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One of the biggest concerns within the Learning and Development community is what happens after the training element has taken place.

Currently only 15% of Learning and Development practitioners expect managers within their organisations to proactively support the effective implementation of learning in the workplace. Inevitably this means that 85% don’t expect that their managers will support the implementation of learning in the workplace!

It’s no longer good enough to simply hope for the best. The first part of planning in any training should be to ensure that it will be progressed right through to the end – this is why Learning Transfer is the third and final step of our TAP process.

We use our MACRO Learning Transfer System to ensure that learning is effectively embedded back into the workplace.

The TAP MACRO Learning Transfer System

M

M

Measurement

Measuring performance improvement and business impact proves the net added value of the L&D function, raising its credibility and status with senior management.

Systematically identifying base-line current performance up-front, and performance improvement after training, enables a credible chain of evidence for ROI calculations.

As training only ends when learners’ performance improvement has been measured, the L&D professionals, subject matter experts, line managers and learners maintain a focus on achieving the desired outcome. This strongly encourages and supports the transfer of learning to the workplace.

A

A

Accountability

Accountability greatly enhances the probability that learning does get transferred to the job.

When learners, L&D professionals and line managers know they will be held to account for their role in achieving desired outcomes, they invest more personal commitment and effort.

Line managers will be more attentive to any difficulties their direct reports are experiencing in applying their learning, assisting them to meet their personal commitments.

C

C

Collaboration

MACRO’s structured, cross-function approach breaks down any ‘silo’ mentality and stimulates collaboration – a fundamental requirement of a ‘learning organisation’.

Involving managers in the complete learning journey capitalises on their tacit knowledge, experience and expertise, whilst also ensuring their active support.

When employees observe the active support of their manager it increases their personal engagement and efforts to apply learning on the job.

R

R

Reinforcement

Systematically designing training as a continuous learning process (a ‘macro’ approach) rather than one-time courses (‘micro’ events) enhances the likelihood of sustainable transfer.

Designing appropriate performance support into the learning design at the outset reduces learners’ regression into old habits on return to work.

Increasing line managers’ active involvement in reinforcing learning through support, encouragement and coaching greatly enhances the extent to which learning is applied.

O

O

Outcomes-driven

Ensuring that training is aligned to business objectives and has specific and measurable desired outcomes prompts all stakeholders to prepare well for their contributions.

Specific performance goals focus learners on ‘doing’ rather than just ‘knowing’.

The new finish line maintains the involvement of all throughout the programme.

We run a course that focuses solely on Managing Learning Transfer. You can find out more about it by clicking here.

Alternatively, if you’d like to speak to one of the team about Learning Transfer simply call us on 02476 411288 or start a live chat between the hours of 9am and 5:30pm by clicking the message icon on this page.

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