• 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

Roy led an interactive presentation on The 6Ds Methodology and spoke about how to leverage technologies available to the multi-family housing industry to enhance the value of learning programs. Don Sanders (Vice President, Marketing & Training for the Cornerstone Group) and Mark Sadosky (Assistant Vice President, Sales for Equity Residential) gave industry-specific examples. Each attendee received a copy of the second edition of The Six Disciplines of Breakthrough Learning, compliments of CallSource, a leading provider of marketing, sales, and training tools to businesses of every size and type.

Throughout the year, Fort Hill thought leaders travel around the world to teach The 6Ds Methodology. Attending one of these presentations is a great way to learn more about new research and practical ideas for improving learning transfer. Follow us through our Linkedin group and Webpage to learn where you can find conferences with Fort Hill presenters. Contact info@forthillcompany.com to schedule one of our popular presenters for your next conference or upcoming continuing education program.

July 27, 2010: I am in Hyderabad, the new Silicon Valley of India, to present a 6Ds Workshop for one of our multi-national clients. It’s an amazing, overwhelming, bustling, happening place!

Buildings going up in Hyderabad as more international companies open offices in India.

Towering cranes punctuate the skyline as firms from around the world race to build new offices here. An 8-lane superhighway to the spanking new airport is almost finished.  Auto-rickshaws contend with bullock carts and BMWs for the right of way.

I am experiencing firsthand what Thomas Friedman meant when he wrote The World is Flat.

In Mumbai, I visited a Call Center where 5,000 representatives handle credit card inquiries from the USA and Canada. Call routing software seamlessly distributes calls between Mumbai and a center in the USA based on the next available representative. Technology has completely erased national boundaries and the traditional barriers of time and space.

Street scene, Mumbai.

Firms are hiring hundreds of new workers at a time.  Needless to say, training is critical to prepare these workers for their new jobs in the global economy.  Not surprisingly, companies here are investing heavily in employee development.

I was pleasantly surprised to discover at the Learning and Organizational Development Roundtable in Mumbai that many companies in India are already familiar with The Six Disciplines of Breakthrough Learning and have begun actively implementing the 6Ds.

And that makes me wonder:  Why have firms in more developed countries been slow to address the learning transfer issue? Why do we continue to tolerate high levels of learning scrap and inefficiency? Perhaps rapidly growing firms recognize that education and continuous learning are important sources of competitive advantage.  Perhaps it is because already established companies find it harder to innovate.

Whatever the case, it seems to me that companies—wherever they are in the world—that embrace new approaches to driving learning transfer will enjoy a competitive edge.

In an ever flatter and more knowledge-driven world, isn’t it time we all looked more critically at the training process?

Join the conversation:  Share some of your experiences in India and your thoughts on what companies can do to give learning an even greater competitive advantage.

• 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

• 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

  ]]> http://www.forthillcompany.com/2010/06/defining-learning-transfer/feed/ 0 http://www.forthillcompany.com/2010/06/learning-alert-39-learning-transfer-guaranteed/ http://www.forthillcompany.com/2010/06/learning-alert-39-learning-transfer-guaranteed/#comments Wed, 02 Jun 2010 20:04:58 +0000 admin http://www.forthillcompany.com/?p=2828

• 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

What pleasantly surprised us is that all three “sold out” – they finally had to close the doors because we reached the fire marshal’s occupancy limit, even though the rooms held over 350 people.  So I have been thinking about why the topic proved so popular.  My thoughts are below, what are yours?  Join the conversation at: The 6D’s Group on LinkedIn

• Maybe the recession last year was a wake-up call for training and development.  An awful lot of training departments were decimated, cut back much more than other departments.  That suggests to me that we need to do even more to prove our value, and the greatest opportunity is in improving learning transfer – the amount of learning that actually gets used on the job to improve performance.

• Perhaps it is that business and workplace learning professionals are finally ready to acknowledge the “elephant in the room”—that is the widespread knowledge that an awful lot of learning goes to waste (some say as much as 80%) because it never gets transferred and applied.

