For years, parents, students, and teachers complained thatnobody listened, that decisions were made without participation,and that good ideas went unacknowl- edged. A needs analysis thatinvolved a survey of teachers and students confirmed that theseproblems were widespread. Carlos DaSilva, who was recentlyappointed trainer at the school board and had a strong backgroundin teaching, had to address the communications problem as his firstassignment. He designed what he considered to be an excellentthree- day communications program. He spent months on the design:finding videos, exercises, and games that taught active listening,upward communication, brain- storming, and other areas identifiedin the survey. Carlos was excited to deliver his new trainingprogram and was sure that the participants would like it. On thefirst day, Carlos began with a brief introduction on the importanceof communication, followed by a lecture on communication channels.Afterwards, he showed a video about manager–employee communica-tion problems and how to improve communication. This was followedby a discus- sion of the key points in the video and what thetrainees might do to improve their communication skills. On day twoof the training program, Carlos began with a lecture on brain-storming. He then had trainees participate in a group brainstormingexercise. Each group had to brainstorm as many ideas as possiblefor improving communication in the school board. Afterwards, thegroups presented their ideas followed by a discussion of the mostcreative ways to improve communication with teachers, students, andparents. On the third day of the training program, Carlos beganwith a lecture on active listening. Trainees then participated inan exercise in which they had to develop a message and thencommunicate it to the other trainees. At the end of the exercise,each trainee had to recall the message sent by the other trainees.This was followed by a discussion of how to be a more effectivelistener and tips on active listening. Carlos ended the trainingprogram by having trainees participate in a commu- nication game.First, he had trainees complete a self-assessment of how they sendmessages and the channels they use for communication. Then groupsof trainees had to develop a message that they would communicate tothe other groups. Each group had to determine the best way fortheir message to reach the other groups as accurately and quicklyas possible. At the end of the game, each group read out themessage they received from the other groups. Carlos then scoredeach group in terms of the accuracy of the message received by theother groups and how long it took for each group to receive themessage. The game was a lot of fun for the participants, who leftthe training program on a high. Carlos thanked them for attendingthe program and encouraged them to apply what they learned intraining when they returned to work. The trainees applauded Carlosand thanked him for providing such an enjoyable trainingexperience. Two months after the training program, Carlos wassitting at his desk, thinking about his meeting scheduled for 2p.m. with the school board superintendent. He was looking forwardto the meeting, knowing that he would be praised for the suc-cessful interactive communications program he had designed anddelivered. However, the meeting with the superintendent wentpoorly. Although some par- ticipants had loved the exercises andgames in the communications course, most had not changed their workbehaviour. Furthermore, a review of the situation showed that theold problems persisted and communication remained a serious problemat the school board. Carlos did not know what to say or what heshould do. Several days later, Carlos approached some of theparticipants who had attended the training program and asked themhow things were going. One par- ticipant laughed and said, “Wellthat was a lot of fun, but training is training and work is work.Besides, nothing ever changes around here.” Carlos asked her whatshe meant and she explained to him that supervisors don’t get itand continued to call the shots. “The only thing they know aboutcommunication is downward,” she said. “Maybe they should haveattended your training program!

2. Discuss some of the barriers to transfer that might beoperating at the school board. Who is responsible for thesebarriers and when do they occur during the training process?

3. Describe some of the things that Carlos might have donebefore, during, and after the training program to improve thetransfer of training. What could the trainees and supervisors havebeen asked to do before, during, and after training to improvetransfer?

4. Discuss the training transfer climate and the transfer systemat the school board. How might they have contributed to thetransfer problem?