Factors affecting transfer of knowledge from training to the job among employees of large commercial banks in Kenya
The effectiveness of any training program and transfer of training for any organization is impossible to ignore since a huge fraction of the budgets is provided for staff training. A common experience is that learning from a formal training program is not carried back for application on the job. After that kind of training it‟s important to assess whether transfer of knowledge from training to the job has taken place during the use of actual aspects and accessories and equipment. The purpose of the study was to find out the factors affecting transfer of knowledge from training to the job among employees of large commercial banks in Kenya. A descriptive research design was used in this study. The target population in this study composed of 36 employees who have already done various courses working as staff at the banks. The research took the census approach. The researcher used primary data for this study which was collected using questionnaires. The questionnaire was administered using a drop and pick later method to the sampled respondents. The quantitative data in this research was analyzed by descriptive statistics and factor analysis using statistical package for social sciences (SPSS) version 21. Data was presented in tables, charts and graphs. The study found that provision of additional or supportive guidance on using the skills back on the job, training content and guidelines for effective training affected transfer of knowledge from training to the job to a very great extent. The study also found that knowledge of the subject matter and professional experience affected transfer of knowledge from training to the job. The study concludes that trainee characteristics such as personality, trainee ability, and motivation effects were originally identified by training practitioners as factors affecting transfer of knowledge from training to the job. The study recommends the trainees to have strong belief that can control the provision of organizational outcomes. The commercial banks need to encourage trainees to update the technical knowledge and skills and personal growth. Supervisors and peers should provide trainees with opportunities for practicing new skills and knowledge in the job setting. Unlimited practice opportunities need to be provided to trainees. Cultural commitment to learning should be encouraged in the commercial banks. Trainers need to use interesting material to spice up their teaching.