Changing Transfer Systems Using The LTSI

TransferLogix Certification Changing and Improving Transfer Systems Using the Learning Transfer Systems Inventory (LTSI)
Dr. Reid Bates

Chief Research Officer/Learning Transfer Systems Global www.LTSGlobal.com (888) 877-9531
TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)
Ability/Enabling Factors
Personal Capacity Opportunity to Use
Content Validity Transfer Design

copyright Learning Transfer Solutions Global LLC
Motivation Factors
Learner Readiness Transfer Effort Performance Expectations Performance Outcome Expectations Motivation to Transfer
Performance Self-Efficacy

Work Environment Factors

Supervisor Support Supervisor Sanctions Peer Support
Organizational systems, policies, & procedures
Interpersonal Support
Performance Coaching Positive Personal Outcomes Negative Personal Outcomes
Norms & Values
Openness to Change

Whats Really Wrong?

(Diagnosis for Learning Transfer System Change)
Accurate diagnosis is an essential first step for changing transfer systems and improving learning transfer The LTSI
Diagnoses barriers & catalysts to transfer Identifies leverage points for change

Insufficient Transfer
1 Build Support for System Diagnosis
The Learning Transfer System Change Process
2 Conduct System Diagnosis
3 Feedback to Stakeholders
4 Plan System Changes
5 Implement System Changes
Enhanced Transfer

1 Build Support for Diagnosis

Build partnerships with employees & managers
Make a case for transfer system improvement Obtain management support
Stress a developmental approach Address confidentiality issues

2 - Diagnose the Transfer System

Collect initial diagnostic data using the LTSI and TransferLogix Identify key transfer system gaps Prioritize leverage points to be addressed

3 - Provide Feedback to Stakeholders

Use TransferLogix to share results with trainees and supervisors
Report diagnostic data to management
Focus on development/improvement
Avoid blame and criticism

4 - Plan System Changes

Engage key stakeholders in a collaborative decision making process
Action planning in TransferLogix
Make realistic decisions

Early victories Things that can be fixed Minimize resources & maximize results Build a foundation of success & improvement

5 - Implement System Improvements

Share ownership of system improvement Overcome resistance of system members Monitor progress of changes Publicize successes Take steps to institutionalize changes Plan for reassessment

Strategies for Improving Transfer Systems

Pre-training Strategies
Creating job-relevant training Managing motivation to learn and transfer Designing training for transfer
During Training Strategies

Training delivery strategies
Post-Training Strategies
Facilitating initial transfer efforts Transfer maintenance strategies
Pre-Training Strategy 1: Match training content to job requirements

Immediate actions
Review course content with SMEs to improve job relevance Follow up with trainees to find out what content works and doesnt work Use SMEs to validate all course content prior to training Transfer System Factors: Content validity Transfer effort performance expectations Motivation to transfer TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)
Ongoing actions
Develop behavioral objectives for all training. Use the NA function in TransferLogix to focus on just the right content Improve selection for training
Pre-Training Strategy 2: Build trainee readiness for learning & transfer

Immediate actions
Warm-up employees for training Engage trainees with supervisors in setting goals Enlist previous trainees with war stories Transfer System Factors: Learner Readiness Transfer effort performance expectations (TEPE) Motivation to transfer
Ongoing actions
Make skill gaps explicit Develop policies requiring attendance at important training Create a shared vision of training results

Pre-Training Strategy 3: Engage supervisors in training/transfer process

Immediate actions
Provide training orientation for supervisors Solicit supervisors endorsement of training Have supervisor set explicit goals for training application Transfer System Factors: Learner Readiness Transfer effort performance expectations Motivation to transfer Supervisor support Supervisor opposition
Ongoing actions
Involve supervisors in needs assessment & training design Involve supervisors in transfer goal-setting Make supervisors accountable for supporting transfer

Pre-Training Strategies
Strategy 1: Match training content to job requirements
Base learning content on sound, thorough needs assessment Use SMEs who do the job to validate training content
Strategy 2: Engage trainees in the needs assessment process

