Three groups of people (Managers, Trainers, and Learners) contribute to this "Transfer of Training". As well, three time periods (before, during, and after training) are potential periods of influence. Broad's research has found that the most powerful influence comes from: 1st -- the Manager before the training, 2nd - the Trainer before the training, and 3rd -- the Manager after the training. Her research also tells us that the most frequently used "transfer" approaches are: 1st -- the Trainer during the training, 2nd -- the Trainer before the training, and 3rd -- the Learner during the training. The most obvious disconnect (and hugely under-leveraged approach) is the Manager's involvement -- both before and after training.

MANAGERS BEFORE TRAINING: Managers set the tone for the training. Their view of the importance of training and their expectations for the Learner after training are conveyed through their involvement (or lack thereof) prior to training, explanations of the training's need/value, willingness to let Learners apply the new knowledge and skills, and communications about what behaviors/performance is expected as an outcome of the training. In short, Managers send strong messages about whether the training is "real" or not ... and if Learners will have the opportunity to use the training upon their return.

TRAINERS BEFORE TRAINING: Trainers also send important messages in how they interact with the Learners before training. Are there any prerequisites before training? Do you need to prepare for the training (materials, mindset, bring a problem to solve, etc.) or just show up? What will we be learning and how does it fit together? All these issues are components of managing the expectations for the training.

MANAGERS AFTER TRAINING: Managers must be engaged after the employee's return from training. My favorite test to measure the Learner's achievement of the training objectives is to have Managers ask, "So _____ (fill in the name) ... how was the training?". Savvy Managers can learn a lot from their employee's answer, including -- what new knowledge and skills were gained, the employee's confidence level on these, how they intend to apply the learning, what resources they plan to use/will need to be successful, etc. The answer will never be stated that way or that completely, so Managers will need to probe and engage in discussion. Most importantly here, Managers need to convey the messages: "I'm willing and I encourage you to apply the new knowledge and skills" ... and ... "Here's how I'll be measuring if your learning has transferred into something that's valuable (to me or to the organization)".

LEARNERS AFTER TRAINING: Other levers are useful and somewhat under-leveraged. Increasingly, training events are designed to end with an action plan that the Learner can (also should and will) implement upon his/her return. Tightening up the linkages to ensure that really happens is another "target of opportunity".

The investments in training are huge, yet the expectations (and sometimes the results) remain minimal. Even well-designed and well-delivered training often leads to no change in behavior or performance. Managers, Learners, and Trainers all share a significant responsibility to ensure that "transfer" not only happens, but is maximized.

Jeff Parks helps build High Performance Organizations and High Performance Teams through training, coaching, and improving leadership. He can be reached at (703) 897-0724 or via jeff@performancebreakthroughs.com.