• Or maybe it is because we finally have learned enough and have practical and scalable tools that can truly guarantee a significant boost in the amount of learning transfer.  Practicing The 6Ds: The 6Ds of Breakthrough Learning and using a learning transfer support system like ResultsEngine, increases the return from the same training investment.

Whatever the reason, we were delighted with the turn out; we seem to have struck a chord with training professionals.  What do you think is going on?  What do we need to do to focus even greater attention on learning transfer?

Andy Jefferson

Monday: Part One – Learning Transfer Guaranteed: Creating the New Finish Line of Learning, the first of a three part series at 2:15 p.m. in Room W 475 AB. In this session will build the case for Learning Transfer (the process of putting learning to work in a way that improves performance), how to shift from learning outcomes to business outcomes, and document post program workplace results.

Tuesday: Part Two - Learning Transfer Guaranteed: Designing and Delivering Learning Programs for Application at 1:45 p.m. in room W 475 AB) Andy and Cal will show why Learning Transfer begins before participants ever show up and how to deliver learning so it becomes a process and not an event.

Wednesday: Part Three – Learning Transfer Guaranteed: Driving Follow-Through and Deploying Active Support at 10:30 a.m. in room W 475 AB. This session will cause you to extend the reach of your learning into the post course environment and provide your participants with performance support that makes it easy to put learning to work.

To put those who attend in the center of the action, each session will include the premier of a new video case study titled, “What Would You Do Now?” Each case study is based on game changing work of a Fort Hill client.

Also if you are interested in learning about Fort Hill’s updated Learning Transfer Management System, ResultsEngine® (formerly Friday5s®), and how leading companies are leveraging the 6Ds to approach their learning programs as a process (not an event) as well as our new Learning Transfer Guarantee, be sure and stop by Fort Hill’s Booth # (1604).

We look forward to spending time with you in Chicago!

• Answer:

  The two are joined at the hip; a person’s satisfaction with something they have purchased depends on how well the product or service meets their expectations.

  When a business purchases training – whether from an internal training department or from an external provider -they expect their trainee’s performance to improve afterward. It is the fundamental training brand promise: “Give us resources and your people’s time and we will improve their performance.” Ultimately, for training to be valued by its customers, it has to fulfill this expectation.

  To fulfill your customers’ expectations – and build a strong learning brand – you have to know what those expectations are or you are likely to miss the mark. Remember that customers have expectations of training, even if they do not always articulate them. It’s vital for you to work with business leaders to make their expectations explicit and be sure they are something you can reasonably deliver; otherwise, you are “flying blind” and likely to crash.

  One of my favorite techniques to help become clear and aligned with customer expectations is to prepare a report showcasing the results and key metrics delivered from the program before designing or running the actual program. In addition to being clear from the very beginning, this process also helps engage your buyer, making them that much more vested in delivering those outcomes. It’s kind of like being at a restaurant and seeing the dishes go by your table before you place your order. As a customer, this sneak peak at what’s to come helps inform the decision that often translates into a more satisfying meal.

  What you will discover is that the business leaders expect more than just great training; they expect to see on-the-job improvement as a result. This has several important implications. First, you have to make sure the training gets transferred, not just delivered. This means you have to include learning transfer management (D4) and performance support (D5) as part of the overall program design (see The 6Ds of Breakthrough Learning).

  The second implication is that you need to measure outcomes that are directly relevant to the customers’ expectations. Typically, this will require some assessment of on-the-job performance, not just whether trainees liked the course or if they learned something – the real question is: “Did they use it and did it help their performance?”

  If you are interested in learning more about what you can do to deliver on the promise of learning, please consider:

  • Attending the “Learning Transfer Guaranteed” sessions by Cal Wick and Andy Jefferson at this year’s ASTD International Conference. (M204, TU204, W204)
  • Stopping by the Fort Hill Company booth (1604) at the ASTD Conference to speak to one of our transfer experts and learn about our new learning transfer guarantee
  • Joining our 6Ds Linked-in group and tap into the expertise of other progressive learning leaders.

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