Assures training relevance and motivates trainees Collect data on Best way to learn
Strategy 3: Develop behavioral objectives for each training event

Critical signals for trainers, trainees, and supervisors
Build Pre-Training Motivation
Strategy 4 : Create a shared vision of training results
Establish explicit links between training, important work outcomes, & unit/organizational goals
Strategy 5: Prime trainees about upcoming training

Pre-course assignments Give trainees the WIIFM
Strategy 6: Require attendance at significant training initiatives

Signals high value training TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)
Engage Supervisors
Strategy 7: Provide training orientation for supervisors/managers
Preview training program learning and performance objectives Enables supervisors/managers to:
Set expectations Reinforce learning application/new behaviors Identify support roles & support transfer
Strategy 8: Involve supervisors/managers in the needs assessment process

They know the performance outcomes
Assures needs assessment is closely tied to performance needs
Generates buy-in and commitment Managers/supervisors are key
Strategy 9: Work with supervisors to create a clean desk
Reduces initial job pressure following training Creates opportunities for initial transfer attempts Sends message that learning application is important Strategy 10: Have managers/supervisors work with trainees prior to training to set clear goals for learning and transfer
TransferLogix transfer contract function Make them public

How can we design and deliver learning events so participants will know how to apply what they learn?
The tasks of the job must serve as the basis for training new skills. A common flaw of training is to base courses on content, theory, or product features, teaching these in isolation and out of job context. Any training that teaches procedures, theory, or facts out of context of the job puts the burden of making the transfer on the learner.
Ruth Clark, (1998) Building Expertise: Cognitive methods for training and performance improvement
During Training Strategy 1: Build a foundation for transfer-focused training

Immediate actions
Be clear about how content will be used on the job
Ongoing actions
Base training on a careful job analysis Have trainers shadow workers to understand application environment
Match training materials & exercises to the tools, equipment, and resources on the job
Transfer System Factors: Learner Readiness Transfer effort performance expectations Motivation to transfer
Supervisor support Supervisor opposition

During Training Strategy 2: Build capacity to transfer to job application

Immediate actions
Use ideas & applications notebooks
Ongoing actions
Conduct virtual meetings with trainees to discuss application experiences Engage supervisors . . .
Form cooperative learning & transfer groups Enlist experienced workers as coaches
Transfer System Factors: Learner Readiness Transfer expectations Motivation to transfer
Supervisor support Supervisor opposition

During Training Strategy 3: Design learning experiences that foster transfer

Immediate actions
Adaptive learning Provide feedback and feed-forward guidance Form cooperative learning & transfer groups Devote at least 50% of training time to application
Transfer System Factors: Learner Readiness Transfer expectations Motivation to transfer Supervisor support Supervisor opposition
Ongoing actions
Create tools for evaluating transfer capability


Strategy 11: Encourage the association of new learning with existing knowledge and skills
Assign job-relevant project Utilize real work scenarios Form cooperative learning teams Use analogies
12 Train for Adaptive Transfer

Strategy 12: Use Whole-Part-Whole Design
First whole: Provide an advance organizer, framework for learning.
Also motivates
Part: Teach/train to learner mastery of each part

Task sequencing
Second whole: Link parts back together, summary and synthesis of key learning

Strategy 13: Provide information to trainee about the adequacy of their performance.
Informational: Improves learning by helping learner determine
if they have performed correctly
Motivational: When success is valued by learner Timing (ASAP) Specificity: Make sure learner understands relationship
between feedback and behavior.

Strategy 15: Use Active, Work-Based Practice and Learning Techniques
Demonstrations Case Study Role Playing Field Practice In-Basket Observations Simulations War Stories

Strategy 20: Require an Ideas & Applications notebook
Make trainee notebooks part of course work Builds interest and commitment Lays foundation for action plan
Strategy 16: Make training and work as similar as possible.

Physical Similarity: Do the physical factors in training match
the job?
Psychological Similarity: Do the psychological factors of

training match the job?

