| Course | MSHR 6625 Building Human Capital Through Training and Development |
|---|---|
| Week | Week 9 |
| Paper type | Transfer memo |
| Length | About 600 words, 4 pages |
| Format | Memo, APA 7 citations |
| School | Walden University |
| Program | MS in Human Resource Management |
| Updated | October 2026 |
Free sample paper for MSHR 6625 Week 9
Memorandum
To: Field Operations Manager, Mill Creek Water District
From: HR Training and Development Specialist
Date: March 23, 2026
Re: Two job conditions will undo the asset-field training unless changed before the first wave
Finding
The asset-field training design is sound, but two conditions in the work environment will undo it unless they are changed before the first wave of training. Technicians can leave a practice session completing asset fields correctly and be back to closing orders at the yard, or on paper, within two weeks if those conditions remain. This memo applies Baldwin and Ford's (1988) model of transfer of training, which explains whether learning is used on the job by looking at three inputs: the trainees, the training design and the work environment.
Trainee Characteristics
Most technicians in the target group are motivated to get asset fields right once they understand why the data matter. In interviews for the needs assessment, several said they had assumed the fields were for "the office" and did not affect field work. When shown that wrong asset data send crews to the wrong valve during a main break, they took the point at once. Colquitt et al. (2000) found that motivation to learn and to apply learning was shaped by individual and situational factors, including whether trainees saw the training as useful. A short explanation at the start of each session, showing a real case of a crew sent to the wrong valve, addresses this.
Training Design
The design supports transfer well. Practice takes place in the truck, on real assets and the actual tablet, under crew leads who will see the technicians every day afterward. Blume et al. (2010) found in their meta-analytic review that transfer was stronger when training resembled the work setting and when follow-up support was available; the design provides both.
Work Environment
Two conditions in the work environment threaten transfer. Each would make it easier for a trained technician to fall back on the old way.
The third condition, crew habit, is less serious and can be addressed during training through crew leads.
Table 1
Conditions in the Work Environment
| Condition | Effect on transfer | Change needed | Owner | By when | |
|---|---|---|---|---|
| Supervisors still sign paper tickets for some jobs | Technicians can bypass the mobile order, so new skills go unused | Set a date after which only mobile orders count as closed | Field operations manager | Before wave one | |
| Dead zones, mainly in the northern hills | Technicians close orders at the yard from memory, where asset field errors return | Enable the app's offline mode so orders can be completed on site and sync later | IT, with the mobile vendor | Before wave one | |
| Crew habit of one person completing all orders at the end of the day | The trained technician may not be the one entering data | Crew leads assign order completion to the technician who did the work | Crew leads, prompted by field operations | During training | |
Composite utility.
Supports to Add
Two supports would strengthen transfer. First, a weekly report for each crew lead showing the share of the crew's orders with all asset fields complete, so crew leads can give feedback while the habit forms. Second, a short reference module on the tablet, showing where each maker stamps its ID, so a technician can look it up in the field.
Recommendation
Please set the paper-ticket end date and ask IT to enable offline mode before the first training wave begins. If either cannot be done in time, I recommend delaying the training rather than running it into conditions that will undo it; a delay of a few weeks costs less than training 45 technicians twice.
References
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. https://doi.org/10.1177/0149206309352880
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85(5), 678-707. https://doi.org/10.1037/0021-9010.85.5.678
What the MSHR 6625 Week 9 instructions ask for
Week 9 asks you to assess whether your training will transfer to the job and what must change to make it do so. Work through a recognized transfer model, such as Baldwin and Ford's, one input at a time. Name the specific conditions that would support or erode the new behavior. For each threat, say what change is needed, who owns it and by when. Suggest supports to add after training, such as feedback reports or job aids. Close with a recommendation that is clear about what should happen if the needed changes are not ready in time, including whether the training should wait.
How the MSHR 6625 Week 9 example is put together
The memo opens with its finding about two job conditions. A section on trainee characteristics describes technicians' assumption that asset fields were for the office and proposes a real wrong-valve case at the start of each session, citing Colquitt and colleagues. A section on design notes in-truck practice and crew-lead follow-up, citing Blume and colleagues. A table lists three work-environment conditions with effects, changes, owners and dates. A section adds a weekly crew report and a tablet reference module. A closing section recommends setting the paper-ticket end date and enabling offline mode first, and delaying training if either cannot be done. Each condition in the table has an owner and a date, so the memo can be tracked after it is sent.
Where the marks sit in the MSHR 6625 Week 9 rubric
Transfer memos earn credit for looking beyond the session. Using a named model and examining all three of its inputs is weighted heavily. Identifying specific conditions in the work environment, rather than general barriers, shows insight. Assigning each condition an owner and date makes the analysis actionable. Proposing supports after training shows attention to how habits form. A recommendation willing to delay training rather than waste it demonstrates professional judgment. Memos that evaluate only the training design, list barriers without owners or assume transfer will happen once people are trained lose marks. Markers expect one table of conditions at the center. A willingness to delay training until the environment is ready is often the clearest sign of judgment.
MSHR 6625 Week 9 help from the desk
Picture a trainee returning to work the day after training. What will make it easy to use the new skill, and what will make it easier to go back to the old way? Look at supervisors, tools, routines and what gets checked or rewarded. List the conditions that work against the new behavior and decide who can change each. Students often focus on the training itself, which is usually not the weak point. Others name barriers such as "lack of support" without saying what support or from whom. Be specific and assign owners. Consider whether training should wait until the conditions are fixed. If you need help identifying conditions, our writers can suggest questions to ask supervisors.
Get a MSHR 6625 Week 9 example written to your instructions
Forward the transfer memo instructions and rubric, plus your design and evaluation plan if written. A memo naming environmental threats, each with an owner and a date before rollout, is returned in 24 to 48 hours; the first sample is on us. Supervisors and crews described are fictional composites.
More MSHR 6625 papers and MS in Human Resource Management samples
- MSHR 6625 Week 1: Training Need Discussion Post
- MSHR 6625 Week 2: Training Needs Assessment
- MSHR 6625 Week 3: Performance Gap Memo
- MSHR 6625 Week 4: Learning Objectives Set
- MSHR 6625 Week 5: Training Design Brief
- MSHR 6625 Week 6: Training Facilitator Guide
- MSHR 6625 Week 7: Training Alignment Peer Replies
- MSHR 6625 Week 8: Training Evaluation Plan
- MSHR 6625 Week 10: Training Pilot Review
- MSHR 6625 Week 11: Training Program Proposal
- MHRM 6101 Week 9: Reporting Line Peer Reply
- MSHR 6610 Week 9: Operational Metrics Note
- MHRM 6902 Week 9: Professional Development Plan
- MHRM 6601 Week 9: Pay Structure Communication Plan
MSHR 6625 Week 9 questions, answered
Where can I find a free MSHR 6625 Week 9 sample paper?
The full transfer memo is printed below and is free to read.
What model does the MSHR 6625 Week 9 memo use?
Baldwin and Ford's model of trainee characteristics, training design and work environment.
Which conditions threaten transfer?
Supervisors still signing paper tickets and no signal in about a third of the service area.
What supports are added after training?
A weekly asset-field report for crew leads and a reference module on the tablet.
What if the fixes are not ready?
The memo recommends delaying training rather than delivering it into conditions that would undo it.