Effective Strategies to Support Transfer of Learning Su20 Copy

Here are some ways
for members of the Transfer Partnership to systematically and intentionally
work on the transfer of learning before the training occurs, during the
training and after the training is over.

Write down any of these strategies that you would like to remember for future use in the appropriate boxes on page 4 of the Transfer of Learning ?handout.

BEFORE

Trainer  

• Complete a detailed needs assessment with the
  Director to ensure alignment of the training content with the organization’s
  goals and staff Professional Development (PD) needs.
• Develop SMART training and workplace outcomes to
  inform training plan and design.
• Create a customized Implementation Plan form (using
  input from the Director) for participants to complete.

Trainee

• Explore possible training options with Director
  based on both your individual professional goals and your program’s overall
  goals. 
• Complete all pre-training activities (needs
  assessment, content-based assignments, etc.).

Director  

• Involve staff in program-wide goal setting and
  long-term planning.
• Inform staff of the importance of the implementation
  of new skills and knowledge learned in training and explain that you will
  support each person in their implementation efforts.
• Provide time for staff to complete pre-training
  activities if applicable. This could be a reading assignment, a brief survey or
  even taking photos for pre training data collection.

DURING

Trainer

• Clearly spell out what trainees will gain from
  the investment of time and energy in their implementation efforts.
• Include practice of new skills in realistic
  work-related tasks.
• Provide opportunities to note new ideas and make
  specific plans for implementation of new knowledge and skills.

Trainee  

• Arrive at the training on time, if not early,
  and in a “ready to learn” mindset.
• Participate actively in all training activities
  and learning experiences.
• Make authentic connections with fellow trainees.

Director  

• Provide classroom coverage for staff to attend
  during work hours.
• Attend the training; model active participation
  and professional behavior.
• Monitor training attendance.

AFTER

Trainer

• Use technology to provide follow-up support
  during implementation.
• Share evaluation results with director.
• Offer ideas for future trainings based on
  implementation results.

Trainee  

• Follow through on implementation plan.
• Seek help with implementation from Director/Trainer.
• Maintain contact with other trainees.

Director  

• Review and monitor implementation plans.
• Notice and acknowledge staff efforts to change
  behavior.
• Provide job aid support to staff for
  implementation.