changing transfer systems using the ltsi

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

www.LTSGlobal.com (888) 877-9531

TransferLogix CertificationChanging and Improving Transfer Systems

Using the Learning Transfer Systems Inventory (LTSI)

www.LTSGlobal.com (888) 877-9531

Dr. Reid BatesChief Research Officer/Learning Transfer Systems Global


Ability/Enabling Factors

© copyright Learning Transfer Solutions Global LLC

• Personal Capacity• Opportunity to Use

• Content Validity• Transfer Design


Motivation Factors


• Learner Readiness• Transfer Effort –

Performance Expectations• Performance – Outcome

Expectations

• Motivation to Transfer

• Performance Self-Efficacy


Work Environment Factors


• Openness to Change

• Supervisor Support• Supervisor Sanctions• Peer Support

• Performance Coaching• Positive Personal

Outcomes• Negative Personal

Outcomes


What’s Really Wrong? (Diagnosis for Learning Transfer System Change)

• Accurate diagnosis is an essential first step for changing transfer systems and improving learning transfer

• The LTSI– Diagnoses barriers & catalysts to transfer– Identifies leverage points for change



Insufficient Transfer

EnhancedTransfer

TheLearning Transfer System

Change Process

1Build Support for

System Diagnosis

2Conduct System Diagnosis

3Feedback to Stakeholders

4Plan System Changes

5Implement System Changes



1 – Build Support for Diagnosis

• Build partnerships with employees & managers– Make a case for transfer system improvement– Obtain management support

• Stress a “developmental” approach• Address confidentiality issues



2 - Diagnose the Transfer System

• Collect initial diagnostic data using the LTSI and TransferLogix

• Identify key transfer system gaps• Prioritize “leverage points” to be addressed



3 - Provide Feedback to Stakeholders

• Use TransferLogix to share results with trainees and supervisors– Report diagnostic data to management

• Focus on development/improvement– Avoid blame and criticism



4 - Plan System Changes

• Engage key stakeholders in a collaborative decision making process – Action planning in TransferLogix

• Make realistic decisions– Early victories– Things that can be fixed– Minimize resources & maximize results– Build a foundation of success & improvement



5 - Implement System Improvements

• Share ownership of system improvement• Overcome resistance of system members• Monitor progress of changes• Publicize successes• Take steps to institutionalize changes• Plan for reassessment



Strategies for Improving Transfer Systems

• Pre-training Strategies– Creating job-relevant training– Managing motivation to learn and transfer– Designing training for transfer

• During Training Strategies– Training delivery strategies

• Post-Training Strategies– Facilitating initial transfer efforts– Transfer maintenance strategies


Pre-Training Strategy 1:Match training content to job requirements• Immediate actions

– Review course content with SMEs to improve job relevance

– Follow up with trainees to find out what content works and doesn’t work

– Use SMEs to validate all course content prior to training

• Ongoing actions– Develop behavioral objectives

for all training.

– Use the NA function in TransferLogix to focus on “just the right content”

– Improve selection for training


Transfer System Factors:

• Content validity• Transfer effort – performance expectations • Motivation to transfer


Pre-Training Strategy 2:Build trainee readiness for learning & transfer

• Immediate actions– “Warm-up” employees for

training

– Engage trainees with supervisors in setting goals

– Enlist previous trainees with “war stories”

• Ongoing actions– Make skill gaps explicit

– Develop policies “requiring” attendance at important training

– Create a shared vision of training results



• Learner Readiness• Transfer effort – performance expectations (TEPE)• Motivation to transfer


Pre-Training Strategy 3:Engage supervisors in training/transfer process

• Immediate actions– Provide training orientation for

supervisors

– Solicit supervisors endorsement of training

– Have supervisor set explicit goals for training application

• Ongoing actions– Involve supervisors in needs

assessment & training design

– Involve supervisors in transfer goal-setting

– Make supervisors accountable for supporting transfer



• Learner Readiness• Transfer effort –

performance expectations

• Motivation to transfer

• Supervisor support• Supervisor opposition


Pre-Training Strategies• Strategy 1: Match training content to job requirements

– Base learning content on sound, thorough needs assessment

– Use SME’s who do the job to validate training content

• Strategy 2: Engage trainees in the needs assessment process– Assures training relevance and motivates trainees

– Collect data on “Best way to learn”

• Strategy 3: Develop behavioral objectives for each training event– Critical signals for trainers, trainees, and supervisors


Pre-Training Strategies• Build Pre-Training Motivation

– Strategy 4 : Create a shared vision of training results• Establish explicit links between training, important work outcomes, &

unit/organizational goals

– Strategy 5: “Prime” trainees about upcoming training• Pre-course assignments

• Give trainees the “WIIFM”

– Strategy 6: “Require” attendance at significant training initiatives

• Signals high value training


Pre-Training Strategies• Engage Supervisors

– Strategy 7: Provide training orientation for supervisors/managers

• Preview training program learning and performance objectives• Enables supervisors/managers to:

– Set expectations– Reinforce learning application/new behaviors– Identify support roles & support transfer

– Strategy 8: Involve supervisors/managers in the needs assessment process

• They know the performance outcomes– Assures needs assessment is closely tied to performance needs

• Generates buy-in and commitment• Managers/supervisors are key


Pre-Training Strategies• Strategy 9: Work with supervisors to create a

“clean desk”– Reduces initial job pressure following training– Creates opportunities for initial transfer attempts– Sends message that learning application is important

• Strategy 10: Have managers/supervisors work with trainees prior to training to set clear goals for learning and transfer

• TransferLogix “transfer contract” function

• Make them ‘public’


During Training StrategiesHow can we design and deliver learning events so

participants will know how to apply what they learn?

