MAXIMIZING YOUR TRAINING DOLLARS: DEVELOPING A MORE
EFFECTIVE AGENCY-WIDE TRANSFER OF LEARNING SYSTEM
2008 Annual Child Support Training Conference & Expo
Nora-Joanne Gerber, U.C. Davis Instructor
DESIRED OUTCOMES: By the end of this brief session, participants will
• Know the definition of Transfer of Learning as it relates to developing an agency-wide system
• Review the research regarding the impact of the 12 moments in Transfer Of Learning time – before,
during, and after the training event
• Explore behaviors that promote and hinder Transfer Of Learning– from the workshop to the workplace
• Draft the first step in an action plan for applying this information in their own work environment
Transfer of Learning – Definition
…ensuring that the knowledge and skills acquired during a learning intervention are applied on
the job…
The transfer of learning process is an interrelated series of tasks performed by Supervisors/Managers,
Trainers, Learners, and Co-workers Before, During and After a learning intervention in order to
maximize transfer of knowledge and skills that will improve job performance.
Many workplace trainers train like they were taught in school. Unlike traditional education models,
workplace-based adult learning is primarily concerned with creating the conditions as well as the
inclination and the competencies to transfer new tools and skills into daily practice on the job.
While school-based education usually occurs outside of context and frequently ignores issues of transfer
beyond the test, work place-based adult learning is all about melding practice with context. In adult
learning, training partners identify and then remove obstacles to application of the training to daily
workplace practices.
Adapted by Teresita-Castro McGee, Ph.D, Instructor for the 2008 U.C. Davis Training For Trainers
Institute, from the research at:http://www.nsf.gov/pubs/2003/nsf03212/nsf03212_1.pdf
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
1
WHY FOCUS ON TRANFER OF LEARNING?
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Improves quality of customer services
Protects training investments
Encourages and empowers learners
Improves accountability for implementation
Helps supervisors keep current
Enhances likelihood that interventions will target specific needs
WHAT ARE TYPICAL BARRIERS TO TRANSFER OF LEARNING?
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Lack of reinforcement on the job
Difficulties in the work environment
Non-supportive organizational culture
Learners’ perception that new skills are impractical
Learners’ discomfort with change
Separation from the instructional source
Negative peer pressure
Poor instructional design and delivery
Source: Broad, Mary, and John Newstrom, Transfer of Training, Addison Wesley,
Massachusetts, 1992.
THE LANGUAGE OF TRANSFER OF LEARNING
Action Planning * -- documenting (during training) the steps to be
taken to ensure transfer of learning back on the job.
Barriers to Transfer -- the set of actual and perceived factors that
inhibit the success of training and that act as impediments to transfer of training.
Cueing -- provision of stimuli (through questions, expectations,
assertions, etc.) to trainees (a) suggesting that the training to be
received will be relevant and useful, and/ or (b) evoking recall and usage of training received.
Domains of Learning * -- a taxonomy of the process of learning
(described by Bloom) which include
(a) cognitive domain (information/ data/ concept)
(b) affective domain (interests/ values/ beliefs/ behaviors)
(c) psychomotor domain (responses/ skills/ performance).
Competencies developed in all three domains form the foundation
for course development, and identify the desired training outcomes.
Imaging -- the process of imprinting in one's mind a mental picture
of improved behavior and using that vision to stimulate one's own appropriate behaviors.
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
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Learning Reinforcement Strategies * -- training activities which allow
the trainee to be exposed to new and prioritized information 6-8 times, utilizing all 3 modes of
processing language, all three domains of learning, and bridging both hemispheres of the brain.
Modes of Processing Language/ Information * -- the 3 different ways
(visual/ auditory/ kinesthetic) individuals "make sense of" information, particularly when written
or spoken language is used to disseminate information.
Outcome-Oriented Objectives -- behavioral statements of what
trainees should do once they return to their jobs.
Retention -- the degree to which newly acquired knowledge and
skills are remembered by the trainee following a learning experience.
Social Reinforcement -- any positive publicity, formal or informal,
provided to trainees that solidifies their new behaviors.
Teachable Moment -- a brief and often unplanned period in which
trainees are especially receptive to formal or informal training because they sense and accept their
own learning needs.
Training -- instructional experiences provided primarily by
employers for employees, designed to develop new skills and knowledge that are expected to be
applied immediately upon (or within a short time after) arrival on or return to the job.
Transfer of Learning/ Training -- the effective and continuing application,
by trainees to their jobs, of the knowledge and skills gained in training. Transfer may encompass
both maintenance of behavior and its generalization to new applications.
Transfer Partnership -- the vital cooperation of four key groups
(managers, trainers, trainees, and co-workers) which have a strong interest in a particular training
program and have agreed to work together to support the full application of the training to the job.
