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Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
Learning Transfer to Performance
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Learning Transfer to Performance

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When creating training events, instructional designers need to consider how their targeted audience will use what they learn in their work performance. Without learning transfer, training fails.

When creating training events, instructional designers need to consider how their targeted audience will use what they learn in their work performance. Without learning transfer, training fails.

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  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Ask: Look at the last comment. What do you suppose this means? Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • [Title of the course] Oct 13, 2009 Copyright © 2004-2005 NameOfTheOrganization. All rights reserved.
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Practical Tactics that Improve the "Design" in Instructional Design 4 April 2008 Copyright © 2008 Gary Andrew DePaul, Ph.D. CPT
  • Transcript

    • 1. The learning transfer problem Three techniques to improve it Learning transfer
    • 2. Presenter: Gary DePaul <ul><li>Performance Management Learning & Development Knowledge Management ID Project Management </li></ul><ul><li>President, Tampa Bay ISPI </li></ul><ul><li>Workshop Presenter </li></ul>Accomplishments : More than eleven years, created methodologies, techniques and templates to enable instructional designers, knowledge managers, trainers, content developers, and performance consultants Education Doctorate of Philosophy Certified Performance Technologist (CPT) Contact [email_address] +1.941.586.4571
    • 3. Quotation “ We spend a lot of money to train our people on customer service, but we still get several customer complaints. I think that the fault is with the training department.” — The Boss
    • 4. Quotation “ When I became a supervisor, no one trained me. I just don’t understand why workers expect to be trained. Nobody has time for that. You need to roll up your sleeves and learn as you go. That’s how I did it.” A Great Supporter?
    • 5. Training results <ul><li>In a federal government training study, researchers found: </li></ul><ul><li>Training interventions: </li></ul><ul><ul><li>Did not always relate to performance needs </li></ul></ul><ul><ul><li>Did not help employees perform their jobs </li></ul></ul><ul><ul><li>Rarely linked to organization’s business goals </li></ul></ul><ul><li>Instructional designers used inadequate needs assessment procedures </li></ul><ul><li>Trainers did not have the knowledge and skills needed to support management and meet organizational needs </li></ul>1995 study by the Merit Systems Protection Board on Human Resource Development in the federal government
    • 6. Praise the training (Scenario 1) <ul><li>A business analyst returns from training and reports: </li></ul><ul><ul><li>Training on the new application was great </li></ul></ul><ul><ul><li>The application cannot work in this culture </li></ul></ul>
    • 7. Praise the training (Scenario 2) <ul><li>A supervisor reports that training was excellent </li></ul><ul><ul><li>The supervisor isn’t sure how the new knowledge will help with performance </li></ul></ul>
    • 8. Praise the training (Scenario 3) <ul><li>A director wants to apply a leadership technique that she learned from training </li></ul><ul><ul><li>The VP discourages her from trying </li></ul></ul>
    • 9. Praise the training <ul><li>In these three scenarios, the learners did not complain about the training </li></ul><ul><li>However, learning most likely will not transfer to performance </li></ul><ul><li>Learners’ experience: Possible frustration, confusion, or a diminished opportunity to apply what they learned to improve the ways of doing their work </li></ul>
    • 10. Do you agree? — Dugan Laird, Shanon Naquin, & Elwood Holton III, Approaches to training and development (2003) The transfer of learning into job performance is just as important, if not more important, than learning
    • 11. Do you agree? Without attention to transfer, good learning often results in no return to the organization — Dugan Laird, Shanon Naquin, & Elwood Holton III, Approaches to training and development (2003)
    • 12. Do you agree? — Dugan Laird, Shanon Naquin, & Elwood Holton III, Approaches to training and development (2003) Without transfer, training fails
    • 13. The problem If training does not result in learning transfer, guess who gets blamed!
    • 14. Transfer systems <ul><li>Transfer systems: All factors that influence the learning transfer to job performance </li></ul><ul><li>Includes things that training organization can control: </li></ul><ul><ul><li>Training materials </li></ul></ul><ul><ul><li>Instruction </li></ul></ul><ul><ul><li>Learning environment </li></ul></ul><ul><li>Includes the work environment where employees try to apply learning </li></ul>
    • 15. Learning objects > Performance
    • 16. Three ways you can help <ul><li>Engaging Managers </li></ul><ul><li>Involve learners before and after a learning event </li></ul><ul><li>Shift from content-centered to learner-centered </li></ul>
    • 17. 1: Engaging managers <ul><li>Managers should set the environment for learning. They need to create a learning roadmap for their employees and groups. Specifically, they need to: </li></ul><ul><li>Identify performance needs </li></ul><ul><li>Develop learning strategies for individuals and groups </li></ul><ul><li>Align learning to business goals </li></ul><ul><li>Support learning before, during, and after a learning intervention </li></ul><ul><li>Eliminate learning barriers </li></ul><ul><li>Reward learning and improved performance </li></ul>
    • 18. 1: Engaging managers <ul><li>As learning & development professionals, engage managers in the learning process </li></ul><ul><li>Identify managers who may be willing to accept this role </li></ul><ul><li>Coach the managers on how to engage their employees (using the ideas in the previous slide) </li></ul><ul><li>Measure manager successes </li></ul><ul><li>Determine a forum for marketing manager successes so that other managers can learn from their successes </li></ul>
    • 19. 2: Engaging learners: before & after <ul><li>Stop thinking of training as a single event </li></ul><ul><li>Need to design activities before and after a training event </li></ul>
    • 20. 2: Engaging learners: timeline Before During After <ul><li>Performance needs </li></ul><ul><li>Benefits / intended impact </li></ul><ul><li>Support network </li></ul><ul><li>Prerequisites </li></ul><ul><li>Assessments </li></ul><ul><li>Goals & objectives </li></ul><ul><li>Online resources </li></ul><ul><li>What’s in it for me? </li></ul><ul><li>Learning objectives </li></ul><ul><li>Content </li></ul><ul><li>Experience </li></ul><ul><li>Practice </li></ul><ul><li>Feedback / Rewards </li></ul><ul><li>Consultations </li></ul><ul><li>Action plans </li></ul><ul><li>“ After” Prep </li></ul><ul><li>Community of Practice </li></ul><ul><li>Assessments </li></ul><ul><li>Coaching </li></ul><ul><li>Feedback </li></ul><ul><li>Online resources </li></ul><ul><li>Environmental adjustments </li></ul><ul><li>Performance reviews </li></ul>
    • 21. 3: Content-centered vs. learner-centered <ul><li>These are traditional, content-centered action items </li></ul><ul><li>Review documents for key concepts </li></ul><ul><li>Logically sequence content </li></ul><ul><li>Study so that you can answer questions </li></ul><ul><li>Rehearse to appear credible </li></ul><ul><li>Build exercises to reinforce learning objectives </li></ul><ul><li>Verify that your content is accurate </li></ul>
    • 22. 3: Content-centered vs. learner-centered <ul><li>These are learner-centered action items </li></ul><ul><li>Gather information about learners </li></ul><ul><li>Discover problems that they encounter </li></ul><ul><li>Analyze performance barriers </li></ul><ul><li>Determine expectations around their performance </li></ul><ul><li>Create realistic tools, templates, and job aids to help learners perform </li></ul><ul><li>Determine the benefits for learners and the organization when they successfully perform </li></ul>
    • 23. Want more? <ul><li>Contact Gary DePaul, Ph.D., CPT for customizing special events for your organization </li></ul><ul><ul><li>[email_address] </li></ul></ul>

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