Transfer of Learning: Learners

Meet with supervisor to review action plan

The meeting with your supervisor that you planned together before training is one of the most effective ways to initiate support for transfer of learning. Meet with your supervisor as soon as possible after the training ends. Review the goals and objectives and mutual expectations for improvement that you discussed prior to training. Go over each activity in your action plan, the resources and support needed, target completion dates, and expected changes. Brainstorm about how your trainer and supervisor can work together to support the transfer of your new skills to the job. Make adjustments to your action plan and establish times for regular progress reviews with your supervisor.

Apply new skills and implement action plan

After discussing your action plan with your supervisor, share it with your co-workers, especially those you have identified to help implement action plan activities. Explain to them that you will be practicing new skills and carrying out special activities as your action plan is implemented. Orient them to any new procedures you will be using and share any materials that might interest them. (Note: Unless you have been trained to train others, you should not be expected to train your co-workers, especially in complex clinical procedures.) Explain the activities that will involve your co-workers and ask them to provide the feedback that you need. It is best to have your supervisor present during debriefing sessions with your co-workers to reinforce and show support for your activities.

Post your action plan on the wall or other prominent place and check off activities when you complete them. Be sure to set aside time to review the training content and practice new skills using any job aids provided during training (e.g., flow charts and checklists). If other co-workers participated in training and you developed a joint action plan, carry out the activities according to the action plan assignments. Meet periodically for progress reviews with each other and with your supervisor.

Meet regularly with your supervisor (and with your trainer if a training follow-up visit is scheduled) to discuss progress and any constraints to transferring your learning. Work with your supervisor to identify any additional support and resources needed to implement the new skills. Many steps are often necessary to ensure transfer of learning occurs — carefully identify these actions and then follow each one. Implementing your action plan and applying your new skills is a team effort that can only succeed with the cooperation and support of everyone in your organization.

Use job aids

Training courses often provide learners with job aids that are used as memory cues for how and when to perform a task. Sometimes learners will develop job aids as part of their training course. Use these job aids frequently and, if appropriate, share them with your co-workers. They can help you remember what you learned and incorporate your new knowledge and skills into your job tasks.

Network with other learners and trainers for support

A support network of learners or a learning buddy can increase the likelihood of transferring learning after training—if there is a commitment to maintaining these relationships. Find ways to continue your contact with other learners through regular meetings, telephone conversations and visits. You can share experiences in implementing action plans, discuss problems encountered and lessons learned, celebrate successes, and help each other set new goals or revise action plans.

When trainers contact you for follow-up, use that opportunity to share successes and problems and receive feedback. In post-training surveys or interviews, give concrete and constructive feedback to the trainer on how the program could be improved. Also mention additional skills training and support that you think would help improve your performance and the quality of health care services that you provide.

Monitor your own performance

Conduct regular progress checks to help ensure continued transfer of learning. You can monitor your own performance by setting aside time to review your action plan and the feedback or observation data from your supervisor, trainer, and other learners and co-workers. Consider keeping a chart of your scores on skills evaluations. If possible, also chart the health service statistics related to your action plan, such as new services or changes in services. Continue to maintain a learning journal to keep track of your experiences, the questions you have, and barriers you face in applying knowledge and performing skills. Share these notes on a regular basis with your supervisor and seek help in reviewing and updating your action plan.

Supervisors — Before Learning

Supervisors — During Learning

Supervisors — After Learning

Trainers — Before Learning

Trainers — During Learning

Trainers — After Learning

Learners — Before Learning

Learners — During Learning

Learners — After Learning

Co-workers and Others — Before Learning

Co-workers and Others — During Learning

Co-workers and Others — After Learning

Supervisors

Trainers

Learners

Co-workers and Others

Matrix Help

The transfer of learning process is an interrelated series of tasks performed by Supervisors, Trainers, Learners, and Co-workers and Others Before, During and After a learning intervention in order to maximize transfer of knowledge and skills and improve job performance.

The Transfer of Learning Matrix outlines the specific tasks performed by each group during each step of the process. Each row of the matrix corresponds to a group involved in the process: Supervisors, Trainers, Learners, and Co-workers and Others. Each column corresponds to a step of the process: Before Learning, During Learning and After Learning.

To zero in on the specific tasks to be performed by one group during a step of the process, click that square of the matrix. Click a group's name to list all of that group's tasks during the transfer of learning process.