Unlearning -- the process of extinguishing or diminishing previous
knowledge or skills so as to remove those factors interfering with the learning process.
Source Code: * = Definitions per Nora Gerber; all others are from Transfer of Training,
Mary L. Broad & John W. Newstrom, Addison-Wesly Publishing, 1992.
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
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THE 12 MOMENTS IN TRANSFER OF LEARNING TIME
Do you know who has the most influence over whether or not information and skills transfer from the
training room to the workplace? Document your opinion/experience regarding the top 3 by placing the
numbers 1 through 3 in 3 selected boxes below. #1 would indicate whose actions you felt resulted in
the greatest impact, and when in the training process. Who and when, in your opinion, rates the 2 nd and
3rd most impact?
WHEN
WHO
BEFORE
DURING
AFTER
SUPERVISOR
MANAGER
TRAINER
PARTICIPANT
C0-WORKERS
What does this mean to you as a
Manager/Supervisor? Trainer?
Learner?
Transfer of Learning
Child Support Conference, October 2008
Co-Worker?
Nora Gerber, U.C. Davis Instructor
4
The Transfer of Learning Matrix
To read the full chart, go to http://www.intrah.org/tol/index.html
and click on a box. Extended information will pop up for you. This research grid is
from the field of Health, but the TOL concepts cross disciplines.
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
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The Transfer of Learning Matrix
TIME PERIODS
BEFORE
SUPERVISOR/
MANAGER
ROLE
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DURING
Supervisors involved in
planning, needs analysis
Select & invite appropriate
staff
Encourage and support
attendance
Help staff develop personal
learning plan
Provide time for trainees to
do pre-training activities
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Prevent interruptions
Transfer trainee’s
work to others
Support training
Monitor attendance
Know content and
purpose of training
Plan TOL process
AFTER
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Plan trainees reentry
Provide support to transfer
and practice new skills
Reduce job pressures
during learning period
Debrief trainee and trainer
Reward new skills
Recognize trainee’s
participation
What might HINDER the Transfer of Learning
during each of these time periods?
BEFORE
DURING
“Pssst… I need you out here for
a few minutes…NOW”
AFTER
Adapted from: Transfer of Training, Mary L. Broad and John W. Newstrom
And INTRAH.ORG
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
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The Transfer of Learning Matrix
BEFORE
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TRAINER
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DURING
Align curriculum with agency’s
needs/mission
Involve Supervisor and trainee in
design process
Help agency decide if training is
correct solution to problem
Conduct needs assessment and
identify the performance gap(s)
Provide pre-training materials and
information
Clarify with then provide realistic
training objectives in advance for
supervisors
Develop curriculum with
appropriate content
Clarify what trainees will benefit
from the training
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AFTER
Answer WIIFM with trainees
(connection to their learning plan)
Provide practical applications of
content
Prepare trainees for activities
Honor Adult Learner principles
Use diverse and appropriate
training methods to address
learning styles
Have group set behavior rules
Create a good physical learning
environment
Handle group dynamics
Provide individual feedback
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Provide follow-up
support
Debrief with
trainee and
supervisors
Conduct
evaluations and use
information to
improve training
Provide refresher
training
Develop job aids to
support Transfer of
Learning back on
the job
What might HINDER the Transfer of Learning
during each of these time periods?
BEFORE
Transfer of Learning
DURING
Data dump-dump-dump as the
primary delivery mode,
without time to process and
park the information.
Child Support Conference, October 2008
AFTER
Nora Gerber, U.C. Davis Instructor
7
The Transfer of Learning Matrix
BEFORE
PARTICIPANT/ LEARNER
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DURING
Provide input to training
program, needs analysis and
curriculum design
Explore training options
Complete pre-training
assignments
Develop personal learning
plan
Understand how training
will meet your learning
needs
Plan your work to minimize
interruptions during training
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AFTER
Link with a buddy
Participate
Be responsible for your
own learning
Support learning of
others (share
knowledge)
Ask for clarification
when needed
Give feedback to
trainer if the session is
not meeting your
learning needs
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Share learning with
supervisor and co-workers
Review and revise
personal learning plan
Arrange for mentor or
other trainees to support
your ongoing development
Give feedback to everyone
about the long term impact
of training
Schedule time to practice
new skills
Use job aids provided
What might HINDER the Transfer of Learning
during each of these time periods?
BEFORE
Make appointments or plans that
will compete with your ability to
complete the workshop/ focus
during training
Transfer of Learning
DURING
Child Support Conference, October 2008
AFTER
Nora Gerber, U.C. Davis Instructor
8
The Transfer of Learning Matrix
BEFORE
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CO-WORKERS/ OTHERS
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DURING
Participate in needs assessments.
