Corporate training is a billion-dollar business. And why do organisations take the associated effort and enormous costs upon themselves? Why do we continue to send executives and employees to training? The answer from companies is usually: “We invest in training because we expect these investments to produce positive results for us. We expect trainees to learn, and then apply what they’ve learned to their world.” So, successful learning transfer is the goal and the key expectation behind the investment.
But are trainees aware of this? Do organisations manage to communicate their expectations clearly? Do we really live up to this expectation, or is it nothing but a vague declaration of intent? Are learning transfer expectations matched by concrete actions? And is transfer effectiveness something that is measured and optimised in the organisation?
Are we walking the talk?
We know from signal theory that organisations often say one thing and do – or signal with their actions – quite another (whether consciously or unconsciously). The latter is clearly more credible. So, what do we really do about learning transfer? And what do we signal through our actions?
Let’s take a critical look at various signals that, intentionally or not, indicate whether learning transfer is a nice-sounding buzzword or a clear expectation.
Congratulations! You were physically present!
Do you remember your school or university graduation? When you were proudly holding your certificate or diploma in your hands? It was a moment when you had completed a crucial phase in your life. You had crossed the finish line. You had successfully mastered everything that was required and reached the goal.
This – though not always as intense – is what trainees feel when they leave a training session with their certificate of attendance in their hands. They’ve completed everything that was required – goal achieved! The certificate is often issued at the end of the programme or training.
The end of the training is the finish line
But what do we confirm or certify? Is it transfer success? Successful implementation? No. In most cases it is simply a trainee’s physical presence during the training. Most certificates include the content that was covered and the training period. There is usually nothing about implementation or transfer success. Anyone that attended receives a certificate. So, the signal is that the end of the training is the finish line.
Redefine the finish line: Reward learning transfer success instead of physical presence
But what about learning transfer? If it is the goal and the company’s expectation, we need to make transfer success the finish line. Instead of issuing certificates at the end of training, thereby rewarding physical presence, we could make transfer success the finish line, which is acknowledged with a certificate. Certificates of transfer success instead of attendance would send a very clear signal of what the organisation expects.
What we say unintentionally
In her book “What Makes Training Really Work – the 12 levers of Transfer Effectiveness”, Dr. Ina Weinbauer-Heidel explores a lot of other signals that, intentionally or not, indicate whether transfer is a buzzword or a clear expectation. Once sensitised, you will be amazed at how many signals you find in your organisation and others. The following shows a small selection:
Signals that weaken transfer expectations in the organisation
- Attending the training is compulsory, but participating in follow-up sessions (or other transfer interventions) is voluntary.
- What it indicates: The key factor for me as a trainee is that I attend. Implementation or its reflection is an optional add-on.
- The training description roughly outlines training goals e.g., “Trainees improve their sales skills”.
- What it indicates: The company has only a vague idea of what the training should accomplish.
- Supervisors don’t invest time in transfer support. Transfer support is not part of the supervisor role.
- What it indicates: Transfer is not considered very important in the organisation. Mangers have more important things to do.
- Transfer planning at the end of training does not take place or only sporadically.
- What it indicates: Defining transfer intentions is not (or not an essential) part of the training.
- Trainees’ satisfaction with the training is evaluated.
- What it indicates: It is important to the organisation that the training is popular.
- Certificates are “automatically” issued at the end of the training.
- What it indicates: With completion of the training, the job is “done”.
- The organisation pays trainers for training, but not for transfer interventions.
- What it indicates: The training itself is crucial for the organisation; transfer is less important.
This is just a small collection of typical signals usually sent unintentionally. Consider your own organisation and its training programmes – what signals have you been sending to your trainees? Do they weaken transfer expectation?
Walk the talk: How to send strong signals of transfer expectations in the organisation
- Set clear transfer goals: Align your training programmes with your organisation’s objectives. Don’t just focus on what employees want to learn, but on what the organisation needs them to learn to be successful.
- Redefine the finish line: Move away from rewarding simple participation in training programmes. Instead, focus on rewarding employees who successfully apply what they have learned.
- Communicate transfer expectations: Let employees know that applying what they learn in training programmes is important, and that they will be supported in doing so.
- Provide opportunities for application: Give employees opportunities to use what they have learned in their work. This could involve providing on-the-job coaching or creating projects that allow employees to apply their new skills.
