Project Management Training Transfer Strategies Report for Engineers

This report addresses the crucial topic of transfer of training in the context of project management for engineers and software programmers. The assignment, formatted as a business letter, outlines strategies to ensure that participants can apply their training to real-world projects. It begins with an introduction that emphasizes the importance of meaningful training content and its impact on company success. The report focuses on 'far transfer,' equipping trainees to apply skills across different work settings. It incorporates adult learning principles such as practice and error management training, including self-regulation techniques and the use of appropriate training materials. The report references relevant literature to support the proposed strategies, aiming to enhance the effectiveness of project management training and facilitate the successful transfer of acquired skills to practical applications.

Running head: TRANSFER OF TRAINING 1
Transfer of Training
Student’s Name
Institutional Affiliation

TRANSFER OF TRAINING 2
Student’s Address
4th September 2019
Mr. Smith
Director of Engineers and Software Programmers
Company Name
Box number and City
Dear Mr. Smith
I hope you are doing well. My name is (Student’s Name), I am a project management student at
(University/College name). I am writing in regard to transfer of training where I have been
tasked with the responsibility to help your group of engineers and software programmers learn to
become project managers. Therefore, this letter describes the strategies that will be used to
ensure that your team of engineers and software programmers to be able to transfer their project
management training to significant projects assigned to them.
Introduction
In order for learning to take place it calls for meaningful training content. Without appropriate
materials it will be difficult for one to learn. The success of the company is powered by its
workforce. Thus when they are not well trained, it will means that the economic state of the

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corporation will be jeopardized. Hence, given that significant resources will aid engineers and
software programmers to get involved and make it easier for the trainer to teach (Souders et al.,
2017). Similarly, another vital learning condition is identifying requisites to be accomplished by
trainees to successfully complete the program. The training program will describe the type of
training, training theories used to support the training, adult learning principles employed as well
as effect of the learning process to transfer and training.
Learning and transfer are related to each other because it needs an individual to remember
information. When one learn a new thing they oblige new skills, knowledge, competencies as
well as behaviors to memory and have to recall it (Kirwan, 2016). Therefore, when an individual
uses transfer of knowledge, they have to efficiently apply what they have learned. The best way
to do this is through recalling of these news skills and knowledge. In order to ensure that learning
and transfer takes place the trainer should use instructional objectives. This facilitates the
occurrence of learning by proving the trainer with power. The power allows the trainer to make
use of the learning atmosphere in a manner that is stress-free for the trainee to grasp such as
using cues to aid the trainees remember information.
The training will be far transfer. Far transfer is a training process that equips trainees with the
capability to relate learned skills to different work settings even across the work setting such as
problems, equipment and responsibilities may not be similar to that of the training period. Far
transfer training shapes the trainees with skills that are found on social learning theory. In regard
to social learning theory, a trainee is supposed to recognize certain activities that are required to
succeed in a given situation. This behavior can be applied in a range of situations.
During training the adult learning principles that will be used include practice, and letting
trainees to make errors while on training. Leberman and McDonald (2016) define practice as a

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mental or physical preparation of a skill, task or knowledge to realize expertise in undertaking a
particular task. Practice entails allowing the trainees to demonstrate the skills that they have
learned as an emphasis on the training objectives based on the performance measures specified
by the objectives. According to Chauhan, Ghosh, Rai, and Shukla (2016) for practice to be
effective it calls for proactive involvement of the trainee to take longer learning period, and
include proper unit learning. The practice has to be in line with the training objectives. The
practice should take a range of combinations instead of performing all practices to avoid the
trainee from overloading their memory. Thus, this allow the trainee to take part in the cognitive
practices required for the occurrence of learning. For the trainer to ensure that the trainee involve
in metacognition, they should implement control and monitoring during training period. Control
involves determining certain steps to help in solving particular problems, making prompt
decisions, and prioritizing learning approaches. On the other hand, monitoring involves problem
or task identification, making prediction regarding what will happen as a result of learning and
assessing a person’s learning progress.
Allowing trainees to make errors is a useful training approach. Govaerts, Kyndt, and Dochy
(2018) suggests that an individual who have a learning orientation belief when they make errors
it should be seen as part of the learning course. By permitting novices to make mistakes it
enables them to try new skills, acquaintance and undertakings during teaching, which is a
suitable approach of creating a learning orientation amongst trainees. Error management training
is defined as allowing learners the chance to make mistakes while on training. In error
management teaching, the trainer teach trainees that mistakes help in learning and act as an
encouragement to make errors and learn from these errors. Hence error management training
help trainees to learn as well as enhance their work performance. Indeed, letting trainees to

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experience errors during training offers then the opportunity to becoming more realistic toward
accomplishing task at hand.
The instructional characteristics and undertakings that should be used to make sure that the
engineers and software programmers learn project management by using a range of tools during
the training course. The trainers should implement self-regulations to make sure trainees keep a
track of their progress and ensure that they are capable of making improvements. Ensuring
proper training information take place demands the use of right materials (Paulsen, & Kauffeld,
2017). The classroom experience ought to provide enough information to facilitate transfer of
learning to be executed.
In conclusion, the trainer used the above learning process because it comprises project scope,
such as checkpoints, objectives, length of course, and audience.
Yours Sincerely

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References
Chauhan, R., Ghosh, P., Rai, A., & Shukla, D. (2016). The impact of support at the workplace on
transfer of training: a study of an Indian manufacturing unit. International Journal of
Training and Development, 20(3), 200-213.
Govaerts, N., Kyndt, E., & Dochy, F. (2018). The influence of specific supervisor support types
on transfer of training: Examining the mediating effect of training retention. Vocations
and Learning, 11(2), 265-288. https://www.annualreviews.org/doi/abs/10.1146/annurev-
orgpsych-032117-104443
Kirwan, C. (2016). Improving learning transfer: A guide to getting more out of what you put into
your training. Routledge: London.
Leberman, S., & McDonald, L. (2016). The transfer of learning: Participants' perspectives of
adult education and training. Routledge: London.
Paulsen, H. F. K., & Kauffeld, S. (2017). Linking positive affect and motivation to transfer
within training: a multilevel study. International Journal of Training and
Development, 21(1), 35-52.
Souders, D. J., Boot, W. R., Blocker, K., Vitale, T., Roque, N. A., & Charness, N. (2017).
Evidence for narrow transfer after short-term cognitive training in older adults. Frontiers
in aging neuroscience, 9, 41.
https://www.frontiersin.org/articles/10.3389/fnagi.2017.00041