Training, transfer, and turnover: Exploring the relationship among transfer of learning factors and staff retention in child welfare

Although training is often used in child welfare as an intervention to promote effective performance on the job (transfer of learning-TOL) as well as staff retention, there is not a preponderance of empirical evidence to support this practice. The “transfer problem” is well documented in training and development literature and the relationship between training and turnover in child welfare is unclear. This article describes a longitudinal research study that attempted to promote a better understanding of the training, transfer, and turnover relationship. The research identified transfer of learning factors and an indicator of overall transfer support and explored their relationship to child welfare social worker retention. Overall transfer support, demographic variables (experience, age, education, gender) and several transfer support factors (supervisory support, coworker support, application planning, caseload size) were identified as predictors of retention. The results provide support for the use of training and development activities as part of comprehensive staff retention programs. The results also raise additional questions about the ambiguous relationship between training and turnover and suggest the need for ongoing research in child welfare regarding training, transfer of learning and staff retention.