Training Best Practices:

LEARNING TRANSFER
 Training Best Practices: Learning Transfer

Introduction
The on-the-job application of knowledge or skills gained during a training experience is the ultimate goal of any
training program. However, research has shown that this transfer of learning probably will not happen if it is left
to chance or not considered in the design.

“Learning transfer is the process of putting learning to work

in a way that improves performance.”
Roy Pollock and Andy Jefferson (The Six Disciplines of Breakthrough Learning)

When designing instruction, we must remember that managers will not always reinforce the training after the
fact. The managers may not have the time or training to support or reinforce the training back on the job. But
because learning and training are ongoing processes—receiving information in an educational setting is simply
the first step in creating new on-the-job behaviors—a learning transfer strategy is essential for empowering
learners to apply new knowledge and skills to their job performance.

REMINDER: The process of gaining new knowledge is continuous and should happen before the
 event, during the event, and after the event.

The Best Practices document “Performance Management” also offers excellent thoughts on achieving results,
i.e., a “desired state,” within the context of ongoing, continuous learning. Asking the right questions about why
performance gaps exist will help generate effective strategies for learning transfer.

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 Training Best Practices: Learning Transfer

How Is Learning Transfer Vital to Performance?

The goal of training is to change a behavior exhibited on the job. This change may be needed because of new
technology, a changing process, or a need to improve a particular on-the-job performance. However, when a
learning transfer strategy has not been built into the training experience, the behaviors may not be sustained,
and a true return on the training investment may not be realized. Often, during training evaluations, learners say
that they did not get the time, resources, or opportunities to implement the knowledge and skills they learned
during the training. Having a learning transfer strategy can help alleviate this effect.

Take a close look at this diagram from Conrad Gottfredson’s and Bob Mosher’s Learning to Competency
Continuum, which illustrates how learning transfer leads to sustained behavior changes. Notice that the training,
in red, will decline dramatically with time if the “transfer” process is left to chance. In fact, that green transfer
section is the one defining issue between training and sustained learning.

Innova…on
Concept & On-the-Job and Con…nuous
Task Mastery Competence Improvement

Realize the TRUE

Value of training!
Leaving this to
chance extends
“Time to Compe-
tency”

TIME TO COMPETENCY
TRAIN TRANSFER S U S TA I N

Copyright Ontuive 2012

Gottfredson, C., Mosher, B. (2012, May). ‘We’re Lost but We’re Making Good Time”: Performance Support to the Rescue. Retrieved September 2018, from
https://www.learningsolutionsmag.com/articles/934/were-lost-but-were-making-good-time-performance-support-to-the-rescue

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 Training Best Practices: Learning Transfer

What Makes Learning Transfer So Challenging?

Time Required to Develop a Strategy
The first challenge instructional designers and trainers face is spending the appropriate amount of time
designing, developing, and delivering an experience that includes the transfer of learning. Robert Brinkerhoff
developed the 40/20/40 Model for High-Impact Learning, which describes the amount of effort that should be
spent on the design and development of each phase of a learning experience. In his model, more effort should
be spent on the experience before and after the actual learning event. Creating instructionally sound activities
before and after the event increases the learner’s ability to transfer new knowledge to a behavioral change.

Before the Learning Event Learning Event After the Learning Event

40% Effort
+ 20% Effort
+ 40% Effort

Planning, Instruction, Relevance, Translation,

Needs, Preparation,
Exercises, Materials, Management Feedback,
Goals, Motivation
Instructors, Location Organizational Obstacles

Brinkerhoff, Robert. Brinkerhoff, High Impact Learning.

Mismatch Between the Learning and Work Environments

A second challenge is that the environment in which someone learns a skill or behavior may look nothing
like their workplace environment. In order to overcome this challenge, an instructional designer must first
understand the behavioral objective and the context for that behavior. Then the instructional designer must try
to simulate the work environment as closely as possible.

Keep in mind that a work environment includes physical space and organizational hierarchy, but it also includes
dynamics, such as social norms, cultural expectations, and even political outlooks (in addition to “office politics”
between coworkers). The more you can understand and account for these factors, the better.

