Download - Improving learning transfer in the workplace
IMPROVING LEARNING TRANSFER IN THE WORKPLACE
Facilitated by Rachel Donley
WHAT IS LEARNING TRANSFER?
WHAT IS LEARNING TRANSFER?
“The ability to apply knowledge or procedures learned in one context to new contexts.” (Mestre, 2002)
“Ensuring the knowledge and skills acquired during a learning intervention are applied on the job.” (Sullivan, 2003)
“The process of putting learning to work in a way that improves performance.” (Wick, Pollock & Jefferson, 2010, p. 9)
WHY WOULD LEARNING TRANSFER MATTER IN YOUR ORGANIZATION?
WHY DOES LEARNING TRANSFER MATTER?
It’s estimated that less than 20% of corporate training leads to performance improvement. (Wick, Pollock & Jefferson, 2010, p. 165)
What do you think this means in terms of workplace learning’s: Efficiency? Effectiveness? Current practices? ROI? Future?
WHY DOES LEARNING TRANSFER MATTER?
Training is an investment. In order for it to be successful, the results need to offset the costs.
Training results = improved productivity or performance
Not all training success need be financial; success may be quantitative or qualitative, as long as it’s relevant to the business.
(Wick, Pollock & Jefferson, 2010)
LEARNING TRANSFER IN ACTION
LEARNING TRANSFER IN ACTION RESULTS
Learning Expectations Influence Outcomes!
1950 MIT experiment asked students to review teacher. One group was told teacher was “very warm” one group was told teacher was “very cold”. Even though the students sat through the exact same lecture, the teacher reviews were completely different between the two groups. (Wick, Pollock & Jefferson, 2010, p. 72)
LEARNING TRANSFER IN ACTION RESULTS
Any early exposure to the learning program or previous experience with similar ones shape opinions about the program’s value
Manager’s level of interest or indifference strongly shapes learners’ opinions
Learns get out of a program exactly what they expect they will!
(Wick, Pollock & Jefferson, 2010)
WHAT AFFECTS LEARNING TRANSFER? Clear expectations about expected performance
after training (Wick, Pollock & Jefferson, 2010, p. 80)
Manager support (Wick, Pollock & Jefferson, 2010, p. 77)
Perceived value and benefits (personal gain) (Wick, Pollock & Jefferson, 2010, p. 75)
Relevance (Wick, Pollock & Jefferson, 2010, p. 66)
Prior Experiences (Wick, Pollock & Jefferson, 2010, p 66)
Distance from the Instructional Source (Distributed Workforce – Game of Telephone) (Sullivan)
Poor Instructional Design (Sullivan)
Conflicts or distractions with work (Sullivan)
DESIGNING FOR LEARNING TRANSFER
DESIGN FOR BEFORE …..
Get every training attendee on the same page
Prework/Preparation before training: Allows trainer to go further and quicker Creates richer and more meaningful group
discussions Needs to be reasonable Needs to be a clearly stated prerequisite to
training, such that those who do not complete are unable to participate
….. AND AFTER
“The single greatest barrier to learning transfer [is] lack of reinforcement on the job” (Wick, Pollock & Jefferson, 2010, p. 92)
….. AND AFTER
Of eleven reasons cited by Philips and Philips (2002) of why training fails, 7 are related to the post-training environment: Training regarded as an isolated event Participants not held accountable for results Failure to prepare the job environment to support
transfer Management reinforcement and support mission Failure to isolate the effects of training Lack of commitment and involvement of
executives Failure to provide feedback and use information
about results(Wick, Pollock & Jefferson, 2010, p. 92)
….. AND AFTER
Everyone (managers and learning professionals) need to take responsibility for ensuring learning produces results!
Actively adopt new systems and process to ensure learning transfer… such as? How do you start the conversation? Who do you need to get on board? What process changes need to happen? What tools can you use to help post-training?
(Wick, Pollock & Jefferson, 2010)
….. AND AFTER
If there was a class with no grades, no tests, no attendance, and no clear expected future benefit, would you…. Do the assignments? Make it a priority? Show up everyday? Register for it?
….. AND AFTER
Assessments are an important and necessary part of training programs.
They set clear expectations
They set a clear finish line for the training program
They reinforce training concepts
They provide an opportunity for feedback
(Wick, Pollock & Jefferson, 2010,)
….. AND AFTER
For assessments to be effective, however, they must evaluate the correct behavior/skill/results.
(Wick, Pollock & Jefferson, 2010)
“Understanding, Creating & Evaluating Learning Objectives.”
LEARNING TRANSFER CASE STUDY
LEARNING TRANSFER CASE STUDY
REFERENCES Hutchings, Ph.D, Holly & Burke, Ph.D, Lisa A. “Transfer of Training. Activities to
Enhance Learning.” SHRM. Accessed November 24, 2007 from http://www.shrm.org/Education/hreducation/Documents/Transfer%20of%20Training%20_Activities.pdf.
Sullivan, Rick. “Transfer of Learning”. MAQ Exchange. Accessed November 23, 2011 from http://www.intrahealth.org/~intrahea/files/media/training-innovations-and-provider-performance/TOL_high_res.pdf.
Troha, Frank. “Ensuring the Transfer of Learning: Some Tips for Making Training Stick.” Frank Troha Instructional Design and Development Consulting. Accessed November 22, 2007 from www.iacet.org/component,9/action,download_file/_no.../id,132/.
“Understanding, Creating & Evaluating Learning Objectives.” Accessed November 27, 2011 from http://softchalkconnect.com/lesson/files/8wXSLynRaeBOP6/Learning_Outcomes_Lesson_print.html
Wick, C. W., Pollock, R. V. H., & Jefferson, A. (2010). The six disciplines of breakthrough learning, how to turn training and development into business results. (2 ed.). Pfeiffer.