increasing training impact_a guide for practitioners

8/3/2019 Increasing Training Impact_a Guide for Practitioners

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Elwood F. "Ed" Holton III, is CEO of Learning Transfer Solutions

Global LLC and Jones S. Davis Distinguished Professor of Human

Resource, Leadership and Organization Development at Louisiana

State University, USA. Dr. Holton has led efforts to create theLearning Transfer System Inventory and the Training Transfer

Solution system over the last 15 years. With over 200 articles and

17 books, he is widely considered to be an international expert on

human resource development and particularly learning transfer.

Contact him [email protected]

Dr. Ed Holton is one of the premier experts in learning transfer. Great to work with and extremely

professional.November 29, 2010 Robin Kistler,

Director, LSU Executive Education, LSU -Stephenson Entrepreneurship Institute

Ed Holton is one of, if not the, foremost experts in the area of transfer of training and perhaps HRD ingeneral. He has rather ingeniously used the fruits of his career-long research and experience andshaped it into the tools that companies can and should benefit from. Having personally worked withEd on research projects in this area I can definitively say that his solutions are meticulouslydeveloped and designed and boast rigorous theoretical framework (not something you encounterfrequently in HRD consulting). At the same time Eds tools and methods are designed for the real -world, demonstrating his exceptional ability to connect research and practice. Last but not least, he isa pleasure to work with, approachable, and down-to-earth and I have always walked away from aconversation with him feeling like Ive learned something new.November 21, 2010

Bogdan Yamkovenko, PhDOrganizational Development and Research

Coordinator, The Shaw Group

I regard Ed Holton as among the leading experts in the world on the subject of transfer of learning.Although he has written widely and is highly-regarded in the academic community, his unique gift isthe ability to convert ideas to practice and make a real difference in the effectiveness of learning

initiatives in organizations.November 19, 2010Tim Baldwin,

Eveleigh Professor of Business Leadership,Kelley School of Business
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Strategic training/HR is a higher

level of practice. It is about being a

strategic partner by providing your

organization with people who have

the expertise and competence to

enable the organization to achieve

its strategic goals. It requires

understanding the organization's

"business" and then making sure

people can perform at the level

required.

Recently there was a discussion on LinkedIn asking

whether needs assessment could be skipped. I couldn't

believe this question was even asked!

I am teaching a needs assessment course at LSU this

fall and we had an interesting discussion about this. I'll

admit my bias upfront--needs assessment is

ESSENTIAL to make transfer happen.

As many know we have studied factors affecting transfer

for the last 15 years. One finding that shows up in every

study we do is that Content Validity is rated as

weak...somewhere is the mid-range. And we have seen

this in 25 countries around the world, in the private and

public sector, and in all different types of training. This

tells us that trainees are usually encountering training

content that is not well targeted to what they need on the

job.

How can we expect to make transfer happen if we are

not targeting our training to EXACTLY what trainees

need? All we do is run up the cost--and down the ROI--

when we skip needs assessment. And we all know that

trainees hate it when they have to sit through a class

that is not what they need.

Training is "dead on arrival" as far as transfer isconcerned if we don't have high Content Validity. And

they ONLY way to get the content right is through good

needs assessment.

I say its not optional. In fact, I think it is professional

malpractice to NOT do it. We owe it to our trainees, our

organizations, and to ourselves to deliver training that is

a "rifle shot"--carefully targeted to precisely what trainees

need...nothing more, nothing less.

Learning Transfer Is Fundamental To Strategic

Human Resource Development

Training/HR engages in two types of activity--tactical and

strategic. Tactical training/HR is the stuff we are all very

familiar and comfortable with. For training departments

it is the daily task of designing and delivering training

For HR, it is the nuts and bolts of hiring employees,

benefits management, avoiding legal issues, etc.

Strategic training/HR is a higher level of practice. It is

about being a strategic partner by providing your

organization with people who have the expertise and

competence to enable the organization to achieve its

strategic goals. It requires understanding the
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If you aren't getting the resources

for learning that you want, then

improve your learning transfer to

increase the return on investment.

And, if your organization is treating

you as a cost center, then start

delivering real performance change

and their attitude will change.

organization's "business" and then making sure people

can perform at the level required.

What many training organizations miss is that learning

transfer is fundamental to delivering on the strategic

promise to the organization. For most organizations, the

lack of learning transfer is the weak link in the chain from

learning to achieving strategic goals. Think about it. If

your organization must have employees at a certain

level of performance to achieve its goals, and learning is

required to get them to that level of performance, then by

definition learning must transfer to job performance!

