By Martin Royal
In Part 1
of this blog series on training transfer, I introduced various strategies that trainees can adopt to help themselves apply what they learned in training to their work. In Part 2
, I presented ideas that leaders can implement to improve the transfer of learning back into the workplace. In Part 3, we will explore the Structural dimensions of our Safe Production Model and how they apply to training transfer strategies. These structural dimensions are the physical or organizational elements of your workplace that encourage this work. The structural dimensions of your organization may include actual training transfer practices, equipment and tools that encourage the application of training plans to implement the training strategy, etc.
In this blog post, I’ll share a few learning transfer practices that I have found to be highly effective. Read More...
By Martin Royal
Ensuring you have an effective training transfer strategy is fundamental to get the most out of your training investment. In Part 1
of this 4-part blog series on training transfer, I introduced various strategies that trainees can adopt to help themselves apply what they learned to their work. Part 2 focuses on ideas that leaders can put in place to improve transfer of learning with their teams. In our Safe Production Model, this is the dimension we refer to as Interpersonal dimensions. The Interpersonal dimension covers the aspects of the training transfer strategies that exist between individuals and focus on interactions, e.g. the social dynamics that encourage training transfer, the oversight provided to hold people accountable for applying training, the communication channels in place, etc. Read More...
By Martin Royal
It's been well established that training initiatives often result in a limited transfer of new knowledge back into the workplace. While you'll commonly hear that only 10% of what employees learn is implemented, this figure is actually closer to an average of 47%. According to a study done by Saks & Belcourt (2006), almost half of the information gained through training, by members of a training and development society, found its way into the workplace within a year of training. In any case, what this suggests is that the majority of training investment dollars don’t actually result in meaningful changes on the job. Read More...
By Kelly Cave & Julia Borges
Organizations face various challenges in today’s dynamic and complex world. With constantly changing technology, markets, and social trends, organizations must quickly learn and adapt in order to remain competitive within their markets. This increase in the importance of continuous learning has encouraged many organizations to transform themselves into learning organizations. A learning organization is an organization that places a high importance on learning and continuous improvement within their culture. This can be done by creating a supportive environment, implementing concrete learning processes, and encouraging leadership that reinforces learning (Garvin, Edmondson, & Gino, 2008). Whichever processes, methods, or practices leaders use to foster this type of culture, they all have a common goal: they want their team members to embrace continuous learning as a career-long process (Ellinger, 2004). As organizations work to become learning organizations, the more learning capability at the individual level becomes critical for success (Ellinger, 2004). Read More...