Part 2: Maximising Learning Transfer: The Importance of ‘Between’ Sessions
In the second instalment of our blog series on the implications of learning transfer, we will focus on the importance of what occurs between sessions. Effective learning transfer is crucial for ensuring that employees not only acquire new skills but also apply them in real-world situations. One of the most critical aspects of this process is what happens between sessions/modules of formal learning. This period can significantly influence the retention and application of knowledge gained during training. Often what well-meaning trainers and learning designers create as activities ‘between’ modules will not create sustained behavioural change. Here’s how organisations can maximise the impact of learning transfer during this vital phase.
Rethinking the Learning Cycle
Traditionally, learning was viewed as a linear process consisting of three distinct phases: before, during, and after a training session. However, in our fast-paced environment, we must shift our thinking to see learning, practice, and learning transfer as a distinct phase. Calling it all learning may be convenient, but the strategies need to be different for each distinct phase. This perspective allows for increasing the outcomes and impact from your learning interventions.
The Implementation Challenge
Many modular training programs have learners attend a module or session with a facilitator, go back to the workplace to practise their skills between sessions, and then return to the next module to discuss the application. This sounds reasonable and robust, but it often fails to deliver. Why? Put simply, the activity in the workplace will often be needed to build the skill, but even if they do the activity between modules, it doesn’t mean the learner will adopt it as part of their day-to-day process. The learning may get to a ‘can do’ stage, but will it get to the ‘do do’ stage on a regular basis? Unlikely.
So what can be done?
Key Strategies for Effective Learning Between Sessions
1. Encourage Reflection: It is essential for learners to take time to reflect not just on what they’ve learned, but how they are applying what they have learnt. Reflection helps solidify new information and promotes deeper understanding. Our approach to this is through learning breaks with Coach M or Turning Learning into Action conversations.
2. Provide Practical Application Opportunities: Learners must first practise their new skills in real-world contexts between sessions. If the learning session/module is short, and they haven’t had time to truly build the skill in the session, then they will need to have some kind of deliberate practice. This is the start of the application journey, BUT is often wrongly assumed to be enough. Practice might involve running a meeting in a new format or completing tasks that require the application of learned concepts. Know this is a key step in the process, but not the end.
3. Foster Accountability: Encouragement from managers and peers enhances accountability for applying new skills. Setting clear expectations and follow-up discussions using managers, AI or external coaches, can support learners to stay accountable to their commitments and action plans.
4. Create a Supportive Environment: The learning environment plays a critical role in skill application. Team members should feel comfortable discussing challenges they face while implementing new skills.
The time between formal learning sessions is not merely a gap; it’s a critical period for reinforcing and applying new skills. By fostering an environment that encourages reflection, practical application, accountability, and support, organisations can maximise the impact of their training programmes. Ultimately, this approach leads to sustained behavioural change and improved performance across teams.
Investing in effective strategies for between-session learning can significantly enhance overall organisational success.
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