“The tasks of the job must serve as the basis for training new skills. A common flaw of training is to base courses on content, theory, or product features, teaching these in isolation and out of job context.”

“Any training that teaches procedures, theory, or facts out of context of the job puts the burden of making the transfer on the learner.”

Ruth Clark, (1998)Building Expertise: Cognitive methods for training and performance improvement


During Training Strategy 1:Build a foundation for transfer-focused training• Immediate actions

– Be clear about how content will be used on the job

– Match training materials & exercises to the tools, equipment, and resources on the job

• Ongoing actions– Base training on a careful job

analysis

– Have trainers shadow workers to understand application environment



• Learner Readiness• Transfer effort –

performance expectations • Motivation to transfer



During Training Strategy 2:Build capacity to transfer to job application• Immediate actions

– Use “ideas & applications” notebooks

– Form “cooperative learning & transfer” groups

– Enlist experienced workers as coaches

• Ongoing actions– Conduct “virtual” meetings with

trainees to discuss application experiences

– Engage supervisors . . .



• Learner Readiness• Transfer expectations • Motivation to transfer



During Training Strategy 3:Design learning experiences that foster transfer• Immediate actions

– Adaptive learning– Provide feedback and

“feed-forward” guidance– Form “cooperative learning

& transfer” groups– Devote at least 50% of

training time to application

• Ongoing actions– Create tools for evaluating

transfer capability



• Learner Readiness• Transfer expectations • Motivation to transfer



During Training Strategies• Strategy 11: Encourage the association of new

learning with existing knowledge and skills– Assign job-relevant project

– Utilize real work scenarios

– Form cooperative learning teams

– Use analogies

• 12 Train for Adaptive Transfer


During Training Strategies

• Strategy 12: Use Whole-Part-Whole Design– First whole: Provide an advance organizer, framework

for learning.• Also motivates

– Part: Teach/train to learner mastery of each ‘part’• Task sequencing

– Second whole: Link parts back together, summary and synthesis of key learning



• Strategy 13: Provide information to trainee about the adequacy of their performance.– Informational: Improves learning by helping learner determine

if they have performed correctly

– Motivational: When success is valued by learner

– Timing (ASAP)

– Specificity: Make sure learner understands relationship between feedback and behavior.


Strategy 15: Use Active, Work-Based Practice and Learning Techniques

• Demonstrations• Case Study• Role Playing• Field Practice

• “In-Basket”• Observations• Simulations• “War Stories”



During Training Strategies• Strategy 20: Require an “Ideas & Applications”

notebook– Make trainee notebooks part of course work– Builds interest and commitment – Lays foundation for action plan

• Strategy 16: Make training and work as similar as possible.– Physical Similarity: Do the physical factors in training match the

job?

– Psychological Similarity: Do the psychological factors of training match the job?


Strategy 17: Use Kolb’s experiential learning process to contextualize learning

ConcreteExperience

Observations &Reflections

Abstract Concepts &Generalizations

Apply to NewSituations



Learning Strategies in Kolb’s ModelKolb’s Stage Example Teaching Strategy

Concrete Experience Simulation, Case Study, Field trip, Real experience, Demonstrations

Observations and Reflections Discussion, Small groups

Abstract Concepts & Generalizations

Share content to develop principles Brainstorm “rules” or “guidelines”

Apply to New Situations

Lab experiences, On-the-Job experience, Internships, Practice sessions


During Training Strategies• Strategy 18: Imbed Transfer Strategies into

Training Delivery– Goal Setting

• specific, hard-to-reach

– Action Planning• self-management of transfer

• group action plans

– Prevent relapse• Identify & develop solutions to transfer barriers

• Fight a return to the ‘old way’


Post-Training Strategies• Strategy 19: Provide job performance aids that

support transfer– Easily accessible summary of key points or steps

essential in task performance– Memory cue: Keep applying new learning

• Key steps in effective sales presentation• Directory of ‘screens’ to access for different customer service

problems• Reminders of proper telephone etiquette• Safety procedures


Post-Training Strategies

• Strategy 20: Require an “Ideas & Applications” notebook– Make trainee notebooks part of course work– Builds interest and commitment – Lays foundation for action plan



• Strategy 21: Help trainees negotiate a contract with supervisors/managers– What elements of learning will I use?– What will I do differently?– What kinds of support do I need and from whom?



• Strategy 22: Facilitate re-entry planning– Trainer, supervisor, & trainee debriefing

• Set expectations

• Communicates support

• “Reality check”

• Mutually develop action plan



• Strategy 23: Work with supervisors/co-workers to provide opportunities to use– Strategies to reduce job pressure– Increase trainee capacity to use– Create opportunities for practice

• Assign to job tasks that require use


Post-Training Strategies• Strategy 24: Work with supervisors and managers

to reinforce and reward transfer– Consistent reinforcement– Informal rewards

• Recognition programs: Publicize transfer success

– Formal rewards• job assignments

• promotional opportunities

• material rewards



• Strategy 25: Evaluate transfer and transfer support efforts– Evaluation establishes accountability– Demonstrates results and value of transfer– Builds transfer supportive culture


A Transfer Partnership is Critical

TraineeSupervisor& Co-workers

Trainer

Organization


changing transfer systems using the ltsi

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