Identifying Obstacles to Training Transfer

In a previous article I discussed how managers play a critical role in whether or not the employees they send to training actually apply what they learned in the program back on the job. I also discussed how Predictive Learning Analytics™ (PLA) can be used to identify which managers are likely to do a good and poor job of supporting training so that those likely to do a poor job can be targeted with initiatives to improve their approach. 

However, we know managers alone don't determine whether or not an employee is likely to apply back on the job what was learned in a training program. This blog will address how the PLA methodology also enables L&D professionals to identify what other obstacles are preventing learners from applying what they learned in a training program back on the job so that initiatives can be taken to mitigate or eliminate the obstacles. 

What factors lead to successful training transfer?

Training transfer is a function of three components: the Learning Program Design, the Learner, and the Learner's Work Environment.

These components also have what is known as a multiplicative relationship (Learning Program Design X Learner X Learner's Work Environment = Training Transfer) so that if any one of them is deficient, reduced training transfer is going to be the result. 

In addition to their inter-connectedness, it is also important to recognize that obstacles to training transfer can occur in any of these areas.

 For example, if learners don't see a learning program as relevant to themselves and their job (a program design issue) training transfer is likely to be negligible.

 Or, if a learner isn't confident in his or her ability to apply what was learned in a training program back on the job (a learner attribute issue), training transfer is again likely to be negligible.

 Or, if learner isn't actively engaged by his or her manager post-program regarding what was learned in a training program and how the learner intends to apply it back on the job (a work environment issue), training transfer is again unlikely.

 Now, imagine if you could identify all the obstacles that learners see getting in the way and preventing them from applying all that they learned in a training program back on the job - and have this information in time for you to do something to mitigate or eliminate the obstacles.

Sound too good to be true? It's not! 

How PLA helps you discover the obstacles to learning within your organization

Step 4 in the PLA methodology not only involves collecting data to calculate the amount of scrap learning associated with a learning program, but also includes gathering input from the learners themselves, 30-45 days post-program, regarding what obstacles are preventing them from applying all that they learned. The data is then organized according to common themes and patterns and a count is made of the number of times each obstacle is cited. This frequency information then serves as a way to prioritize which obstacles to address first, second, and so forth. 

Test your knowledge of obstacles to training transfer. Take the obstacles quiz.

For more information contact Ken Phillips at 847.231.6068 or ken@phillipsassociates.com or visit us at www.theplamethod.com