Back to Basics Part 2: Effective Learning Transfer – inside or outside of the ‘classroom’
Continuing our series on learning transfer basics, we aim to deepen understanding so that together we can improve learning outcomes.
I was at a conference recently where there was a lot of conversation about learning in the flow of work. While I don’t want to get too caught up in language nuances, it could be argued that learning transfer itself, by its very nature, is learning in the flow of work. Learning is applied in your day-to-day role, and the very nature of application must be in the flow of work.
So maybe what we are talking about with learning in the flow of work is learning that doesn’t happen in the classroom. To some, this means informal learning, but again, language can trip us up. When you have classroom-based learning – which to me means just getting away from your desk into a space where your brain can easily slip into learning mode – it’s even more important to focus on learning transfer, as it’s in the transition that the learning can often be lost.
While some might say, “Well, let’s get rid of the transition by having the learning only happening in the role!” This may work for some skills, but for many soft skills or human skills, that’s harder to do.
Let’s assume for the purposes of our discussion today that classroom-based learning is happening in an organisation. (Again, terminology is so key here – even if it makes my skin crawl as I talk about classroom-based learning in a work environment. It makes it sound like learners are going back to school, being lectured by a ‘teacher,’ and sitting at desks. It feels patronising to even label the learning as such! The best learning is facilitated, it’s a discussion, it aids discovery and curiosity, and for layout, I prefer to have chairs in a circle and no desks. 😊) Putting this aside, let’s decide that great learning has occurred, away from the desk, and consider transfer.
Often, when learning professionals are trying to solve the dilemma of transfer, they do so by addressing what happens inside the classroom or learning environment.
Why would they focus on this? Quite simply, it’s because this is the area that the learning professionals feel they have the most control over. In reality, changes made here will have only a low level of impact.
Learning Transfer Beyond the Classroom (Virtual or Real!)
The focus of learning transfer should not solely be on what can be controlled within the learning environment. A well-designed training program or learning intervention should already incorporate essential elements such as reflection and application to daily roles. These aspects, while crucial for learning transfer, are fundamentally components of good learning design.
Factors Influencing Successful Learning Transfer
The most significant factors influencing successful learning transfer occur after learners leave the learning environment – when they are back in the flow of work. This includes both virtual and face-to-face settings.
One of the most impactful strategies is action planning. For optimal outcomes, learners create action plans during the learning process, ideally around three-quarters of the way through the program. This timing helps ensure they can think critically about how to apply what they’ve learned to their day-to-day roles.
Action Planning and Accountability
Effective action planning involves more than just creating a plan; it includes strategies for holding individuals accountable for implementing their plans. While involving managers in this process is often recommended, it is not always reliable. Even when managers are briefed and provided with cues, they frequently fail to effectively support learning transfer. Therefore, relying solely on managers is a flawed strategy.
Alternative Accountability Methods
Given the variability in manager involvement, it’s crucial to explore alternative methods for holding learners accountable. These methods can include:
1. Chatbot Tools: Utilising technology to check in with learners about their action plans – which Coach M does – this 2-minute video shares more.
2. Coaching: Engaging internal or external coaches who specialise in learning transfer.
3. Buddy Systems: Pairing learners with peers for mutual accountability. Finding a way to capture progress from these in a supportive way will ensure they happen.
4. Group Accountability: Forming groups where members hold each other accountable for their action plans.
These methods emphasise accountability and follow-through, rather than merely discussing content or theory. The real challenge lies in ensuring behavioural change, which is less enjoyable but more critical than theoretical discussions.
To close
Successful learning transfer hinges on what happens outside the classroom. Even with excellent learning design, without a robust transfer process, the impact can be minimal. Conversely, a well-executed transfer process can compensate for less-than-perfect learning design. The emphasis should always be on creating actionable plans and ensuring accountability to achieve lasting behavioural change.