How much of what you learn in a training course do you really use?
As a learning and development consultant and trainer, this question often goes through my mind when I visit organizations. Clients, too, are asking this question more and more.
The answer is that, on average, only 20 percent of what participants learn in a training course is put into practice at work. And this percentage hasn’t changed for decades. Why aren’t we able to make a bigger, lasting impact on participants’ work?
The crucial word here is “we” when it comes to applying learning to practice. We often look to trainers to improve the impact of the training course, but this influence stops when the training course ends. Other factors are needed to successfully apply training to work situations.
Why are we failing to adequately turn learning into workplace performance? Why do organizations accept this low transfer rate of 20 percent?
If we really take a detailed look at training courses, some reasons for this low rate are:
- Too often, the training course differs from the work context. Think of political or strategic interests, or clients who change specifications during a contract or for personal reasons such as lack of motivation or self-confidence.
- Not enough time is given to practice at work. Relentless work pressure means there is no space to try out something new, or it is never quite the right time or the right project to apply what you have learned.
- The company might not have the right tools or systems in place to facilitate the application of learning. For example, managers might not appreciate the importance of coaching or know how to effectively coach at work.
- Even if a manager knows how to help employees transfer their learning to the workplace, they might take the view that it is not their role—that all the responsibility lies with the employee or the L&D department.
These are just a few of the reasons why training courses fall far short of 100 percent effectiveness in the workplace.
Why Workplace Learning Is Not Always the Solution
A recent solution to the transfer problem has been to stop dividing the workplace and the training, but instead blend them.Despite bringing learning to the workplace, it is sometimes also necessary to learn in an organized and structured course. The workplace does not generally offer the opportunity to study and practice change of behavior, especially with noncolleagues. In some situations, it is even of critical importance to separate the learning of skills from the workplace. For instance, where safety is key (for example, training airline pilots) or in situations too complex to learn in a work environment (disaster management), training must take place outside the workplace, in a safely controlled setting.
In such areas where crucial skills are needed but which may not yet be readily available (for example, surgical training), training in the workplace is not appropriate. When opportunities for formal learning and practice in the workplace do not exist, they must be enhanced by other training methods.
Crucial Factors to Make Transfer Happen
Keeping a few crucial factors in mind helps me greatly when training learners and advising clients as an L&D consultant.Starting with the initial contact with the client, long before the training starts, we discuss these seven factors—what they mean for me as consultant or trainer, for managers, for colleagues, and for HR, and how we can all apply them before, during, and after the training course.
By including multiple stakeholders throughout the project, we all share the responsibility for the success of the training course. This means that we will improve on the 20 percent workplace performance effectiveness rate.
Interested in finding out how you can make your training courses more successful in the workplace? Come to my session, “7 Crucial Factors to Make Transfer Happen,” Monday, May 7 at the ATD 2018 International Conference & Exposition!
