Answer:

We think that the clearest and most concise definition is:

“Learning transfer is the process of putting learning to work in a way that improves performance.”

An important part of the definition is the concept of transfer as a process. In other words, it takes place over time, involves multiple steps, and is influenced by a number of factors; it is not a “one and done” event.

The second key element of the definition is that learning transfer involves “putting learning to work” – that is, applying newly acquired skills and knowledge to the actual work of the participants and organization. A training program counts as a success only when the learning is applied on the job. If the new knowledge and skills never make it out of the classroom or the learners’ heads into actual job-related performance, then no benefit accrues.

Finally, the definition makes clear the ultimate purpose of all training and development: improved performance. The fundamental business rationale for investing in programs, systems, facilitators, trainers and training is to improve the performance of the individuals involved and, therefore, of the organization as a whole. Learning is a means to an end (improved performance); it is not the end itself. Indeed, the Center for Army Lessons Learned (CALL) doesn’t even consider that something has been learned unless it results in a change in behavior.

The reason that you are hearing more about learning transfer these days is that companies are beginning to recognize that learning without learning transfer is a waste of time and resources. We are convinced that improving learning transfer is the single greatest opportunity workplace learning professionals have to improve the value produced by training and development. Studies suggest that making a modest incremental investment in learning transfer produces substantial additional returns from the same training program.

Because learning transfer is itself a process, it needs to be planned and managed with the same care as the rest of the training and development program. While we recognize that the learning organization cannot control what happens after class, they certainly can -and should- influence it, since it influences the perception of the learning brand (see Learning Alert #37) and the willingness of management to continue to invest in training and development.

Use the learning transfer checklist to assess your current progress. Contact Fort Hill info@forthillcompany.com to learn more about how you can improve learning transfer in your organization. Ask about our Learning Transfer Guarantee. We’ll help you increase learning transfer in your organization, or your money back.

How do you define learning transfer and what are you doing to drive transfer of training in your organization?

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