I'd be interested in hearing what others are doing to ensure that learning is embedded following attendance on a training course.
I'm particularly interested in the more intangible areas of management and soft skills training (since this doesn't easily lend itself to pre/post course assessment) and being able to demonstrate that the learning goes beyond the 1 day training event.
Thanks
Louise Cole
Related resources
Replies (5)
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Transfer of Learning
by Don Clarke
A brief and clear introduction - including an explanation of why transfer during a training event is important.
http://www.nwlink.com/~donclark/hrd/learning/transfer.html
Training Transfer and Behavior Change
by Susan M. Heathfield
Summaries and links to recommended articles about transfer:
http://humanresources.about.com/cs/trainingtransfer/
Improving the Transfer of Training
an adaptation of Broad and Newstrom's before/during/after matrix model with an extra row added for what the trainee's co-workers can do to assist transfer.
Http://www.reproline.jhu.edu/english/6read/6pi/tol/intro5_m.htm
Ten Ways to Make Training Stick
by Susan Boyd (1996)
Actually 30 ways - 10 before, 10 during, 10 after
http://www.astd.org/CMS/templates/index.html?template_id=1&articleid=10446
19 Ways to Help Transfer Training
by Bob Pike
Not a very creative list from the guru of Creating Training, but I do like idea No.13: Have participants keep a journal 5 minutes a day on how they are using the course. Schedule a meeting 21 days later on what worked from their journals.
Http://www.bobpikegroup.com/support/free/deep/19ways.html
A process approach to the transfer of training (part 1)
by Marguerite Foxon
http://www.ascilite.org.au/ajet/ajet9/foxon.html
A process approach to the transfer of training (part 2)
by Marguerite Foxon
http://www.ascilite.org.au/ajet/ajet10/foxon.html
Greenaway, R. (2002) "How Transfer Happens" in: Organisation Development: Topical Papers No. 5, February 2002, 39-55, Brathay, Ambleside. Send email to
[email protected]
As part of our blended soft skills training programmes, we have an integrated transfer of learning phase, which involves participants undertaking mini work-based assignments, each based around one or more of the key learning points from the course, that are open-ended so that each individual can dovetail the learning and the activity into their day-to-day role.
These activities often involve the line manager or peers and the participants complete a short reflective report after each, which is returned to the trainer.
We use a piece of software to schedule, co-ordinate and collate the results of these that provides valuable data to the trainer and organisation as to the postive change taking place on-the-job.
We use a post course questionnaire which is issued three to 6 months after trainng has taken place.
If training needs are identified during an appraisal process, the next appraisal round should show whether the skills deficit is still there. This is the micro or 'bottom-up' approach to training and its assessment, as opposed to big government, 'top-down' ways.
Hi Liz,
A usual way of monitoring training after the event of attendance on a programme is to follow Kirkpatricks 4 levels of assessment. Drop me an email and I will forward you an article I recently read about the way it is used :o) [email protected]
Andrew