Tactical training/HR organizations can treat learning

transfer as optional because their own performance

metrics tend to be activity-based (# of classes

conducted, people trained, etc.). Strategic training/HR

organizations KNOW that learning transfer is not

optional because their performance metrics are results-

based--that is, the extent to which employees can

perform at the desired levels.

Here's your homework--ask yourself (honestly) is your

training/HR organization tactical, or strategic? And if you

want to be strategic, isn't it time you started working on

learning transfer?

This One Question Will Tell Whether Your Learning

Transfer System is Working.

You don't have to do a lot of sophisticated analysis to tel

whether your learning transfer system is working. Al

you have to do is ask yourself this one basic question:

When you try to get more learning resources, how does

the organization react?

You see, organizations spend money on initiatives they

believe will either help them achieve their goals better, or

help them save money.

So, if your answer is that your organization typically

resists giving you more resources, then most likely your
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The paradox is that most peoplewithin the learning enterprise fight

against accountability systems as

hard as they can. The message is

usually some form of "learning can't

be measured and evaluated" or

some other lofty principle that

essentially says "we shouldn't have

to be accountable."

learning transfer is poor. In this case, the organization

considers learning as a cost---and all costs should be

minimized in an organization.

On the other hand, if your organization typically will give

you more resources once you provide a reasonable

justification, the most likely your learning transfer is

good. In this case, your organization considers learning

to be an investment---and all investments must produce

a return. So if the organization is willing to give you

resources, then they trust that you can produce an

adequate return on the investment in learning.

It's really not much more

complicated than this. No

organizational decision maker

will ignore worthy

investments, at least not for

long.

The message here is this--if

you aren't getting the

resources for learning that

you want, then improve your

learning transfer to increase

the return on investment.

And, if your organization is treating you as a cost center,

then start delivering real performance change and their

attitude will change.

Accountability For Learning Results Is Everywhere--

But Still Resisted

Over the last few weeks I have read a variety of articles

about accountability for learning outcomes that really

started me thinking deeply

about the subject. I have a

few thoughts I want to

share.

First, was an article that hi

close to home abou

universities creating

scorecards to measure the

return on investment for a

professor's salary. With

most states under severe

budget pressure, the

question being asked is

"what are we getting for the money we pay professors."

Different universities are trying different systems but they

are all trying to answer that question.

Second, I continue to see article after article abou

accountability for the U.S. K-12 school systems. Thanks

to federal laws and regulations, most states have some

type of standard exams students must take to be

promoted and to graduate. In my state (Louisiana) they

are developing a system to track test performance to the

teacher level and ultimately to the educational institution

where the teachers are educated.
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And of course there is the organizational training world

where return on investment has been the mantra of

many consultants for several decades. Yet, our surveys

show that we have made little progress in getting the

profession to embrace any type of evaluation beyond

testing.

Doesn't anybody see the big picture here? The bottom

line (IMHO) is that society is telling us that the "learning

enterprise"--no matter what level or form it takes--MUST

be accountable for producing results that matter. The

paradox is that most people within the learning

enterprise fight against accountability systems as hard

as they can. The message is usually some form of

"learning can't be measured and evaluated" or someother lofty principle that essentially says "we shouldn't

have to be accountable."

Folks, I think that train has left the station. The question

is no longer IF the learning enterprise will be held

accountable, just how long before it happens. Learning

is no longer regarded as so sacred in our society or our

organizations to escape being held accountable.

So you have a choice to make. You can get on board

the train and help shape the accountability systems to be

the best they can be--even if imperfect. Or, you can

resist it like the K-12 systems did and have it imposed

upon you like a freight train running you over.

I suggest that you be a leader and make accountability

work for your learning initiatives. Its a whole lot more fun

to be the engine of the train than the caboose!!

Sometimes It Seems Like We Never Learn

This semester I am teaching a course in Needs

Assessment and today I listened to students present the

results of their field projects. I want to share the results

of one of them with you.

Here's the situation: Company X installs new computer

software which affects a lot of employees. A training

course is designed and all employees attend the same

course given well in advance of the new software

becoming live. Unfortunately, the employees aren'

using the software like they should. So my students go

off to find out why and propose solutions.

The findings:

Because the training was given well in advance

of them having to use the software, they didn't have the

opportunity to practice it so they forgot a lot of the

training

Each employee only uses a specific part of the

system but had to sit through training on everything....so

they were overwhelmed

No post-training job aids were provided to help

employees use the system


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My message is this: Don't sell yourself

short by ignoring learning transfer. It is

through transfer into action that your

teaching makes an impact. Don't settle

for less. Push yourself and your

organizations to expect more so you are

living up to your full potential as a

learning specialist or trainer. You owe it

to yourself.

