Training for transfer isn’t easy. Rackham and Ruff1
studied Xerox and found an 87% loss of skills
within one month after training. They additionally noted that transfer becomes an even more tenuous process when you are attempting to accomplish it across multiple worksites. As with single site, smaller organizations, people affect our ability to encourage training transfer. The style of the leader/manager, the individual work groups, and the organization’s culture, all have an effect. These factors vary with each organization’s processes
O
ur constant objective is for our training programs to educate collectors on how to complete
collections in accordance with 49 CFR Part 40. However, organizationally, what do you want the program to do? How do you coordinate the actual collection process to the “what’s in it for me” aspect of adult learning? Tis was clearly a missing aspect of my organization’s training. Figure 1, identifies possible approaches
to this uniting theme for practice across your offices. Your company’s mission statement could be in the top bubble and the two lower ones represent other possible lenses. Measurable goals are best. It’s also great to actively involve your staff in moving the company focused on its service to patients and clients We took the Six Sigma approach in
Figure 1. and ended up with the program objective in Figure 2. In establishing a newly aligned goal,
clarity was essential. Meta-analysis of transfer research
confirmed that perceived value of a skill fosters training transfer.2
aligned goal will aid in this approach.
Identify the Challenges Fidelity of scenarios If you train your collectors in the same collection site that they will later work in, then, congratulations. You’ve controlled for a major issue with training transfer. Te Department of Transportation
(DOT) mock collection scenarios already create high fidelity. But, how are you
www.datia.org Tis type of clearly
coaching the trainee through these mock scenarios? If they are allowed to rely on notes or if you are confirming their choices before they make them, then you are inhibiting transfer. For instance, we have all had, or soon will have, a new trainee. During the out of temperature range scenario, you express that the donor has presented a specimen that doesn’t register. Te trainee answers correctly, but you can hear the doubt in their reply.
Tey are unsure of their response but your affirmative nodding and supportive smile confirms their guess. Tey then get back to the office and have complete uneventful collections for the first 30 days and then get their first cold or hot specimen. Tis donor will not affirm their choices as you did. Te effective transfer of the skills involved in uneventful collections may actually impede the transfer process in the occurrence of a problem collection.3
datia focus 41 Figure 2
Collectors will, after completion of training, transfer the skills, processes, and best practices learned in class to their collection site so that the company will reduce the number of collection errors by 80% by the end of 2016 while maintaining the current level of donor customer satisfaction.
Figure 1
ORGANIZATIONAL GOALS/MISSION ("We strive for excellence in an ever-
changing healthcare environment to meet the needs of our patients and clients.")
SIX SIGMA Decrease the number of "defects" (where a defect is any collection with any type of error) • Measurable • Should result in service improvement
• Collectors become stakeholders
SOCIETAL GREATER GOOD Safe highways and work places— (my work here plays a role there) • Hard to measure • May encourage a desire to "catch cheaters"
• Could lead to poor customer service
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