Transfer of Learning: Trainers

Conduct follow-up activities in a timely manner

It is important for trainers to follow up with learners and supervisors to make sure new skills have become part of the routine back on the job or to determine why learners are having trouble applying new skills, if this is the case. This follow-up may include visits to observe, coach, solve problems, gather data (e.g., measuring learner progress and post-course outcomes) and identify other possible gaps in performance.

Help strengthen supervisors' skills

Transferring the responsibility for supporting learners to their supervisors is a key duty of trainers. During follow-up visits, discuss the supervision tools (i.e., performance checklists) developed for the training and how these can best be used. Conduct practice sessions with learners and supervisors, if appropriate, and be open to discussing other performance support and supervision issues. Helping supervisors understand their important role in the transfer of learning process will increase the likelihood of learner success.

Facilitate review of action plans with supervisors and learners

To be effective, an action plan has to be more than a piece of paper. When you review action plans with supervisors and learners, you can help them make sure the activities are described in specific detail and are consistent with the needs of the work environment. You may be able to suggest ways to make better use of time, develop more creative means for identifying and acquiring resources, or find ways in which learners and supervisors can work together to reinforce the learning.

Share observations with supervisors and learners

Be tactful but candid in letting learners and supervisors know what you believe needs improvement. You may want to verify your observations with co-workers at the site, but be careful about sharing information on skill deficits. Often people will identify skill deficits themselves if provided an opportunity.

Your observations should be aimed at improving performance and maintaining your relationships with the learners and their supervisors. Remember to share the positive things you observe and constructively guide any need for improvement.

Maintain communication with supervisors and learners

Staying in touch with supervisors and learners will help them maintain their commitment to working on new skills together. You can help them find solutions to small problems before they become big problems. Staying in touch will also provide you with ideas that will help you adjust future courses and improve other elements within the training system.

Staying in touch when funds for maintaining communication are not included in the budget — a few ideas:

Have the learners deliver a questionnaire to their supervisors soliciting input on how the training has improved performance. Include a section that provides an opportunity for suggestions on improving the training based on the performance outcomes that supervisors are observing.
Have trainers provide a job aid for supervisors that offers guidance about how to support the learners' new skills and how to contact the trainer if they have specific questions.
Use regional, district or other scheduled meetings to connect with the supervisors after the training intervention.
Explain to program planners and other decision-makers the importance of providing funds or opportunities to communicate with supervisors and learners.

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.