Strategy 17: Use Kolbs experiential learning process to contextualize learning
Concrete Experience
Apply to New Situations Abstract Concepts & Generalizations
Observations & Reflections
Learning Strategies in Kolb s Model

Kolbs Stage
Concrete Experience
Example Teaching Strategy

Simulation, Case Study, Field trip, Real experience, Demonstrations Discussion, Small groups Share content to develop principles Brainstorm rules or guidelines
Observations and Reflections Abstract Concepts & Generalizations
Apply to New Situations
Lab experiences, On-the-Job experience, Internships, Practice sessions

Strategy 18: Imbed Transfer Strategies into Training Delivery
Goal Setting
specific, hard-to-reach
Action Planning
self-management of transfer group action plans
Prevent relapse
Identify & develop solutions to transfer barriers Fight a return to the old way
Strategy 19: Provide job performance aids that support transfer
Easily accessible summary of key points or steps essential in task performance Memory cue: Keep applying new learning
Key steps in effective sales presentation Directory of screens to access for different customer service problems Reminders of proper telephone etiquette Safety procedures
Strategy 20: Require an Ideas & Applications notebook
Make trainee notebooks part of course work Builds interest and commitment Lays foundation for action plan
Strategy 21: Help trainees negotiate a contract with supervisors/managers
What elements of learning will I use? What will I do differently? What kinds of support do I need and from whom?
Strategy 22: Facilitate re-entry planning
Trainer, supervisor, & trainee debriefing
Set expectations Communicates support Reality check Mutually develop action plan
Strategy 23: Work with supervisors/co-workers to provide opportunities to use
Strategies to reduce job pressure Increase trainee capacity to use Create opportunities for practice
Assign to job tasks that require use
Strategy 24: Work with supervisors and managers to reinforce and reward transfer
Consistent reinforcement Informal rewards
Recognition programs: Publicize transfer success
Formal rewards
job assignments promotional opportunities material rewards
Strategy 25: Evaluate transfer and transfer support efforts
Evaluation establishes accountability Demonstrates results and value of transfer Builds transfer supportive culture
A Transfer Partnership is Critical

Trainer
Trainee
Supervisor & Co-workers
Organization

Changing Transfer Systems Using The LTSI

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TransferLogix Certification Changing and Improving Transfer Systems Using the Learning Transfer Systems Inventory (LTSI)

Dr. Reid Bates

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Personal Capacity Opportunity to Use

Content Validity Transfer Design

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Work Environment Factors

Performance Coaching Positive Personal Outcomes Negative Personal Outcomes

Norms & Values

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Whats Really Wrong?

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

1 Build Support for System Diagnosis

The Learning Transfer System Change Process

2 Conduct System Diagnosis

4 Plan System Changes

5 Implement System Changes

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

1 Build Support for Diagnosis

Stress a developmental approach Address confidentiality issues

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

2 - Diagnose the Transfer System

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

3 - Provide Feedback to Stakeholders

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

4 - Plan System Changes

Make realistic decisions

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

5 - Implement System Improvements

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Strategies for Improving Transfer Systems

During Training Strategies

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Pre-Training Strategy 1: Match training content to job requirements

Pre-Training Strategy 2: Build trainee readiness for learning & transfer

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Pre-Training Strategy 3: Engage supervisors in training/transfer process

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Strategy 2: Engage trainees in the needs assessment process

Strategy 3: Develop behavioral objectives for each training event

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

Strategy 5: Prime trainees about upcoming training

Strategy 6: Require attendance at significant training initiatives

Strategy 8: Involve supervisors/managers in the needs assessment process

Generates buy-in and commitment Managers/supervisors are key

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

During Training Strategies

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

During Training Strategy 1: Build a foundation for transfer-focused training

Supervisor support Supervisor opposition

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

During Training Strategy 2: Build capacity to transfer to job application

Supervisor support Supervisor opposition

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

During Training Strategy 3: Design learning experiences that foster transfer

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

During Training Strategies

12 Train for Adaptive Transfer

TransferLogix powered by the Learning Transfer Systems Inventory (LTSI)

During Training Strategies

Part: Teach/train to learner mastery of each part