Our prescriptions for training future new employees:

Break the training into short modules

Determine which modules are needed for each

job

Only train employees in what they need (at first)

Provide an opportunity to use the system

immediately after training

Provide quick reference job aids to help

employees learn faster

Sounds pretty simple right? But how many times have

you seen this initial approach repeated. I know I have

seen it MANY times. The reality is the initial approach

was more for the convenience of the trainers than the

employees!

So why do we keep making the same mistakes, over

and over? Sure its a little extra work but in this instance

the software was essential to the company's

business....so isn't it worth a little extra effort?

We should know better. No best practice or expert

would advocate a "one size fits all training without

immediate practice" but it is done every day in the real

world. I say its time that we stop this silliness and get

serious about creating training that really works--for the

employees and the organization!

You Won't Reach Yours As A Learning Specialist

Without Learning Transfer

Through all my writings and speaking engagements

have made the case for learning transfer in a variety of

ways. There is the economic argument, the

organizational argument, the obligation to our learners

argument....and more. What I haven't said enough

about lately is that WE OWE IT TO OURSELVES!

I just love helping people achieve their full potential.

love seeing my students grow and realize they are

capable of more than they thought they were. I love

seeing the excitement when people reach new levels of

satisfaction in their lives and careers.

I sincerely believe that most learning specialists and

trainers are giving up too much of their potential by not

working on learning transfer. Sure it feels good when

people learn, but it feels even better when people take

what you help them learn and use it to make an impact.


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So many people in our profession are missing out on the

wonderful satisfaction from seeing their learning make a

difference.

A large part of my passion for improving learning transfer

comes from wanting trainers to want more for

themselves. I believe we should reach higher and want

our learning to make a bigger impact in our

organizations. I am still searching for just the right way to

open everyone's eyes to the enormous power we hold in

our hands. Learning is so powerful when it is put to use

and makes such a huge difference in organizations so it

pains me when I see human resource departments that

aren't using learning to make a difference.

My message is this: Don't sell yourself short by ignoring

learning transfer. It is through transfer into action that

your teaching makes an impact. Don't settle for less.

Push yourself and your organizations to expect more so

you are living up to your full potential as a learning

specialist or trainer. You owe it to yourself.


9/12

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We used our Learning Transfer System

Inventory (LTSI) to investigate whether

there are any barriers to transfer. Much

to our surprise we learned that

supervisors were OPPOSING use of the

skills learned in this training. It didn't

make sense because these were the

same people who sent the trainee to the

class!

Several of the senior management team

did not support the training because it

was a different management style than

they used. This opposition "trickled

down" through the organization so that

trainees really couldn't use their new

skills.

How Senior Leaders Shape Your

Transfer System

Am working with a client right now that

offers some very useful lessons for

everyone. In this situation, an outside

training consultant is teaching

managerial skills to mostly first-line

managers. Most of their direct

supervisors--the middle layer of management--have

been through the training and are the ones sending their

direct reports to training. Sounds like a good situation

for transfer, right?

Wrong! We used our

Learning Transfer

System Inventory (LTSI)

to investigate whether

there are any barriers to

transfer. Much to our

surprise we learned that

supervisors were

OPPOSING use of the

skills learned in this

training. It didn't make

sense because these

were the same people who sent the trainee to the class!

When we talked to the client company, the HR Director

immediately identified the problem. Several of the senio

management team did not support the training because

it was a different management style than they used

This opposition "trickled down" through the organization

so that trainees really couldn't use their new skills.

This case

illustrates

the

powerfu

effec

senio

leaders

have on

the

transfe

system. Leaders often underestimate the symbolic

effect their actions--and inactions--have on their

followers. People in organizations watch senio

management closely to

identify what they care

about, and what they don'

care about.

The lesson is that senio

leadership is a powerfu

leverage point for change

Changing a transfe

system needs a senio

leadership champion. I

the senior leadership is a

barrier (as in this case)

then efforts to drive change from the bottom up will be a

long, frustrating up-hill climb. But if senior leadership


10/12

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We know that strong learning transf

and high ROI only happens whentraining is a process, not an event. Th

is, the learning transfer process start

well before the training event with

things such as good needs assessmen

strong behavioral (performance)

objectives, and supervisory engageme

prior to training. The process continuafter training with good follow-up,

effective coaching and mentoring, an

supports and resources to enable

participants to use the training.

