This is a short blog post based on the notes I made during this session at the World of Learning Conference in October 2018. It may not be complete or totally accurate – it’s just what I took away. I have to say that this session was one of the most insightful and useful – based on transfer of learning, which is a topic that is very important to me.
This was an interesting session about an area of learning that matters to me… transfer to the job. Ina Weinbauer-Heidel explained that in most traditional training, 15% of learners get a positive outcome in that they transfer learning to the job successfully; 70% attempt to transfer learning but (for a range of reasons) fail to do so; and 15% don’t even try.
So what is the reason for this lack of transfer?
Her research identified over 100 factors that influence transfer of learning… she focused on 12 factors that L&D professionals can influence, which she has called 12 Levers of Transfer Effectiveness.
These Levers fall into 3 categories: Trainees, Design and Organisation – You can imagine my delight when the importance of training design (not delivery) was highlighted as one of the three main factors of training transfer!
- Transfer motivation: The desire to implement what has been learned
- Self-Efficacy: The extent to which someone is convinced they can master the acquired skills in practice
- Transfer Volition: The trainees determination to see things through and overcome any obstacles to implementation
- Clarity of Expectations: The extent to which trainees know what to expect before, during and after the training
- Content Relevance: The extent to which the content is relevant to their roles and work environment
- Active Practice: The extent to which training provides opportunities to experience and practice new skills and behaviours
- Transfer Planning: The extent to which the transfer is prepared for during training.
- Opportunities for Application: The extent to which situations will arise for learners to apply their learning in the workplace
- Personal Transfer Capacity: The extent to which learners have the capacity – in times of time and workload – to apply new skills
- Support from Supervisors: The extent to which line managers actively demand, monitor and support learning transfer
- Support from Peers: The extent to which learners have supportive colleagues
- Transfer Expectations: The extent to which trainees expect positive consequences from applying what they’ve learned, or negative consequences as a result of non-application.
This led to a discussion around whether organisations are rewarding the right things – why do we certificate attendance, or academic assignments if what we REALLY want is to see transfer to the workplace?
Paul Mathews then went on to discuss the importance of seeing learning as a PROCESS not and EVENT. He linked to the Fogg Behaviour Model B=MAP
Behaviour = Motivation X Ability X Prompts (opportunities)
This means we should be providing lots of little learning opportunities, AND encourage people to make lots of little changes rather than one big one if we want to aid transfer learning. Also we must encourage people to reflect: without reflection, there is no learning.
All in all, a very useful session.