Using real task behaviors in training most directly assists in the transfer of learning (C). At the SPHR level, learning effectiveness is measured not by completion, but by whether employees apply new skills on the job.

When training mirrors actual job tasks, employees are more likely to understand relevance, practice appropriate behaviors, and apply learning in real work situations. This reduces the gap between training and performance and increases return on investment.

Critical incident identification (A) is an analysis technique, not an outcome of training design. Technology development (B) and organizational integration (D) are not directly influenced by task realism.

SPHR exam content emphasizes that learning transfer is the primary goal of instructional design and is best achieved when training reflects real-world application.

References :

HRCI SPHR Exam Content Outline — Functional Area: Learning and Development (instructional design; learning transfer).

HRCI SPHR Study Guide — Techniques to improve training relevance and effectiveness.