Overarching all of this should be a

measurement system that gets beyo

level 1 happy sheets to actually meas

the extent to which participants use

learning on the job.

embraces learning transfer, promotes it, and holds the

organization accountable for it, then change can happen

quickly.

One key is that you have to measure transfer because,

as the old saying goes, "everything that's important in

organizations gets measured." If you don't measure

transfer, how will you ever convince employees that the

organization really cares about transfer?

So think about this: Who will be the senior "transfer

champion" in your organization? Show him/her the

potential ROI improvement that's possible. Then, start

leveraging his/her influence today to make learning

transfer happen.

Debunking HR's Favorite Excuse

I wish I had money for every time I have heard someone

in HR say "....but we don't control those things in the

organization" as a reason for not implementing a best

practice such as learning transfer. For some crazy

reason much of the HR profession has this illusion

(delusion) that others in an organization have control

over all the factors that lead to their success.

I am here to tell you that it simply isn't true. NOBODY in

an organization has control over all the factors that affect

their success. Success in organizations is really about

developing the ability to INFLUENCE others to get things

done.

I have heard this excuse for 25 years from human

resource professionals. Granted, professionals in staf

support roles (like HR) have less direct control over

employees than those in operating roles. But, here are

the facts:

this is true for ALL support organizations like

information technology, accounting, marketing

engineering, etc.

even people in direct operational roles have to

use influence to be successful.


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For some crazy reason much of the HR

profession has this illusion (delusion)

that others in an organization have

control over all the factors that lead to

their success.

Start with the end in mind, and the en

goal is PERFORMANCE, not learning.

That is, if you focus first on the

performance or behavior change you ar

trying to create rather than on learnin

content your training will immediately

become more powerful, will

fundamentally alter everything includin

your instructional design, your

instructional methods, and how you

engage the whole organization in

making the training effective. You wil

find that all your conversations about

training development and delivery wil

fundamentally change for the better.

I think it's time

to stop our

collective pity

party and step

up to the plate. If you really want to be successful

Give up on the delusion of control

Expand your sphere of INFLUENCE

Learn how to INFLUENCE others

Interestingly, once you do this you will find that yourpower grows and you can really get things done.

Are You Stuck In The "Event Running" Mode?

For too many years training has been considered just an

event. Training organizations focused on running events,

and the participants and supervisors in theorganization

considered training just an event. So, what's wrong with

that? We know that strong learning transfer and high

ROI only happens when training is a process, not an

event. That is, the learning transfer process starts well

before the training event with things such as good needs

assessment, strong behavioral (performance) objectives,

and supervisory engagement prior to training. The

process continues after training with good follow-up,

effective coaching and mentoring, and supports and

resources to enable participants to use the training.

Overarching all of this should be a measurement system

that gets beyond level 1 happy

sheets to actually measure the

extent to which participants use

learning on the job.

When training is just in the event

none of this happens. And when none of this happens

estimates are that only 10 to 30% of that learning gets

used on the job. Is that really a surprise?


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If we in training are ever to solve the learning transfer

problem, we have to break the event mindset and start

thinking about the entire learning AND performance

process. We have to get our participants to to stop

thinking of training is an event, and get their supervisors

to stop doing the same. As long as we continue with the

event mindset, learning transfer will continue to be

abysmal.

Can your organization really afford for training to

continue to be an event? I doubt it. So do a self-check

right now are you running learning events or a learning

& performance process? If you and your organizations

still have an event mindset then make a New Year's

resolution to change.

A reader asked me a very interesting question

yesterday. He asked, "what would be your one best

piece of advice to trainers". It was interesting becausehe was asking me to boil all of my thoughts down to one

piece of advice.

So here it is: Start with the end in mind, and the end goal

is PERFORMANCE, not learning. That is, if you focus

first on the performance or behavior change you are

trying to create rather than on learning content your

training will immediately become more powerful.

We know that starting with the end goal of performance

change will fundamentally alter everything including your

instructional design, your instructional methods, and how

you engage the whole organization in making the

training effective. You will find that all you

conversations about training development and delivery

will fundamentally change for the better.

If you take performance change seriously, there is no

way you can continue to use traditional learning

oriented training development and delivery methods

alone. By focusing on the end goal of performance

change you will immediately begin to consider learning

transfer and how to increase behavior change.

It sounds like a simple change but, in fact, it is a

powerful paradigm shift in everything you do in training

So change the way you think and you will change the

results that you get.

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