In the second episode of our series of blogs on the implications of learning transfer, we will focus on the importance of what is happening between sessions. Effective learning transfer is crucial to ensure that employees acquire not only new skills but also apply them in real situations. One of the most critical aspects of this process is what is happening between sessions / formal learning modules. This period can significantly influence the retention and application of knowledge acquired during training. Often, what trainers and well -intentioned learning designers create activities between modules will not create a sustained change in behavior. Here is how organizations can maximize the impact of learning transfer during this vital phase.
Rethink the learning cycle
Traditionally, learning was considered a linear process made up of three distinct phases: before, during and after a training session. However, in our rapidly evolving environment, we must move our reflection to see learning, practice and learning to be transferred as a distinct phase. The call for all learning can be practical, but strategies must be different for each separate phase. This perspective increases the results and impact of your learning interventions.
The implementation challenge
Many modular training programs have learners attend a module or a session with a facilitator, return to the workplace to practice their skills between the sessions, then return to the following module to discuss the application. It seems reasonable and robust, but it often manages to deliver. For what? In simple terms, activity at the workplace will often be necessary to develop skills, but even if they do the activity between the modules, this does not mean that the learner will adopt him in the context of his daily process. Learning can arrive at a “can do” stage, but will it come regularly to the “DO” stage? Unlikely.
So what can we do?
Key strategies for effective learning between sessions
1. Encourage reflection: It is essential for learners to take the time to think not only what they have learned, but also how they apply what they have learned. Reflection helps to consolidate new information and promotes more in -depth understanding. Our approach on this subject is learning breaks with coach M or to transform learning into action conversations.
2. Provide practical application opportunities: Learners must first practice their new skills in real contexts between sessions. If the learning session / module is short and they have not had time to really develop the skills of the session, they must have a kind of deliberate practice. This is the start of the application course, but is often supposed to be sufficient. The practice can involve the management of a meeting in a new format or perform tasks that require the application of learned concepts. Know that this is a key step in the process, but not the end.
3. Foster Liability: The encouragement of managers and peers strengthen responsibility for applying new skills. Defining clear expectations and follow -up discussions using managers, AI or external coaches can help learners remain responsible for their commitments and action plans.
4. Create a support environment: The learning environment plays an essential role in the application of skills. Team members should feel comfortable to discuss the challenges they face when implementing new skills.
Time between formal learning sessions is not just a gap; It is a critical period to strengthen and apply new skills. By promoting an environment that encourages reflection, practical application, responsibility and support, organizations can maximize the impact of their training programs. In the end, this approach leads to a sustained change in behavior and an improvement in performance between teams.
Investing in effective strategies for learning between session can considerably improve global organizational success.
Photo of Redd Francisco on Disable
