Turning Learning into Action: A Proven Methodology for Effective Transfer of Learning

It is also very important to get instructional design right because it will affect the outcome of the training. If we wanted to bake a beautiful birthday cake we wouldn’t start with rotten eggs, out-of-date flour and a bashed-up baking tin. The same is true of instructional design, so getting the basic principles right is essential.

Beyond Learning Objectives

There are, I believe, five reasons why the missing link has remained missing for so long: no ownership; wrong objective; obsession with content; obsession with evaluation; focus on learning not on change.

The only genuine finish line for any training is when behaviour has changed and there is a measureable change to performance and effectiveness as a result.

In Michael Leimbach’s report ‘Learning transfer model: a research-driven approach to enhancing learning effectiveness’ he identified 66 individual learning transfer activities across the 32 studies he analysed. Of the 66 separate activities the author was able to classify them into just 11 different activities across three primary categories: – lea

Threatening people with punishment or encouraging them with reward is not going to be much better when trying to motivate people to change. The most potent form of motivation is intrinsic motivation, which comes from within the individual and is fostered when that person can feel autonomous, competent and related to others.

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How the training is delivered makes very little difference to whether or not people will use that training in their daily working lives. Training professionals could and do argue that this is incorrect.

The problem, as we all know, is the gap between what we know and what we do with what we know.