Leveraging Virtual Learning to Facilitate Training Transfer in VUCA Times: A Case Study

Introduction

Training and development is a pivotal organizational activity it delivers the personnel with crucial insights on how to perform their roles and the wherewithal to deliver performance in their domain of work (Suazo et al., 2009). Also, training is a crucial element in strategic Human Resource Development (HRD) framework (Kucherov & Manokhina, 2017). Furthermore, training is pertinent even in Small and Medium Enterprises (SMEs) as it positively impacts workplace performance (Dixit & Sinha, 2021a). As we continue to experience the VUCA environment (Lawrence, 2013; Bennett & Lemoine, 2014) it becomes indispensable for organizational leaders to consistently invest efforts in upgrading skills and knowledge of its employees. VUCA is an acronym for Volatility, Understanding, Complexity and Ambiguity. A VUCA environment describes the presence of unpredictability in the external environment that affects organizations, and therefore needs to be addressed through appropriate learning and development initiatives.

According to (Wilson & Madsen, 2008) continual training of manpower is the most critical organizational competency. Organizations are thus compelled to invest continually on professional development of their employees to ensure consistent performance (Cromwell & Kolb, 2004). Organizations the world over have been making substantial investments in workforce training and development with the objective of enhancing organizational effectiveness (Ho, 2016). Evidence proves that organizations in the United States have been spending approximately 2.2% of the payroll expenses towards employee training and development (Sugrue, 2003). However, merely 10-15% of workforce related training skills and knowledge get applied at the workplace (Broad & Newstrom, 1992; Facteau et al., 1995; Burke & Baldwin, 1999). A similar survey of learning and development professionals indicates that only 34% of the trainees apply learnings back at the workplace after one year post training (Saks & Belcourt, 2006). However, training interventions can be truly successful only when there is practical implementation of classroom knowledge and skills in the actual work environment.

Failure to apply trained concepts back in real job scenario leads to wastage of training resources and business targets being unmet (Botke et al., 2017). Evidence from research suggests that effective transfer of supervisory skills gathered during leadership interventions is critical for organizational performance (Franke & Felfe, 2012). This makes transfer of training an essential ingredient to ensure desired results from a training intervention. Transfer of training as explained by (Burke & Hutchins, 2007) is ‘the use of trained knowledge and skills back on the job.’ It is therefore quintessential that organizations continually explore tools that would facilitate seamless training implementation in a post-training scenario. Conventionally, organizations have been using follow-up techniques such as peer meetings, performance assessment, supervisor consultations and action plans to facilitate post-training transfer (Martin, 2010). Conversely, the emergence of crisis situations such as the Covid-19 crisis poses a serious challenge in ensuring physical presence of the learners in the workplace, thus compelling organizations to explore alternative methods to drive training transfer efforts. It is in this context that virtual learning can act as a strong catalyst in enabling transfer of training for learners and training facilitators functioning in corporate environment. The case under consideration highlights the appropriate use of virtual learning platform in enabling workplace transfer of training for learners in a manufacturing organization.