Transfer of Training 

by Jeff Parks

Organizations in the U.S. spend $62 billion per year on employee training.

Most assume that this will lead to a change in employee/team behavior or performance, but do very little to ensure that happens. Mary Broad's research helps define the "levers" that will move the training into learning and the learning into performance.

Three groups of people (Managers, Trainers, and Learners) contribute to this "Transfer of Training". As well, three time periods (before, during, and after training) are potential periods of influence. Broad's research has found that the most powerful influence comes from: 1st - the Manager before the training, 2nd - the Trainer before the training, and 3rd - the Manager after the training. Her research also tells us that the most  frequently used "transfer" approaches are: 1st - the Trainer during the training, 2nd - the Trainer before the training, and 3rd - the Learner during the training. The most obvious disconnect (and hugely under-leveraged approach) is the Manager's involvement  -  both before and after training.

MANAGERS BEFORE TRAINING: Managers set the tone for the training.  Their view of the importance of training and their expectations for the Learner after training are conveyed through their involvement (or lack thereof) prior to training, explanations of the training's need/value, willingness to let Learners apply the new knowledge and skills, and communications about what behaviors/performance is expected as an outcome of the training. In short, Managers send strong messages about whether the training is "real" or not ... and if Learners will have the opportunity to use the training upon their return.

TRAINERS BEFORE TRAINING: Trainers also send important messages in how they interact with the Learners before training. Are there any prerequisites before training? Do you need to prepare for the training (materials, mindset, bring a problem to solve, etc.) or just show up? What will we be learning and how does it fit together? All these issues are components of managing the expectations for the training.

MANAGERS AFTER TRAINING: Managers must be engaged after the employee's return from training. My favorite test to measure the Learner's achievement of the training objectives is to have Managers ask  ..  "So _____ (fill in the name) ... how was the training?". Savvy Managers can learn a lot from their employee's answer, including - what new knowledge and skills were gained, the employee's confidence level on these, how they intend to apply the learning, what resources they plan to use/will need to be successful, etc. The answer will never be stated that way or that completely, so Managers will need to probe and engage in discussion. Most importantly here, Managers need to convey the messages: "I'm willing and I encourage you to apply the new knowledge and skills" ... and ... "Here's how I'll be measuring if your learning has transferred into something that's valuable (to me or to the organization)".

LEARNERS AFTER TRAINING: Other levers are useful and somewhat under-leveraged. Increasingly, training events are designed to end with an action plan that the Learner can (also should and will) implement upon his/her return. Tightening up the linkages to ensure that really happens is another "target of opportunity".

The investments in training are huge, yet the expectations (and sometimes the results) remain minimal. Even well-designed and well-delivered training often leads to no change in behavior or performance. Managers, Learners, and Trainers all share a significant responsibility to ensure that "transfer" not only happens, but is maximized.

 Jeffrey Parks is the president of Performance Breakthroughs, Inc. (PBI), a management consulting company helping organizations, teams, and individuals achieve excellence and key organizational/business results. Parks, an expert in workforce training and performance improvement issues, is an instructor with our Managerial Development for Organizational Effectiveness Certificate program.

2011 National Facilities Management  

and Technology Conference & Exposition (NFMT)

Visit George Mason University's Office of Continuing Professional Education booth #1980 at the 2011 National Facilities Management and Technology Conference & Exposition. 

March 15-17, 2011

Baltimore Convention Center

Learn about Mason's Facility Management Certificate Program and the Professional Certificate in Sustainability for Existing Buildings in addition to the IFMA/FMP Credential Program.

This free, two-day trade show also features educational seminars designed to bring you the latest information on the products, technologies and services.  
 

For information on the Show visit the website at  http://www.nfmt.com.

For Mason course information, visit ocpe.gmu.edu.  Questions, please call 703-993-8335.