• Question:

  I was unable to attend your recent Learning Transfer Summit. Could you please share a few highlights? Also, when will next year’s Summit be held? I want to be sure to save the dates.

• Answer:

  We are sorry you couldn’t join us this year— feedback from those in attendance indicates that this was our best Summit yet! We have outlined below some of the key learning points from the Summit along with some of the fun anecdotes. By the time you have read this email, I hope you have a clear understanding of:

  1. What was covered
  2. The benefits participants took away from the Summit
  3. And, at least one thing you might try differently tomorrow

  Fort Hill’s annual Learning Transfer Summit brings together some of the industry’s top thought leaders, progressive learning professionals, and FHC’s clients and friends to share ideas, insights, challenges, and what’s working to advance the value of learning and development. This year’s Summit was held in Philadelphia and was organized around four themes:

  1. Partnering for Performance
  2. Learning as a Process
  3. Driving Learning Transfer
  4. Delivering on the Promise

  The first theme, Partnering for Performance, focused on how learning organizations can strengthen their partnerships with the business. This session’s keynote speaker was Keith Dugdale from Brisbane, Australia, who shared thought-provoking insights from his best-selling book, Smarter Selling. Keith explained how learning and development leaders need to give their internal clients value in every meeting. He also explained how L&D leaders can use the first minute of any meeting to demonstrate the value they will bring to the meeting, inviting the client to want to be in the meeting:

  I – I am meeting with you today to discuss Learning and Development’s agenda for 2011.
  We – We will need to talk first about your organizational priorities so that I understand them. Then, we can discuss how L&D can support those priorities.
  You – By the end of our meeting, you will have a clearer picture of how we can support the business in achieving its top priorities and what you can do to help make this a reality.
  Does that sound like a good use of our time today?

  Keith’s keynote was followed with breakout presentations by Maryann Billington, a partner from Korn/Ferry and Diane Hinton, head of Plastipak Academy, who shared what they have done to become trusted business partners.

  The second theme, Learning as a Process, featured a keynote from Al Switzler, co-founder of Vital Smarts and co-author of the best-selling books, Influencer and Crucial Conversations. Drawing on the groundbreaking research in Influencer, Al explained that there are six sources of influence that impact ability and motivation at the personal, social, and structural level.

  

  © VitalSmarts, All Rights Reserved

  Successful change agents employ multiple sources of influence. Fort Hill’s 6Ds methodology applies the following concept to training and development: to truly change behavior and improve performance requires managing the transfer climate—aligning multiple sources of influence to help people change in a positive direction. Robert Sachs, Vice President of Learning and Development at Kaiser Permanente and Gary Walljasper, Head of Organizational Development for Principal Financial, explained how they are leveraging the 6Ds in their learning organizations to establish a common language and manage learning as a results-focused process.

  Fort Hill’s Chief Learning Officer, Roy Pollock, led off the third module—Driving Learning Transfer—with an exploration of why it is vital for learning organizations to invest time and resources to improve learning transfer. The performance improvement the business is looking for is the product of learning and learning transfer—both must be present to achieve training’s goal.

  Karen Rice, Sales Training Director at Unum, discussed the strategy and tools that Unum uses to maximize learning transfer and shorten the time to productivity for new hires. Geoff Rip, Strategy Director of the Institute for Learning Practitioners illustrated what happens when learning transfer is left to chance:

  

  The final module, Delivering on the Promise, began with a panel discussion featuring Andrew Wojecki from ExxonMobil, Maryann Billington from Korn/Ferry, and Glenn Hughes from KLA-Tencor. Glenn stressed that to deliver maximum value, learning and development must first get crystal clear on its mission. Once he and his colleagues had agreed their role was to accelerate learning at KLA-Tencor, then it was easier to prioritize their work and even refuse projects that didn’t contribute to the overall mission. Maryann gave a thoughtful discussion about what delivering on the promise means in the context of a company like Korn/Ferry, which has one of the premier brands in business. Andrew discussed what it meant to stand in the role of a business partner and deliver value through learning that ultimately drives business results.

  Robert Terry, Managing Director of ASK Europe, reviewed the research on learning transfer and explained what his firm has been doing over the past five years to make transfer an integral part of their process. Jerry Frasso, Corporate Employee Relations Manager of UPS, showed how soft skills training in building relationships produced hard business results and how adding learning transfer support further boosted the impact.

  Summit participants agreed that they came away with new thinking and tools to increase the value of their learning functions. They also placed high value on the networking opportunities and candid roundtable discussion sessions throughout the Summit.

  And, finally, in regard to your second question: We are excited to announce the 2011 Learning Transfer Summit will be held in San Francisco, CA on October 12-13, 2011. In order to continue the tradition of small group sharing of best practices, the Summit will be limited to the first 50 attendees, so please let us know if you expect to attend.