If the environment of the learning experience is created so that it closely replicates the actual work environment,
the transfer is known as Near Transfer. During the learning event, learners can practice and then be evaluated
on the task, providing a high degree of confidence that they will be able to replicate the behavior back on the job
(because the environments are similar).

When the learning environment cannot replicate the work environment, the learner needs to make a bigger leap
in applying the skill or changing behavior back on the job. This is known as Far Transfer. The learner can practice,
receive feedback, and be evaluated in the learning environment. But without a learning transfer strategy, a
behavioral change on the job is less likely to happen.
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 Training Best Practices: Learning Transfer

Near Transfer vs. Far Transfer

Type of Transfer Type of Behavior Example Additional Situations

Near Transfer • Procedural When teaching someone how to assemble • Assembling a new
The situation and use a new piece of equipment, piece of equipment
• How-to the learners can physically manipulate
in the learning • Completing an
• Step-by-step the device in the learning environment
environment is employee profile
with the same tools they would have on
similar to the • Skill based the job. The work environment can be
work environment duplicated, and the learner can practice
with feedback. Transfer of the skill back on
the job is relatively easy because the two
environments are nearly the same.

Far Transfer • Complex A learner is presented with the steps • Taking a client’s
The situation needed to respond to vaccine resistance health history
• Problem and is given the opportunity to practice
in the learning Solving • Implementing a
that skill. Unlike the learning environment,
environment is new policy
• Decision responding to vaccine resistance in a work
dissimilar to the environment may be impacted by the
Making • Deciding the best
work environment political environment, differing cultural course of action for
norms, and lack of resources. This may treatment
affect the learner’s ability to complete this
task when they are back on the job.

Lack of Proper Support

The work environment needs to support the new behaviors by providing the equipment and/or attitude needed
to apply the behavior. Aligning the learning objectives with the organizational measurements is a good place to
start.

• Modeling. Leadership must be involved with and support the new behavior. Creating a supportive
environment can be enhanced when leadership is modeling supportive behavior.

• Materials. When the challenge involves support materials, consider having the learners create the
support material during the learning event. Materials created by the learners help them internalize and
personalize the content.

• Motivation. Consider the learner’s motivation to apply the new behavior back on the job. This is the
difference between the learner asking, “Can I do this?” or “Will I do this?” If they are asking, “Can I do
this?” consider creating more practice opportunities either during or after the event. When the learner is
questioning, “Will I do this?” our challenge is motivation. Establishing why the new behavior is important
to each learner’s ability to perform back on the job is critical in motivating the learner to change. Be ready
with the answers to these questions.
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 Training Best Practices: Learning Transfer

Here are a few questions to consider when trying to determine the best learning transfer strategy.

Questions to Ask

 Will the work environment support the changed behavior?

Work environment  Is the environment ready for a new way?
 Are the organizational measurements going to reinforce the new
behavior?
 Is the training experience close to their work environment?

 Is the manager involved in the learner’s learning?

Leadership support
 Does the manager understand the change that needs to happen?

 Are job aids appropriate for the content?

Support materials
 Can the learners create their own job aids during the experience?

 Are the learners motivated to use the new skill or change their
Learner’s motivation behavior?

Who is Responsible for Learning Transfer?

In Courageous Training: Bold Actions for Business
Business-goal
Results, authors Robert Brinkeroff and Tim Mooney
discuss the pillars of courageous training.
Performance
One pillar, building whole-organization
responsibility for training impact, shifts the Win Hearts and Minds
success of training from only the trainer or Whole Organizaon
Responsibility
training department to also include others in the
organization. In the authors’ view, there needs to
be a consistent commitment and expectation of Organizaon
accountability from both the learners and their
Truthful Measurement
managers. and Evaluaon

When learners leave training, they should feel empowered to make behavior changes. The empowerment comes
from the knowledge they gained during the training and the support they will get from their manager.

