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Training Transfer Strategies for the Safety Professional

机译：安全专业人员的培训转移策略

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摘要

Many safety professionals recognize that much of the control wielded during a training session is surrendered as soon as participants leave the room. Understanding barriers and enablers to training transfer allows trainers to employ strategies to facilitate the transfer process. In a perfect world, training would be delivered, participants would become enlightened and, as they utilize their new skills, they would move to a higher level of safety and productivity. In reality, this is rare. Employees confront barriers as soon as they leave the classroom―even some that begin in the classroom. Furthermore, employees are often well aware of these barriers. This not only inhibits new behaviors, it also makes the trainer appear oblivious or insincere. In fact, providing information that is inconsistent with information depicted in the organization creates a dissonance that may actually undermine training. The ultimate goal of training is employee understanding and the ability to apply knowledge learned on the job―to transfer training from concept to practice. So, the next time a supervisor knocks on the door and says he needs a trainee for about 30 minutes, ask yourself, "Who is to blame for not recognizing the importance of the program?" Is it the supervisor for interrupting or the trainer for not explaining the importance of not interrupting to the supervisor?
机译：许多安全专业人员认识到，培训课程在学员离开房间后立即放弃了大部分控制。了解培训转移的障碍和促成因素，可使培训人员采用策略来促进转移过程。在一个理想的世界中，将提供培训，使参与者感到开明，并且，当他们利用新技能时，他们将朝着更高的安全性和生产力水平发展。实际上，这种情况很少见。员工离开教室后便立即面临障碍，甚至有些障碍始于教室。此外，员工通常都清楚这些障碍。这不仅抑制了新的行为，而且还使培训师显得遗忘或不真诚。实际上，提供与组织中描述的信息不一致的信息会导致不协调，实际上可能会破坏培训。培训的最终目标是员工的理解能力和运用在工作中学到的知识的能力-将培训从概念转移到实践。因此，下一次主管上门敲门并说他需要一名学员约30分钟时，问问自己：“谁应归咎于不认识该计划的重要性？”是打扰主管，还是培训师不向主管解释不打扰的重要性？

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