  Join the conversation: The 6Ds LinkedIn Group and the FHC Blog

• Question:

  Over the next three months, 150 of my employees will be attending a training program. How can I ensure that the time and money invested will pay off? What advice can you give me for making sure they apply what they’ve learned when they return to their jobs?

• Answer:

  Learning transfer has always been the greatest challenge in training and development. Action on two fronts is needed to meet this challenge. In the 6Ds™ Methodology these two areas are D4: Drive Learning Transfer and D5: Deploy Performance Support. Implementing D4 and D5 will ensure your employees apply their new skills and that you get your money’s worth from the training.

  ACTION 1: Drive Learning Transfer

  Learning Transfer is the process of putting learning to work in a way that improves performance. Your employees need to understand that “the real work begins when the training ends.” That is, their training is not finished until they have used what they have learned to improve their work.

  Three specific things you can do to Drive Learning Transfer (D4) when participants get back to work are:

  1. Define Specific Actions and Outcomes: Provide your employees with a schedule of events for the post-course period, including an agenda, assignments and deadlines. Give them assignments that require them to use their new skills and knowledge to accomplish existing objectives. Teresa Roche, the CLO of Agilent Technologies, has used this tactic, stating, “If they have to do the work anyway, then the application of learning goes from being an added burden to a gifted blessing.”
  2. Reminders: Just as we use an alarm clock to wake up and an electronic calendar to remind us of meetings, reminders are important to wake up your participant to the need for putting learning into action. Reminders also help keep learning top of mind and improve transfer rates. Send them periodic reminders of the need to use their training.
  3. Accountability: Give your employees a clear and tangible finish line for demonstrating improved performance as a result of the training. Set a date and a mechanism by which each employee will be able to demonstrate or explain—and be recognized for—the progress they have made.

  ACTION 2: Provide Performance Support

  The fifth discipline of the 6Ds is to Deploy Performance Support. That is, to be sure that employees can get the help they need as they begin to practice their new skills. Essential support includes:

  1. Manager Involvement: Research proves that if a manager is engaged, then employees will be engaged. Four things you can do to get managers involved are:

  1. Prior to the course, tell managers what the content will be, what the expected business outcomes are, and the What’s In It For Me (WIIFM) when their direct reports apply their learning.
  2. Ask the manager to have a brief conversation prior to the training to underscore its importance and define key areas of focus.
  3. Encourage the manager to have a conversation after the training program to define an outcome goal of what their direct report will accomplish within two months of the training.
  4. Hold a payoff meeting that includes trainees and their managers in which direct reports share what they have achieved.

  2. Coaching and Feedback: Build coaching and feedback into the post-course learning transfer period. Good examples of coaches include managers, a respected peer, a subject matter expert, or someone who has taken the same course and successfully applied it.
  3. Electronic Performance Support: Our research shows that learning transfer is maximized by five factors: Reminders, Action Reflection, Content, Coaching, and Collaboration.
     
     The problem is how to provide these efficiently for a large number of learners. Ask your training department to look into using ResultsEngine® to make this possible. It is a powerful tool. This past month, for example, I have been using ResultsEngine to work with participants who are all in one program but are located around the globe. The system automatically reminds participants to make time to reflect on actions taken, lessons learned, and next steps. It makes it easy for participants to collaborate and for me to track their progress and provide coaching and encouragement.

  I am interested in hearing about the best practices others have developed.

  Join the conversation: The 6Ds LinkedIn Group and the FHC Blog

  
  

• Question:

  I saw on Amazon that the second edition of The Six Disciplines of Breakthrough Learning is now available. What’s different from the first edition? Is it worth buying the second edition?

• Answer:

  Ask any author whether you should buy a second edition and the answer is pretty predictable—OF COURSE! In fact, buy two!

  Let me be explicit about why I think that the second edition of The Six Disciplines of Breakthrough Learning will provide significant added value, even for those who own a dog-eared copy of the original.

  Authors Roy Pollock, Cal Wick, and Andrew Jefferson

  Since the publication of the first edition, we have been delighted by the number of organizations that have adopted the 6Ds as a common language and process across their learning departments. They tell us that they have derived real value by doing so. But they have also challenged us to sharpen and extend our thinking.

  The result is that we have continued to learn by working with great organizations committed to increasing the business impact of their training and development efforts. We have also benefited greatly from the sharing of best practices and discussions of ongoing challenges at our annual Learning Transfer Summit.

  We felt it was time to incorporate all that we have learned into a second edition illustrated by success stories of organizations on the cutting edge of learning transfer. We have followed the same general outline of the first edition—a chapter on each of the 6Ds—but we took the whole book apart and tried to improve every aspect.

