At Fort Hill, we have been working to improve learning transfer for the past 10 years. Over that time, we have accumulated deep insight into the factors that influence learning transfer—the process of putting learning to work in ways that improve results.
We recently had the opportunity to review the statistics for more than 66,000 participants in learning programs that have used our ResultsEngine® transfer support tool. We also surveyed recent users at one company to gain additional insights. Here is what we learned:
1. Managers have a big impact on transfer efforts.
Our research reinforces prior studies of learning transfer. A learner’s direct supervisor has a profound influence on whether he or she will make the effort to utilize new skills and knowledge at work.
In ResultsEngine, participants are prompted to reflect and record progress on their goals for learning transfer every two weeks for two months. As part of that process, they can request feedback from their manager (and/or coaches).
Analysis of the data for 66,000 participants showed a strong correlation between the managerial response rate and the number of updates completed. In other words, the more interest managers showed (by providing feedback through ResultsEngine), the more effort participants made to transfer their learning (as measured by how many additional updates they did). Figure 1 below shows the impact of managers and feedback on post-course effort:
© 2011 Fort Hill Company. All rights reserved.
Learning transfer is maximized when participants have a manager who actively encourages application of new learning. In our database, participants whose manager provided written feedback completed 50% more updates than those who had no manager in the system or whose manager failed to provide feedback.
Practical Implications for training and development:
To deliver business results, learning needs to be transferred from the class to the job. Managers have a huge impact on whether or not that happens. Training departments that invest time, technology, and creativity in engaging managers realize a greater return on their training efforts. Facilitate the process by providing on-line tools like ResultsEngine and easy-to-follow coaching guides like those in Getting Your Money’s Worth from Training and Development.
2. Participants value on-going collaboration.
In a classroom or virtual setting, a significant portion of the learning occurs when peers exchange experiences, ideas, and best practices. ResultsEngine is designed to help foster on-going collaboration and peer-to-peer learning during the post-class learning transfer stage. Figure 2 below shows the collaboration page in ResultsEngine:
© 2011 Fort Hill Company. All rights reserved.
When we surveyed participants who had used ResultsEngine, 80% reported that they had reviewed other participants’ updates and 68% agreed or strongly agreed with the statement “I found it valuable to review what others in my class were doing.”
Practical Implications for training and development:
This finding indicates that program designers can extend and amplify the value of training by facilitating social networking and informal learning following training programs. Web-based technologies, like ResultsEngine or similar systems, are the most practical and scalable way to encourage ongoing knowledge- and experience-sharing.
3. Periodic reflection boosts progress.
Forum Corporation’s Principles of Workplace Learning concluded that the best form of practice associated with learning was alternating periods of action and reflection because “reflection is the motor that propels the cycle—without it, learning slows or stops completely” (Atkinson & Davis, 2003, p. 25).
ResultsEngine is designed to periodically prompt learners to stop, reflect, and plan for further action during the immediate post-course period. Analysis of 66,000 participants’ records indicated that 79% of those who do one update, do more, suggesting that they find value in the process. To test this hypothesis directly, we polled a subset of participants who had used the system recently. Of the 161 respondents, 72% agreed or strongly agreed with the statement, “The process of periodically updating my progress helped me improve my performance.”
Practical Implications for training and development:
Because improved performance is the ultimate objective of learning and development, program designers can help improve performance by instituting post-course processes that causes participants to pause, revisit the course material, and report on their progress periodically.
Why Learning Transfer Is More Important Than Ever
Training and development is vital for companies and employees to stay competitive. But whether training delivers on its promise depends not only on the quality of the learning but also on the effectiveness of learning transfer. The greatest training in the world will fail if it never gets applied on the job.
That’s why these insights are so important. It also explains why Cal Wick’s and Andy Jefferson’s presentations on learning transfer at the ASTD Conference in Orlando last month were “standing room only” and why the April Learning Transfer Conference sold out completely.
We are convinced that improving learning transfer is the single greatest opportunity learning professionals have to increase the value delivered by training and development. If we really want to make a difference for our organizations and learners, improving transfer is the missing ingredient.
For more information about Fort Hill’s learning transfer support tools and the 6Ds® process, please visit: www.forthillcompany.com.
References
Atkinson, T., & Davis, J. (2003). Principles of workplace learning: Insights and tools for performance improvement. Boston: Forum Corp.
Jefferson, A., Pollock, R., & Wick, C. (2009). Getting Your Money’s Worth From Training and Development. San Francisco: Pfeiffer.
