ESI's Study Highlights Shortfalls in Transfer of Learning to Workforce

ESI International (News - Alert), which provides project management learning, released the results of a survey that highlights shortfalls in the transfer of learning to the workplace.

The survey, conducted by ESI on more than 3,000 government and commercial training-related managers in March, suggests that organizations must become more fully committed and engaged in the transfer of learning to the workplace.

The survey  highlights several weak areas in the on-the-job application of learning, including manager support, trainee preparation, incentives and an overall formal design and measurement process.

Among the positive indicators of learning transfer include employees leveraging an ever-expanding array of tactics to recall information learned during training and the increasing use of just-in-time tools to apply knowledge and skills directly to the job.

“The study points out some striking contradictions in how well organizations think they transfer learning and the lack of proof to back up their estimate of learning transfer or on-the-job application,” said Raed S. Haddad, senior vice president of Global Delivery Services at ESI, in a statement.

“Client experience shows us that organizations often fail to establish success criteria or identify expectations for learning engagements,” Haddad added. “This is a key pre-training strategy in order to measure trainee performance against agreed upon standards.”

According to the survey, the top three strategies indicated as the most important for the transfer of learning include: trainees have the time, resources and responsibility to apply learning (30 percent); manager support (23.8 percent); and the instruction approach simulates the actual work environment (21.8 percent).

Two-thirds of respondents estimate that while they apply more than 25 percent of training knowledge back on-the-job, they have little concrete proof. Sixty percent of those surveyed indicate that they do not have a systematic approach to preparing a trainee to transfer, or apply, learning on-the-job.

For almost 60 percent of the respondents, “possibility of more responsibility,” was the most important rewards that motivate trainees. This was followed by an impact on their HR/performance review. Only 20 percent indicated that there was any financial reward or other incentives.

The survey respondents suggested a list of actions management or sponsors should do more, in areas like incorporating real projects in the training to make it more relevant; conducing more training and/or better marketing and communication on what exists; and communicating a transparent measurement strategy.

Additionally, they also wanted to establish change management guidelines and increase managers’ involvement before and after training.

Earlier this year, ESI revealed its Top 10 Global Project Management Trends for 2011 that highlighted key themes such as building the project manager’s (PM) influence, accelerating new leadership and communication skills, and increased use of informal learning approaches such as social media and experiential training.

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