Instructional Design Transfer of Training PDN - April 2019 Recap

  • May 01, 2019 1:25 PM
    Message # 7314627

    Facilitated by: Amy Krenzke and Melissa Braun

    Recap: Thank you to everyone who attended: Rachel, Cherie, Laura, Susan, Suzanne, Annette, Dan, Karen, and Kari! For those of you that could not make it or if you wanted a quick summary. Check out the post below!

    We often don’t celebrate our wins and we began the session sharing the most innovative idea/project you’ve done lately:

    · MRA Harassment Prevention Video - See it here:

    · Creating a Community of Practice for non L/D professionals creating training.

    · Changed fonts to Arial Bold based on last ATD event on Creating Materials in Sync with the Brain.

    · Designing to fit time constraints of learners on Trauma Informed Care.

    · Using Adobe Connect for virtual courses. Setting participation expectations. Not allowing for a passive learning experience.

    · Making a required compliance 2 hour training scenario-based.

    · Obtained Level 2 Gamification certification

    · Using Articulate Review features to improve process.

    · Using cell phone video for ILT soft skills. Participants trade phones so you leave with your own video on your own phone.

    · Walkme overlay on applications.

    · Creating a manager onboarding program on a global scale.

    We discussed takeaways from the journal article, “The transfer of training: what really matters by Rebecca Grossman and Eduardo Salas!

    · Link to article here:

    Summary of the various strategies to incorporate into your design:

    Learner aspects (trainee characteristics)

    · Motivation – transfer of learning is facilitated when trainees are motivated to learn and transfer throughout the training process.

    · Perceived utility of training – trainees who perceive training as useful and valuable are far more likely to apply new competencies in the workplace.

    · Self-efficacy – trainees higher in self-efficacy have more confidence in their ability to learn and apply trained competencies, and are more likely to persist when performing difficult tasks.

    Instructional (training) design

    · Behavioral modeling – behavioral modeling facilitates transfer when both positive and negative models are used, and when opportunities to practice are provided.

    · Error management – Error management promotes the transfer of training by allowing trainees to anticipate potential issues, providing them with knowledge of how to handle such problems, and highlighting the negative outcomes that can occur if training is not transferred.

    · Realistic training environment – conducting training and practice in environments that resemble the workplace increases the likelihood that trained competencies will transfer.

    Work environment

    · Transfer climate – situational cues and consequences largely determine whether or not learned competencies are applied in the workplace.

    · Support – both leader and peer support are critical for the transfer of training.

    · Opportunity to perform – for training to successfully transfer, trainees need the resources and opportunities to apply their new skills and abilities to the workplace.

    · Follow-up – to facilitate transfer, the formal training period should be followed by additional learning opportunities (e.g. after action reviews, feedback, job aids, resources, etc.)

    Here are some takeaways we discussed:

    · Many trained competencies reportedly fail to transfer to the workplace.

    o Including a What’s in it for me slide (WIIFM) to sell the training.

    o Using tools to combat the forgetting curve.

    · Holistic approach: what employee needs to know, what they need to do, what they need to feel in order to successfully perform their jobs.

    o The importance of learner centric design and assessing cognitive ability of learner and their motivation.

    · Efforts aim to bridge the gap between training and workplace performance.

    · Organizations seek evidence-based guidance.

    · Trainees must believe in their ability to perform certain skills before they can be transferred to the workplace.

    o Error management – creating a safe environment to make mistakes.

    o Recognizing and realizing consequences if you don’t. Possibly using common scenarios. “How will this play out based on your decision”.

    · Valued outcomes do not occur with a “one and done” online module. Need well thought out plan to reinforce, encourage, motivate, etc to achieve outcomes. Learners need additional and ongoing support to transfer learning into practice.

    · Both supervisor and peer support significantly influence the use of competency in practice. Supervisors can provide support by recognition, encouragement, rewards and modeling behavior. Without this, trainees will site lack of management support as significant barrier to the transfer of training.

    Here are some ways we applied transfer of training methods:

    · Yammer Community of Practice – per course to continue conversation.

    · Using cohorts – establish group dynamic to cultivate peer learning. Allowing them to share questions and ideas.

    · Booster question on pre-work.

    · Scripting and allowing time to practice what it will sound like, how it will feel to talk that way, and build confidence to do it for real.

    · Simulated scenarios with realistic equipment creating a safe zone for learning.

    · Coaching one another with the use of super users, train-the-trainer approaches, preceptors, champions, rounding, etc.

    · Allowing employees to share successes – what have you changed or learned to do better with training.








    Did I miss something? Have an additional thought or comment? Post below! We look forward to seeing you at the next one!

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