfer calls for
partnership. Training and Development Journal, 36 (10), 75-78.
Robinson, D. G., & Robinson, J. C. (1995). Performance
consulting: Moving beyond training. San Francisco: Berrett-Koehler.
Smith-Jentsch, K. A., Salas, E., & Brannick, M. T.
(2001). To transfer or not to transfer? Investigating the combined effects of
trainee characteristics, team leader support, and team climate. Journal of
Applied Psychology, 86, 279-292.
Wexley, K. N., & Baldwin, T. T. (1986). Posttraining
strategies for facilitating positive transfer: An empirical exploration. Academy
of Management Journal, 29, 503-520.
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