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Transfer security. Efficiency success in the focus of modern education controlling

Wissenschaftlicher Aufsatz 2018 15 Seiten

BWL - Controlling



Transfer security / Effectiveness success and cost assurance / Efficiency success in the focus of modern education controlling

1. Requirements for high-quality further training (control)

2. Central tasks of further education

3. Successful further training

4. Adequate execution / implementation of the needs analysis

5. Transfer security / effectiveness success of the training measure

6. Kostensicherung / Effizienzerfolg der Bildungsmaßnahme
6.1 Cost monitoring / control
6.2 Monitoring / control of benefits

7. Conclusion


Figure 1: From corporate strategy to educational/business success 3

Figure 2: Learning success and transfer curve 6

Figure 3: Cost classification with regard to the recording of continuing training costs 11

Figure 4: Key figures for recording continuing vocational training in enterprises 12

Transfer security / Effectiveness success and cost assurance / Efficiency success in the focus of modern education controlling

1. Requirements for high-quality further training (control)

The environment for further training has changed dramatically in recent years. The increasing complexity and the decreasing half-life of knowledge lead to an ever-increasing demand on further training. In addition, new technologies and e-learning are making a massive impact. Further training must, of course, meet these new requirements. Employees must always be prepared for current challenges and tasks as well as for changes in working methods (e.g. increasing project work). This is the mission of further education.[1]

In addition to current knowledge, soft skills must also be taught. This task requires a clear goal orientation and a demand-oriented allocation of activities. Otherwise there is a risk of waste of resources (inefficiency) and overstrain / non-application of knowledge (ineffectiveness).[2]

2. Central tasks of further education

The central tasks of further training are to ensure the economic performance of the company and the development of and adaptation to new (n) technologies. Productivity is to be further increased, which directly improves the competitive situation. Independent of the tasks, it is also about the personal development of the employees, which is not an easy task given the current shortage of skilled workers. The quality requirements are very high. The resources available are also very limited. So it is important to optimize the respective measures and to consider effectiveness (transfer security) before efficiency.[3]

The focus is increasingly on the benefit orientation and this has an effect on the concepts as well as on the form of implementation and the selection of partners.[4]

3. Successful further training

Further training is only successful if it is designed and implemented in line with requirements. And it is particularly important in SMEs (small and medium-sized enterprises) that this is handled accordingly. This is because there are hardly any human resources in these companies that can take such care of further training measures that they are dependent on a needs-oriented and successful implementation of knowledge (transfer success). Furthermore, these companies have hardly any control instruments to check the implementation of knowledge for success and, if necessary, to counteract it or make changes. Thus, the strategy formulation of the company is also a decisive factor. It determines the central steps of educational controlling. The strategies for the personnel area and the necessary measures are derived from this (Figure 1).

Abbildung in dieser Leseprobe nicht enthalten

Figure 1: From corporate strategy to educational/business success[5]

The departments must inform the personnel development department of the training needs of the individual employees. Managers must ensure that their employees can meet tomorrow's requirements. This gives rise to the need for training. In addition to technical tasks, the change in personal requirements plays an important role. Personnel development in general can manage this contribution very well. In the end, there is a plan with the requirements per person.[6]

The form of further education is first selected by the personnel department / owner / manager according to didactic aspects.

4. Adequate execution / implementation of the needs analysis

After the needs analysis, the implementation phase follows. In this phase it is crucial that certain training providers exactly meet the demands, requirements and budgets. This phase is more efficiency-oriented and is also easy to plan and control for SMEs. This educational process[7] phase requires good knowledge of the continuing training market and an offer profile grid that shows alternatives and contains alternative calculations with regard to benefits and costs. Subsequently, a decision model must be designed that filters out the final further training partners and further training measures within the framework of the corporate strategy and derived education strategy.[8]

The implementation phase is followed by the phase of ensuring the transfer of in-company continuing training work. In Figure 2, transfer assurance is highlighted as a separate phase in the education controlling cycle to underline the importance of transfer.[9]

5. Transfer security / effectiveness success of the training measure

Due to its position in the BC cycle, transfer security is a decisive task that cannot only be fulfilled after completion of an operational training measure, but must be performed in all phases of the BC cycle - because a transfer - in the sense of an operational problem solution - cannot be successfully implemented if the needs analysis carried out in advance did not address the problems of the respective operational situation.

The aim of the transfer process is to ensure the sustainability and effectiveness of an education measure and to provide proof of the benefits and training measures for the employee's daily work. By demonstrating the efficiency of a training measure, it should be made clear that the investment in in-company continuing training is worthwhile for the company. However, positive economic success can only be achieved if what has been learned is applied in the company context, i.e. knowledge is transferred.[10]

In order to initiate as far as possible the transfer of what has been learned into everyday working life, the control loop of education controlling must be continued methodically. In addition to concretely formulated goals and the reflection of the contents and methods of a training measure, it is also important to consider which activities are to be initiated that make it possible to transfer the knowledge acquired in the learning field to the completion of the work task.[11]

An important point is that success in the learning field does not say anything about whether the employee wants or can implement the qualifications acquired there at the workplace or in the specialist department. This means that a knowledge success can have been achieved through the training measure - e.g. a well passed test after the training measure - thus it is not implied that the transfer can/will take place at the workplace. However, exactly this transfer success is decisive for the absolute educational success in the educational process, because here the success of the company is increased or reduced. The success of the company should be increased by successfully transferred training measures - in the context of the corporate strategy, the training measure should promote this strategy.[12]

To illustrate the problems of the transfer process, the learning success and transfer curve shown in Figure 2 is used.[13]


[1] [1] Höbeling, G./ Stößel, D. / Bohlander, H-W. (2010): Bildungscontrolling, Erfolge messbar machen, Leitfaden für die Bildungspraxis, Zentrum für betriebliches Weiterbildungsmanagement, S. 89ff.

[2] Ebenda

[3] Ebenda

[4] Baumgartner, O. (2014): Bildungscontrolling: Nutzenorientiertes Bildungscontrolling, S. 59ff.

[5] Meifert, M. (2008): Strategische Personalentwicklung, S. 125ff.

[6] Ebenda

[7] Gessler, M. (2009): Handlungsfelder des Bildungsmanagements – ein Handbuch, S. 87ff.

[8] Ebenda , Fußnote 6

[9] Ebenda

[10] Kauffeld, S. (2010): Nachhaltige Weiterbildung, Erfolge messen, Transfer sichern, S. 176ff.

[11] Ebenda

[12] Wehrlin, U. (2014): Strategisches Personalmanagement, Unternehmensstrategien erfolgreich umsetzen, S. 99ff.

[13] Wilening; Otto (2009): Bildungs-Controlling – Erfolgssteuerungssysteme der Personalentwickler und Wissensmanager, In: Strategien der Personalentwicklung, Hrsg. Hans-Christian Riekhof, S. 209f.


ISBN (eBook)
ISBN (Buch)
Bildungscontrolling und Transfersicherung und Lernerfolgssicherung

Titel: Transfer security. Efficiency success in the focus of modern education controlling