The document discusses the importance of learning transfer for achieving business results from training investments. It emphasizes that great learning alone is not sufficient, learning must be transferred and applied on the job to improve performance. It provides guidance on defining business outcomes for training programs, using evidence-based instructional methods, providing support for performance, measuring results, and gaining manager commitment to drive learning transfer. The overall message is that learning transfer is vital for realizing the intended returns from training expenditures.

1. The world is more competitive than ever.
Learning is essential to keep pace.
Training is Significant investment.
Getting a return on that Investment requires both
‘Great Learning & Great Learning Transfer’.
Great Learning Transfer requires us to go on beyond
traditional Learning.
--- Beyond traditional Design Models
Why the “focus” on “Results”
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2. How do you define
“Learning Transfer”?
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3. What is Learning Transfer ?
Learning Transfer
Is the process of
Putting learning to Work
In a way that
improves performance.
-Wick et al(2010); 6 Disciplines of Breakthrough Learning
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4. Two Questions Drive Transfer
• Can I
• Will I
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5. Two Questions Drive Transfer
Can I
Will I
Did the Training Program actually teach me HOW
Do I have the Opportunity to
Am I Motivated to make the effort
-Do I think it will help me
- Will anybody notice if I do
- What does my manager think
- What do my peers think
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6. Six Disciplines work together to unlock learning transfer to ensure both
great learning and great results.
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7. Only reason that learning organizations exist is to
Drive Business Outcomes
Impart new knowledge and skills
Keep Employees happy and engaged.
Reduce the cost of doing business
Increase revenue
Business Case For Learning
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8. Business Case For Learning
Our Product is Improved Performance
• Not Courses or Programmes.
Our Value is the extent to which performance improves
• Not whether people liked the learning
• Or even how much they learned.
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9. Define Business Outcomes
What`s the Big Idea
• Training is a business function.
• The Goal is to drive Business
Outcomes.
• Learning Objectives are still necessary.
o But not sufficient
• We need to articulate benefits, not
just features.
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10. Learning Vs Business Outcomes
Traditional Learning
Objectives Business Outcomes
Time Frame
Focus
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11. Define Business Outcomes
Post attending Training Program, the learner will be
able to correctly define each steps of Selling Skill
process and give an example of how they could used
for in-clinic discussion effectively.
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12. Define Business Outcomes
Post attending Training Program, the learner will be
able to correctly define each steps of Selling Skill
process and give an example of how they could used
for in-clinic discussion effectively.
Learner will be able to apply Selling Skills principles
for in-clinic discussions and effectively increase sales
by 10%.
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13. Define Business Outcomes
1. What Business
Needs will be
met
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14. Define Business Outcomes
What Business
Needs will
be met
What will
participants
do
differently
and better
What or Who
could
confirm
these
changes
What are the
specific
criteria of
success
SURROUND
What
Business
Needs
will be met
What
Will Participants
Do different
& Better.
What & Who
Could confirm
Do different
& Better.
What
Are the
Specific
Criteria for
Success
TRANSFER CLIMATE
What
Else need
To be in
Place
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15. What can you do now
1. Review your Course Descriptions
2. Do they describe business benefits or just the
features (length, place, topics covered etc)
3. Connect to business sponsor
4. How business define success
5. Rewrite descriptions to focus on outcomes and
test them with stakeholders
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16. Finish Line of Learning
Question
When you award certificates, medals or credit, when do you give them?
-As soon as people sign up for the course
-When they complete the class or elearn module.
-When their on-the-job-performance improves
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17. Design the complete Experience
Learning is a process
-Not just a event.
What happens before and after training is as important as training itself.
The learning organisation does not control all the steps.
-However it can and should influence them
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18. An Example
Leading Insurance Organisation
4 Phase Leadership Development Seminar
1 Pre Course Teleconference
2 Preparatory Work
3 Week Long Intensive Training Programme
4 10 Weeks Learning Transfer support
5 3 months post course webcast
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19. What can we do now
Look at “Application Scorecard” to ensure that your design addresses the
complete experience.
Programs that include only part of it are incomplete and likely to fail
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23. Deliver for Application
What`s the big idea?
Help Learners cross the learning-doing gap.
Instructional method affects transfer success.
