Professional Partner Content
Enabling Learning Effectiveness
Published Mon Feb 04 2019
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In his 2018 publication, “ The Learning-Transfer Evaluation Model: Sending Messages to Enable Learning Effectiveness ” Will Thalheimer, PhD, states that today’s learning evaluation practices are in a “sorry state”. This is in part due to the learning industry’s ongoing reliance on the 4-level Kirkpartrick-Katzell model, which places far too much emphasis on attendance, completion, attention, and participation. This model ignores job aids, performance support, and on-the-job learning. Simply put, Thalheimer was clear that the industry needed a new learning evaluation model.
In his 2018 publication, “The Learning-Transfer Evaluation Model: Sending Messages to Enable Learning Effectiveness” Will Thalheimer, PhD, states that today’s learning evaluation practices are in a “sorry state”. This is in part due to the learning industry’s ongoing reliance on the 4-level Kirkpartrick-Katzell model, which places far too much emphasis on attendance, completion, attention, and participation. This model ignores job aids, performance support, and on-the-job learning. Simply put, Thalheimer was clear that the industry needed a new learning evaluation model.
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In response, Thalheimer developed the Learning-Transfer Evaluation Model (LTEM) to more effectively and precisely measure learning and its impact. In part, what sets this model apart is that:
In response, Thalheimer developed the Learning-Transfer Evaluation Model (LTEM) to more effectively and precisely measure learning and its impact. In part, what sets this model apart is that:
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It reaches beyond simple knowledge acquisition and into the full transfer of applying the knowledge and skill.
It reaches beyond simple knowledge acquisition and into the full transfer of applying the knowledge and skill.
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It measures this transfer both during the training and after.
It measures this transfer both during the training and after.
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It measures this transfer when assisted and then non-assisted.
It measures this transfer when assisted and then non-assisted.
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Put graphically, Thalheimer’s studies proved how typical learning generates adequate results during the learning event but then produces drastic recall drop-offs immediately following. Unfortunately, typical learning effectiveness surveys using the Kirkpartrick-Katzell model are returned with stellar results because of their timing and misplaced focus on topics like participation and completion.
Put graphically, Thalheimer’s studies proved how typical learning generates adequate results during the learning event but then produces drastic recall drop-offs immediately following. Unfortunately, typical learning effectiveness surveys using the Kirkpartrick-Katzell model are returned with stellar results because of their timing and misplaced focus on topics like participation and completion.
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With LTEM, most of the focus is placed following the learning event where transfer from knowledge to skill and application occurs. This obviously requires many more coaching touchpoints and opportunities for the learner to remember.
With LTEM, most of the focus is placed following the learning event where transfer from knowledge to skill and application occurs. This obviously requires many more coaching touchpoints and opportunities for the learner to remember.
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Rehearsal is perfectly positioned for this modern type of measurement. Teaching new knowledge and correlating skill during a learning event would lead to a group or individual assignment that would require the learner and manager or coach to conduct multiple back-and-forth virtual sessions around transferring the learning. This would ensure the learner correctly remembers the information and further develops and reinforces the skill that will ultimately produce the desired impact. To take this a step further, once learners achieve the required level of skill via Rehearsal, managers or coaches can schedule the appropriate time to conclude the LTEM process by observing the learner performing the skill with limited assistance and then without assistance in the field with customers. In conclusion, adding Rehearsal to your organization’s learning strategy will provide the following benefits:
Rehearsal is perfectly positioned for this modern type of measurement. Teaching new knowledge and correlating skill during a learning event would lead to a group or individual assignment that would require the learner and manager or coach to conduct multiple back-and-forth virtual sessions around transferring the learning. This would ensure the learner correctly remembers the information and further develops and reinforces the skill that will ultimately produce the desired impact. To take this a step further, once learners achieve the required level of skill via Rehearsal, managers or coaches can schedule the appropriate time to conclude the LTEM process by observing the learner performing the skill with limited assistance and then without assistance in the field with customers. In conclusion, adding Rehearsal to your organization’s learning strategy will provide the following benefits:
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Increased Employee Engagement
Increased Employee Engagement
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Via the virtual platform, individual coaching touchpoints will be significantly increased.
Via the virtual platform, individual coaching touchpoints will be significantly increased.
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High-performers can serve as coaches as part of their career development.
High-performers can serve as coaches as part of their career development.
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Improved Coaching Effectiveness
Improved Coaching Effectiveness
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Focused, individualized feedback provided in a series of feedback sessions.
Focused, individualized feedback provided in a series of feedback sessions.
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Manager and coaches provided periodic coaching effectiveness feedback from the training team or another oversight group.
Manager and coaches provided periodic coaching effectiveness feedback from the training team or another oversight group.
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Improved Impact of Training
Improved Impact of Training
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Continues development past the learning event to improve retention and complete the learning transfer.
Continues development past the learning event to improve retention and complete the learning transfer.
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Allows for clear timing of field days to observe learners performing the skill with and without assistance.
Allows for clear timing of field days to observe learners performing the skill with and without assistance.