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 Training Best Practices: Learning Transfer

Role Timing Responsibility

• Meet with manager/supervisor

Before
• Communicate any roadblocks to learning

During • Actively participate in the learning event

Learner • Meet with manager/supervisor to discuss what was learned, what support
is needed from the managers
• Apply new skills or behaviors, ask for support if needed
After
• Share learnings with peers/colleagues who may not have attended the
training
• Self-evaluate performance after the learning event

• Selection of appropriate learner

Before • Meet with learner to discuss expectations around the learning
• Remove any roadblocks for the learner

Manager /
During • Allow the learner to fully participate in the learning
Supervisor
• Meet with learner to discuss their new skills or behaviors
After
• Provide support and reinforcement of the new skills or behaviors
• Remove any roadblocks for the learner

• Make sure managers/supervisors and the learners understand the

Before importance placed on learning transfer as a process

• Ask managers/supervisors for impressions of the process in real time,

Policy Makers During
whenever possible.

• Reiterate to managers/supervisors your commitment to enabling success.

After Welcome feedback, questions, and requests.

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 Training Best Practices: Learning Transfer

• Communicate with the manager/supervisors about responsibilities during

the learning
Before • Communicate with the learners about any learning expectations
• Provide support and pre-event materials

• Conduct the learning event

Trainer During
• Support the learner in preparing post-training transfer

• Provide support for the manager/supervisor

After • Provide support for the learner as they apply the new skill or behavior
• Follow up on post training activities as included in their plans

The Coaching and Mentoring Best Practices guide offers specific lessons for contributing to effective ongoing
learning.

Strategies for Learning Transfer

Like the activities during a learning event, learning transfer strategies should be well thought-out and connected
to the learning objectives of the experience. Strategy needs to be centered around learners and their needs in
the workplace. When learners see a clear connection from classroom learning to their work environment, they
feel more motivated to make a change.

Here are a few strategies to consider.

Strategy: Empower Learners to Take Responsibility

Learner empowerment begins with the learner owning and taking responsibility for applying a new skill or
changing behavior. Strategies:

• Create an accountability document and partner: During or shortly after the learning event, encourage
learners to create an accountability document. This document should describe how they will hold
themselves accountable for applying what they learned. For example, it might describe the three steps
that the learner commits to taking by end of year. Take it a step further by pairing learners during training.
The two partners keep each other on track and share ideas for applying new skills or behaviors.

• Build in reflection time: Build time into the schedule for learners to process and reflect on information.
Provide one or two questions to help them think about how the content can be applied when they are
back at work.

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 Training Best Practices: Learning Transfer

• Create an action plan: Have learners create an action plan that can be used after the learning event. A
basic plan should include what behavior they are going to start or change, how they are going to start or
change it, anticipated roadblocks to the change, and additional resources they may need. This action plan
should be shared with their managers/supervisors when they return to work.

Strategy: Use Communication to Reinforce

Consider ways to use communication to reinforce learning transfer.

Before the training:

• Email: Provide the purpose of the learning event, expectations of the manager, and what the learner
can expect. Include any pre-work that may be helpful as learners prepare for training. If the learning is
focused on a complex behavior, create a learning contract that the manager can share with the learner.

• Pre-event conference call: If possible, schedule a short conference call with learners to review the
purpose the learning, how they can best participate, and to answer any questions they have. Holding a
conference call to set expectations saves time during the event, which allows for more time to practice
applying skills. Calls also puts the learner at ease prior to the event—a great benefit for all involved.

During the training:

• Welcome message: Send out a simple welcome message from the trainer or leadership reinforcing how
important the event is to the learner and to the organization.

After the training:

• Email or WhatsApp from trainer as a follow-up: A follow-up email or electronic message with a summary
of the learning event is a helpful reminder of the skills or behaviors that learners should be applying on
the job. Additional practice exercises, case studies, or a short quiz can be attached to provide additional
support.

• Recognition: Publicly recognize the learners who are applying new skills or behaviors during regular
meetings. This can be done by the trainer or manager. Such reinforcement does wonders for ongoing
motivation.

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 Training Best Practices: Learning Transfer

Strategy: Gain Leadership Support

The type of practice a learner gets and the feedback given to learners are important factors in promoting
learning transfer. So, be sure that leadership is prepared.

• Provide managers with what they need: Some managers may have a difficult time coaching someone
who has recently attended a learning event because they may not be familiar with the content
themselves. Providing managers/supervisors with a summary of the content will be helpful as they coach
learners on the job and discuss their role in learning transfer. List the enabling factors for learning transfer.

