Transferring Learning

High training budgets and the demand to establish ROI has made the transfer of training from the classroom to performance a critical concern of trainers today. In 1992, the team of Mary L. Broad and John W. Newstrom conducted research on the transfer of training to the learner's actual performance. They surmised that learners only transfer some of what they learn into new contexts. Based on this, the research focused on finding means to promote transfer. Their research is still highly regarded.

Broad and Newstrom defined four sources that impact the transfer of learning. They include the learners, their immediate supervisor, the trainer, and the environment of the organization in general. If the supervisor and the organization, including peers, do not support the learner, the best training is wasted.

Transfer is highest when it is planned for. The planning begins with the learner discussing the training with a supervisor and understands how it fits into their personal and professional goals. After the training the plan continues with activities that allow the learner to demonstrate what was learned. The planning gives the learning purpose, shows support for the learner, and places accountability on the learner.

Supporters of learning transfer include:

• Training that resembles learner's actual environment, as much as possible
• Management support before and after training
• Conversations between learner and supervisor prior to training (Conversation does not have to focus on the training. Just the connection and interest raised the transfer rate significantly.)
• Discussions with learner about both professional and personal goals
• Learners develop a plan indicating how they will use the new skills Activities after training that hold learners accountable for learning (i.e., Learners reporting on what they learned)

Barriers to learning transfer include:

• Minimal management support
• Negative attitude by learners in which learning is considered unimportant or irrelevant
  
• Poor instructional design or delivery
• Negative peer environment that does not support learning
• Negative feelings about change in the work environment

For more information on Broad and Newstrom's research, look for their books, such as, Transfer of Training: Action-Packed Strategies to Ensure High Payoff from Training Investments.