Answer:

For the last year, we have been writing the second edition of The Six Disciplines of Breakthrough Learning. As we reflected on our experiences since we wrote the original description of the Three Phases in the chapter on D2: Design the Complete Experience, we realized that the Three Phase model was not explicit enough about the true finish line of the learning process.

The Three Phase model dates back to Broad and Newstrom’s 1992 book Transfer of Training in which they identified three critical phases of training as:

This was a good first step in shifting from an “event” focus for learning to a more process-oriented approach that includes workplace application after a course. But even this process is incomplete. Application is essential, but the real value of the learning initiative is realized only when participants actually achieve improved workplace performance. Simply stated: no achievement = no business value.

So we now define the Four Phases this way:

Phase IV contemplates that an assessment of progress and ultimate achievement is made. This assessment can take many forms – from a teleconference or webinar, to a manager’s assessment, or even self-evaluation. The key is to define the point in time at which achievement will be measured. Putting Achievement as a stake in the ground to end a given learning cycle provides three important benefits:

1. It makes expectations explicit.

Knowing that they will be held accountable for demonstrating achievement causes participants to take the learning more seriously and put forth greater effort to successfully applying it to their work.

2. It establishes a clear goal line for the complete learning experience.

Just as satisfying games have a clear finish line to score achievement (golf, solitaire, video, or crossword puzzles all come to mind) so can workplace learning. Instead of learning just petering out, Phase IV, Achievement, can provide a satisfying, motivating conclusion to the cycle of learning.

3. Assessment is, itself, a learning experience.

Assessment that recognizes and applauds accomplishment is the capstone of the learning experience. Just ask anyone who has received a pat on the back after winning a sporting event to know what we mean. Our ultimate goal of achieving great results from learning and development can only be achieved when we put the necessary conditions in place to create workplace winners.

What Does This Mean to You?

It means that the end result of every learning initiative now needs to be achieving improved performance.

The new model looks like this:

The goal of learning and development should be to design a Complete Learning Experience—one that includes a Phase IV assessment of achievement—so that every participant can realize and be recognized for improved performance in their work.

It also means being clear about what the conditions of satisfactory achievement are with participants, their managers, and the program sponsors.

Phase I, Prepare, is the starting line of the process that readies participants to make the most of instruction. Phase II, Learn, continues the progress toward increased effectiveness by providing an efficient structure for acquiring new knowledge and skills. Phase III, Transfer, combines elements of accountability and support to ensure participants put new learning to work in a way that improves their performance. But only Phase IV, Achieve, gives participants a way to document and showcase their new effectiveness and improved performance. The learning process is complete only when improved performance is made visible and celebrated as an achievement.

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

Looking Forward to Your Responses,

Andrew Jefferson

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