This Tip looks at sixteen transfer factors that will increase the likelihood of successful transfer of new learning to work.
“Because we invest time, effort, and resources to create learning interventions, we hope to get a return on those investments in the form of some tangible benefit. This is usually some form of improved work outcome. Transfer, then, is our paramount goal.” Will Thalheimer
Transfer Factors
Will Thalheimer recently conducted research to identify the factors that support training transfer. Most are common knowledge or common sense. However, we should design our learning experiences to incorporate them. As a result, we will increase the likelihood of successful transfer of learned concepts and skills to their use in work situations.
Here is what he found:
1.Skill Development.
Learners who develop skills during training will be more successful.
2.Concept Learning.
Learners who learn concepts during training will be more successful.
3.Learners who are motivated.
Learners who are motivated to apply what they’ve learned to their work will be more successful.
4.Early Application.
Learners are more likely to achieve success if they have early opportunities to take what they’ve learned and utilize it in their work.
5.Post-Training Success.
A learner can learn poorly during training. However, if motivated and engaged in subsequent on-the-job learning, they can be successful.
6.Realistic Practice.
For transfer to occur, give learners practice on tasks that are similar to those they will have to perform in the future.
7. Goals.
Learners who set goals to use their new learning improve the likelihood they’ll achieve transfer.
8.Triggered Action Planning.
Triggered action planning involves identifying:
- the goals,
- the situations when the need for a goal-related action will arise, and
- the specific actions to take when in that situation.
Learners who utilize triggered action planning will be more likely to engage in application activities than learners who have goals alone.
9.Supportive Supervisors.
Learners with supervisors who encourage, support, and monitor learning transfer are more likely to be successful.
10.Supportive Climate.
Learners who work where there is a supportive climate are more likely to successfully transfer.
11.No Immediate Results.
Outcomes may take time to be realized.
12.Short Learning to Transfer Time.
The longer the time between training and transfer, the less likely that training-generated knowledge will create benefits.
13.Success.
The more success learners have in their first attempts to use their new learning, the more likely they are to persevere in more transfer-supporting behaviors.
14.Reinforce Motivation.
It should not be assumed that learners will maintain the same level of motivation to apply what they’ve learned throughout the learning-to-transfer process.
15.Influences.
It is possible to influence transfer at different times during the learning-to-transfer process- most notably before, during, and after training.
16.More Time.
Many interventions have shown limited or weak results in the research literature. However, a large majority of the interventions utilized less than two hours of time. With such limited learner engagement, we may expect weak results.
Transfer success is affected by what happens before, during and after a learning experience. We need to educate supervisors about the importance of their involvement, since almost half of the factors (4,5, 9, 10, 12, 14, and 15) fall under their control. Armed with knowledge of these factors and partnered with the supervisors, we should (eventually) see improved work outcomes.
May your learning be sweet.
Deborah
If your trainers would benefit from learning how to use these design factorss, please book a call to discuss a tailored train the trainer program. https://laurelandassociates.com/contact