Active learning with practice and feedback is
essential.
o Most programmes try to convey too much
information
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24. Deliver for Application
Content
Covered is
Not Content
Learned
Evidence-Based Training Methods: A Guide for Training Professionals
by Ruth Colvin Clark
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25. Key Concepts
For adult learners, relevance and utility are
paramount.
We need to link learning topics and exercise
to business outcomes.
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26. What you can do now
Try to draw the value chain for all programs
Are the links strong? Can they be improved?
Desired Business
Outcomes
Skills & Behaviors
Required
Planned Learning
Experiences
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27. Perception of Effectiveness
Voice of Customer
• Only one quarter of
respondents to a recent
• McKinsey Survey said
their Training &
Development programs
measurably improved
business performance.
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28. Driving Learning Transfer
What`s the “Big Idea”?
Great Learning is essential.
You need both great learning and effective transfer.
No Transfer = No Results.
ACQUIRE
NEW
SKILLS
&
KNOWLEDGE
TRANSFER
TO
WORK
IMPROVE
PERFORMANCE
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29. Learning Transfer is Vital.
LEARNING X TRANSFER = RESULTS
LEARNING RESULTS
TRANSFER
Old
Finish
Line
New
Finish
Line
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30. Key Concepts
Transfer is the usually the missing link between
Training & Results.
• Greatest Source of Training Crap
• Best Opportunity to increase value.
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31. Typical Results
.
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32. .
To change behaviour and get
the results you want, you need
structure, support,
and accountability.
—Ken Blanchard, Know Can Do!
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33. Transfer Support
TRANSFER
Reminders
Reflection
Accountability
Coaching
Collaboration
Content
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34. What you can do now
Evaluate the transfer climate of a critical program.
Is transfer activity managed or left to chance.
Are you providing enough structure, Support,
Accountability.
If not,
• Include learning transfer support in program
designs.
• Explore the usage of automated transfer support
systems.
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35. Value of Performance Support
When is performance support more valuable.
a) When trying to master a new skill
b) When error is intolerable.
c) When performance is rarely done task.
d) When procedures change frequently.
e) All of the above.
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36. Deploy Performance Support
What`s the “Big idea”?.
-Performance support is vital
When learning new skills.
-Support increases learning
transfer & Business value.
-Can take many forms
• Job Aids
• Coaches
• Systems
Support
Only
Accountability
Only
Accountability
Plus Support
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37. Impact of Managers
Research proves that
“Immediate manager
has the potential to
either make or break
any training effort”.
Your Success depends on line managers

38. Enhance Engagement
Provide Specific
Instructions
Worksheets &
Checklists
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39. What you can do
1. Review a Critical Program
o Does it include all performance support.
If not add it.
2. Poll recently attended learners on the level of
managerial engagement.
o Share results with Senior management.
3. Provide managers with short, practical guides for
getting the most out of training program.
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40. What matters
The only result that business leaders care
about from a training programme is the
financial ROI
a) True
b) False
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41. Document Results
What’s the “Big Idea”?
Training must add value.
Measurement is essential.
-To prove value
-To improve future offerings.
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42. Guiding Principles.
Time Line from Learning to results
Intermediate
In Process
Check Data
Measures That really
Matters to
business
Training or
Other Structured
Learning
Acquisitions of New
Skill &
Knowledge
Transfer
Learning
To Work
Improved
Performance &
Business Outcomes
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43. Learning Vs Business Metrics.
Training needs to know Business want to know
How many people did we train?
How much did it cost?
How many courses did we
offer?
Were the facilitators effective?
Did they learn the material?
Are People Performing better?
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44. Guiding Principles
Relevant- To the business
objectives.
Credible – Believable &
Unbiased.
Compelling – Leads to
action
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45. Key Concepts
You must measure what you
claim.
o D6 must reflect D1.
Business leaders do not know or
care of Kirkpatrick.
o Report business in business
language, not learning jargon.
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46. What you can do now
Discuss a critical program with
the business sponsor
o What are the criteria for
success
o Do they feel you are providing,
relevant, credible and
compelling evidence of
success.
Make evaluation a required part
of program design.
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47. Putting it all together.
Applied the 6Ds to a program
Results-
Reduced client time to readiness.
Increased performance of new hires
Increased first year retention rates.
Cut program costs
Required Commitment to all phases of learning.
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