• Describe leadership’s role in a learning contract: A learning contract lists the skills or behaviors that
should change, how the manager will help support change on the job, and what the learners will do once
they are back in the work environment. The trainer can develop the contract and send it to managers.

Strategy: Introduce Spaced Practice and Support

In Spacing Learning Events Over Time – What the Research Says, Dr. Will Thalheimer discusses research on
spacing learning over time. During a learning event, the learning curve will ramp up quickly and peak toward
the end of the event. If reinforcement after the event is not provided, the learning curve will take an immediate
downturn and over time will be equal to where the learner started before the event. This is known as the
“Forgetting Curve.” By introducing spaced practice and support after a learning event, the learner can reverse
the downturn and maintain the level achieved at the end of the learning event. Repetition will help to maintain
learning levels.

Learning & Forgetting with Spacing during Learning Learning & Forgetting with Spacing On-the-Job

During Learning Remembering On-the-Job During Learning Remembering On-the-Job

100 100
Learning Learning
Curve Curve
80 80

60 60

40 40
Forgetting Forgetting
Curve Curve
20 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Spaced learning on the job

Spacing during learning Spaced learning makes turns the forgetting curve
slows learning slightly. memory much more into a learning-and-forgetting
resistant to forgetting. curve, improving memory.

Thalheimer, W. (2006, February). Spacing Learning Events Over Time: What the Research Says.
Retrieved June 1, 2018, from http://www.work-learning.com/catalog/

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 Training Best Practices: Learning Transfer
Strategy: Provide On-the-Job Support Materials
On-the-job support materials can include job aids, content summaries, or additional practice exercises. If the
training is focused on a system or software, the support should be built into the software, allowing the learner to
access the support while they are performing the task. According to Bob Mosher, on-the-job support can reduce
the time required in the classroom by half.

Here are a few practical examples. Many of these could be used during supportive supervision or during review
meetings, in order to reinforce learning transfer:

• Job aids: Job aids are a good way for learners to take learning back to the job. Many times, these aids
are created by a subject matter expert who already knows the information and has synthesized it for
the learner. Job aids can include images, process flows, diagrams and other visuals that allow learners
to process information in a different way. Aids are not a transcript of what was said in class, but rather a
succinct summary of key points that will support the learner when they are back on the job. During the
training event, allow learners time to create and share their own job aids. This allows them to synthesize
the information and gives a trainer the opportunity to evaluate learners’ understanding.

• Practice activities: Provide learners with activities that can be done in the work environment to apply
and reinforce new knowledge. These activities should be meaningful applications of the content and
not a recall of terms or content. Learners may personalize the activity to make it relevant to their work.
Managers will play an important role in guiding the employee through the activity.

• Behavior checklist: Providing the learner and manager/supervisor with a list of new behaviors can help
guide a conversation between the two as the learner begins to apply the learning. Behaviors can be in the
form of a rubric where different degrees of performance are described. This type of list gives learners and
managers a way to identify what the new behavior should look like.

• Multiple opportunities for practice: As information is being presented, it gets stored in the brain.
Creating opportunities for the learner to recall that information allows them to create a “path” to the
information. The more often learners are given opportunities to practice recalling the information, the
stronger the path becomes. Once a path is established, the practice activities can include slight variations
on the original practice. Word of caution: Varying the practice too much before the learner has a chance
to master it can cause the learner to become confused. Any prior learning is at risk of being lost. This is
especially true if the skill is so new they have no reference points.

• Varying modalities: Present information in varying modalities or forms to ensure learners understand
the information. This is critical when the transfer of learning is furthest from the work environment. Like
building a “path” with multiple opportunities for practice, varying the modality or how the information is
presented allows the learner to create an alternative path to the information.

• Use relevant graphics or images: The learners will find it easier to put themselves in a particular situation

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 Training Best Practices: Learning Transfer

if the images being used look like their environment. For example, if you are talking about providing
immunization in a rural clinic, avoid images of a city hospital that looks nothing like a typical clinic. Use
images in which the learners might see themselves performing the new behavior. When using graphics,
keep the text to a minimum. Allow the learner to use the graphic to form a meaning that is personal and
easier to recall on the job.

The Best Practices document on On-the-Job Training offers guidance on how and when to design on-the-job
training. For more examples of how scenario-based activities and role-play can provide effective evaluation
methods, again the Coaching and Mentoring Best Practices is recommended. It offers a variety of opportunities
to practice sample training activities.

