"Researchers have long examined the 'transfer problem'"--the extent to which learning that occurs within trainings manifests later at work leading to improved performance. Overall there appears to be a "glaring gap between training efforts and organizational outcomes." (Grossman and Salas International Journal of Training and Development 15:2, 103-120, 2011)
One review reported that "only 5 - 20% of what is learned during formal training is transferred and applied in the workplace in a way that improves performance." (The Kite Foundation An Introduction to Learning Transfer, www.kite-foundation.com, 2012)
While research findings are not definitive, the strongest and most consistent elements of training design that enhance transfer include setting goals, active learner participation and practice, opportunities for application in the workplace, follow-up, and a supportive work environment for transfer. (Grossman and Salas, 2011)
Integrating four adult learning principles into training design is likely to facilitate transfer of skills into the workplace: [synthesized below from Stolovich and Keeps Telling Ain't Training, 2012 (SK) and Knowles et al The Adult Learner, Sixth Edition, 2005 (Kn)]
(1) Readiness--Adults come to a learning situation with their own priorities and attitudes. They must see the benefits of what they are learning.(SK)
(2) Experience--Adults come into learning with a rich variety of experience which must be recognized and valued. They learn best when the learning content and activities integrate with and exploit this experience.(Kn)
(3) Autonomy--Adult learners must participate in and contribute to their learning. They need opportunity to participate through discussion, practice, and action.(SK)
(4) Action--Adult learners must see how they can credibly apply what they have learned immediately at work. (SK) They are motivated to learn to the extent they perceive the learning will help them perform tasks or deal with problems that they confront in their life situations. (Kn)
One review reported that "only 5 - 20% of what is learned during formal training is transferred and applied in the workplace in a way that improves performance." (The Kite Foundation An Introduction to Learning Transfer, www.kite-foundation.com, 2012)
While research findings are not definitive, the strongest and most consistent elements of training design that enhance transfer include setting goals, active learner participation and practice, opportunities for application in the workplace, follow-up, and a supportive work environment for transfer. (Grossman and Salas, 2011)
Integrating four adult learning principles into training design is likely to facilitate transfer of skills into the workplace: [synthesized below from Stolovich and Keeps Telling Ain't Training, 2012 (SK) and Knowles et al The Adult Learner, Sixth Edition, 2005 (Kn)]
(1) Readiness--Adults come to a learning situation with their own priorities and attitudes. They must see the benefits of what they are learning.(SK)
(2) Experience--Adults come into learning with a rich variety of experience which must be recognized and valued. They learn best when the learning content and activities integrate with and exploit this experience.(Kn)
(3) Autonomy--Adult learners must participate in and contribute to their learning. They need opportunity to participate through discussion, practice, and action.(SK)
(4) Action--Adult learners must see how they can credibly apply what they have learned immediately at work. (SK) They are motivated to learn to the extent they perceive the learning will help them perform tasks or deal with problems that they confront in their life situations. (Kn)