Provide input to training program
Be aware of your co-workers’
training goals and the action plan
so you can expect ways to be
supportive
Share your thoughts and ideas
with your co-workers regarding
the topic.
Ask co-worker to bring back key
learning points to share with the
work group.
Share specific questions you’d
like them to ask the trainer
Ask them to bring back resource
materials to share
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AFTER
Volunteer to
“cover” / take on an
a duty for your coworker
If the co-worker has
interim learning
exercises, be
willing to
participate as
needed
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Be supportive of the coworker’s new ideas and
skills
Ask what they learned that
was helpful
Ask to see materials/
resources they received
during training
Observe their practice of
new skills, and give
feedback
If you have already
completed the training,
offer to mentor trainees to
support their ongoing
development
What might HINDER the Transfer of Learning
during each of these time periods?
BEFORE
Transfer of Learning
DURING
Child Support Conference, October 2008
AFTER
Say: “Well, that’s swell, but that’s
not actually how we do things
around her…so forget all that and
just do it this way.”
Nora Gerber, U.C. Davis Instructor
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Sample Websites about the Transfer of Learning
selected by Roger Greenaway, Reviewing Skills Training, who promotes ACTIVE LEARNING
GENERAL
Transfer of Learning
by Don Clarke
A brief and clear introduction - including an explanation of why transfer during a training event is
important.
http://www.nwlink.com/~donclark/hrd/learning/transfer.html
Training Transfer and Behavior Change
by Susan M. Heathfield
Summaries and links to recommended articles about transfer:
http://humanresources.about.com/cs/trainingtransfer/
The Strange Case of the Transfer of Training Estimate
by Robert Fitzpatrick
Be sure you don't join this list of authors who failed to check their sources and have propogated the
myth that only 10% of training works.
http://www.work-learning.com/georgenson.htm
Will at Work Learning - a research-based blog about learning, performance and transfer
by Will Thalheimer
http://www.willatworklearning.com
Work-Learning Research Catalog of articles (free and for sale)
by Will Thalheimer
http://www.work-learning.com/Catalog/index.htm
Follow-through, transfer and application
The Forthill Company specialises in follow-through, transfer and application
A list of articles on transfer by Cal Wick and others is maintained at:
http://www.forthillcompany.com/research/articles.html
THE TRANSFER OF LEARNING: BEFORE, DURING AND AFTER
The Transfer of Learning (with and without activities)
Two powerpoint presentations that include an adaptation of Broad and Newstrom's
before/during/after matrix model with an extra row added for what the trainee's co-workers can do to
assist transfer.
http://www.reproline.jhu.edu/english/5tools/5presgrp/presgrp.htm#Training
Ten Ways to Make Training Stick
by Susan Boyd (1996)
Actually 30 ways - 10 before, 10 during, 10 after
http://www.susan-boyd.com/10waysto.htm
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
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THE TRANSFER OF LEARNING: BEFORE
Ten Tips to Make Training Work
by Susan M. Heathfield
This is the condensed wisdom resulting from the author's 20 years' practice and reading.
http://humanresources.about.com/cs/training/l/aa081400a.htm
That Was a Great Class, But ...
by Allison Rosset
Provides examples of mixed messages (the training message not being supported back at work) and
consistent messages (the training message being well supported in the workplace). Useful checklists
for 'prequalifying' managers, supervisors and trainees for their training. Training will be a waste of
time unless all boxes are ticked 'agree'. 12 bullet points listing potential barriers to training transfer
and improved performance.
http://www.astd.org/CMS/templates/index.html?template_id=1&articleid=10988
(Click to view
archived copy at archive.org)
THE TRANSFER OF LEARNING: DURING
Transfer of Learning
by Alex Ip, Associate Director, CDTL
A brief, concise and realistic overview of key issues about transfer within and beyond the classroom.
Draws on the 'hugging' and 'bridging' strategies identified by Perkins and Salomon (i.e. hugging for
near transfer and bridging for far transfer)
http://www.cdtl.nus.edu.sg/Ideas/iot18.htm
THE TRANSFER OF LEARNING: AFTER
A process approach to the transfer of training (part 1)
by Marguerite Foxon
http://www.ascilite.org.au/ajet/ajet9/foxon.html
A process approach to the transfer of training (part 2)
by Marguerite Foxon
http://www.ascilite.org.au/ajet/ajet10/foxon.html
Everyone Wins! More Tips for Training Transfer
by Susan M. Heathfield
http://humanresources.about.com/od/trainingtransfer/l/aatraining_post.htm
Transfer of Learning
Child Support Conference, October 2008
Nora Gerber, U.C. Davis Instructor
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