  Among the changes: Recognizing that a picture is worth a thousand words, we doubled the number of figures to better illustrate principles and concepts (including some very funny and apropos cartoons). We added checklists to the end of each chapter to help learning organizations self-assess their applications. We have also included guides for implementation.

  After much thought, we renamed D4 “Drive Learning Transfer” to focus greater attention on this critical aspect of the learning process. We expanded the discussion of the importance of the transfer climate and added a more in-depth discussion of performance support to D5. We completely revised D6 to provide clearer guidance for conducting and reporting program evaluations.

  Along the way, we reviewed dozens of articles published since the first edition and added 80 new references. Twenty-three new cases-in-point illustrate the principles in action. While we tried to replace and upgrade more than add, the book did end up about a third longer than the first edition; we received so many terrific examples and stories that we could not bear to leave out.

  Al Switzler (author of Influencer and Crucial Conversations) wrote a great new foreword for the book. Jim Kouzes and Barry Posner (authors of The Leadership Challenge) provided thought-provoking closing remarks on “learning as the master skill.”

  If we sound excited about the second edition, we are. Nevertheless, it is always a little worrisome to bring out a second edition after the first has been a success. Will people like it as well? Will they see any added value?

  Needless to say, we were delighted when Will Thalheimer, President of Work-Learning Research, Inc. wrote: “No other book in the last decade has been more important for the workplace learning field. The second edition is even better, incorporating new wisdom learned in the crucible of real-world practice.”

  We hope you will agree. To learn more about 6Ds 2.0, join us for one of our upcoming 6Ds 2.0 Webinars on September 8 or September 23. Webinar attendees will get special discounts on the book and other Fort Hill services.

  Join the conversation: The 6Ds LinkedIn Group and the FHC Blog

• Question:

  I just became comfortable with the concept that the Complete Learning Experience has Three Phases instead of just being an “event.” Now it is my understanding that your latest thinking on the subject indicates that the Complete Learning Experience should really include Four Phases. Can you please explain?

• 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

  Join the conversation: The 6Ds LinkedIn Group and the FHC Blog

• Question:

  I am hearing more and more about the importance of “learning transfer.” What is a good, short definition I can use to explain the concept to my colleagues in business and learning?

• 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?
  
  Join the conversation: The 6Ds LinkedIn Group and the FHC Blog

• Question:

  I wasn’t able to attend your session on “Learning Transfer Guaranteed” at the recent ASTD Meeting. I arrived just a couple of minutes late and it was so full they wouldn’t let anyone else in the room! What advice do you have for me if I want to guarantee Learning Transfer?

• Answer:

  This is a great question and one we have thought a lot about. Following are five things I would focus on first. (Obviously, we covered more in our sessions at ASTD, but these will get you a long way to your goal):

  1. Recognize that learning transfer is essential to turn training into business results. A good definition of learning transfer is: “The process of putting learning to work in a way that improves performance.” Without transfer, training adds no value; it’s what we call learning scrap. To guarantee learning transfer, you have to make transfer support tools and methods an integral part of every program design.

  2. Assess the current situation. Every continuous improvement effort starts with an assessment of the “as is.” An easy way to find out how “results ready” your programs are is to take the online 6Ds™ Challenge. You can see how your programs stack up against others in the database and where the greatest opportunities for improvement are. You can download a paper version to share with colleagues and we’ll even send you a free, personalized set of recommendations based on your answers.

  3. Clearly describe the new finish line of learning as improved performance on the job. You need to shift the mindset of your participants and their managers that the learning process does not stop at the end of the class or online program. The real finish line of a training program is reached only when participants achieve improved performance in their jobs. That requires transfer and application of new skills, behaviors, and knowledge over days or weeks.

  4. Deliver for application in the learning itself. Because the goal is “putting learning to work in a way that improves performance,” make sure that the way people learn new material and skills is as close as possible to the way in which they will have to use them in their work roles. The most valuable end-of-training evaluation questions are those that assess the extent to which participants understood the relevance and utility of the material and whether they feel prepared and motivated to use it.

  5. Provide support and accountability for transfer. If you want to make sure that your programs have impact, you must guarantee learning transfer. And to do that, you need new tools and approaches. “One definition of insanity is to do the same thing and expect a different result.” In our opinion, the single greatest breakthrough in corporate training and development has been the advent of automated, scalable follow-through tools that remind participants to take action, support coaching and managerial involvement, and foster collaborative learning. You can view an online demo of such a tool here.

  What are your thoughts about guaranteeing learning transfer – do you have any tips or techniques that might help other readers?

How about the rest of you? Join the discussion at: The 6Ds LinkedIn Group and the FHC Blog