Monitoring and Measuring Learning Transfer

Behavior checklists, learner contracts, client satisfaction, and meetings with the managers are all effective
methods for monitoring whether learning transfer is happening.

Another way to measure learning transfer is by measuring organizational outcomes when there is a strong
connection between the learning objective and the desired organizational outcome. When the objective is not
related to an organizational outcome, you may be training the wrong behavior. Remember, health workers do
what they are being measured to do. Make sure you are measuring the performances that are most crucial to
the achieving the outcomes your organization desires.

Evaluation
As always, keep in mind that all performance management must be ongoing and cyclical. The first step in
maintaining the gains of training is quantifying what the training has accomplished. In the case of learning
transfer, consider using the following methods at the close of training sessions, then returning at regular intervals
with these same questions. Compare responses with your learners and supervisors/managers.

• Allow the learner to self-assess, either narratively or using a standardized feedback sheet.

• Allow learners to privately evaluate the training session. Their anonymous feedback can be especially
helpful.

• Use a standardized feedback form to provide consistent and objective feedback to the new trainers.

Be sure to read the Evaluation Best Practices guide for more ideas on how, when, and why to evaluate effectively.
And, because this idea is so important, we will end with the key point we began with:

REMINDER: The process of gaining new knowledge is continuous and should happen before the
 event, during the event, and after the event.

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 Training Best Practices: Learning Transfer

Annex 1: Learning Transfer Strategies

Tool Transfer Type Strategy Challenge Addressed

• Email to manager
• Email to learner Leadership involvement
Near
• Pre-event conference call Learner motivation

• Welcome message

Before the • Learning contract

learning event
• Course materials available
• Email to manager Leadership involvement
Far
• Email to learner Learner motivation

• Pre-event conference call

• Welcome message

• Multiple opportunities to practice

• Varying modalities
Near Support materials
• Relevant graphics or images
• Job aids

During the
• Reflection time
learning event
• Action plan
Leadership involvement
• Multiple opportunities to practice
Far Work environment
• Varying modalities
Learner motivation
• Relevant graphics or images
• Job aids

• Meeting with manager

• Follow up email to learner
Leadership involvement
Near • Follow up email to manager
After the Work environment
• Practice activities/exercises
learning event
• Provide ongoing recognition

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 Training Best Practices: Learning Transfer

Tool Transfer Type Strategy Challenge Addressed

• Accountability document/partner
• On the job support
• Behavior checklist
Leadership involvement
After the • Meeting with manager
learning event Work environment
Far
(continued) • Follow up email to learner
Learner motivation
• Follow up email to manager
• Practice activities/exercises
• Recognition

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 Training Best Practices: Learning Transfer

Annex 2: Resources
Explore these resources for more information about learning transfer.

Courageous Training: Bold Actions for Business Results

Bold Actions for Business Results, by Tim Mooney and Robert Brinkerhoff

High Impact Learning

Strategies for Leveraging Performance and Business Results from Training Investments
by Robert O. Brinkerhoff and Anne M. Apking

“We’re Lost, But We’re Making Good Time”: Performance Support to the Rescue
Learning Solutions Magazine, by Conrad Gottfredson and Bob Mosher
https://www.learningsolutionsmag.com/articles/934/were-lost-but-were-making-good-time-
performance-support-to-the-rescue

The Six Disciplines of Breakthrough Learning

How to Turn Training and Development into Business Results, by Andres Jefferson, Roy Pollock,
and Calhoun Wick

Ten Ways to Measure Learning Impact

ATD Insight Website, by Ron Cowan and Carolyn Hansen
https://www.td.org/newsletters/atd-links/ten-ways-to-measure-learning-impact

Turning Learning into Action

A Proven Methodology for Effective Transfer of Learning, by Emma Weber

Lever Learning: Transfer of Learning Blogs

https://transferoflearning.com/blog/

Can They Do it in the Real World? Designing for Transfer of Learning

Learning Solutions Magazine, by Patti Shank
https://www.learningsolutionsmag.com/articles/288/can-they-do-it-in-the-real-world-
designing-for-transfer-of-learning

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