Training is a rite of passage for many construction industry employees and is required for the certifications and knowledge needed for career advancement. Beyond craft and apprenticeship training for field staff, contractors must embrace training for office, management and other professional employees. While companies may take the time to prepare an employee for training and budget for a continuing education course, most organizations still struggle to assess and support the transfer of learning from training programs into the workplace.
According to the
American Society for Training & Development, a 70/20/10 rule applies to learning and development. Research shows employees learn:
- 70 percent through real-life and on-the-job experience;
- 20 percent through mentoring or coaching; and
- 10 percent through formal training.
Therefore, organizations must ensure learning is applied immediately on the job to improve actual employee performance and generate a positive business impact. In general, the transfer of learning takes place when organizations:
- develop an overall learning transfer plan;
- implement tools and processes to reinforce the application of learning post- training;
- measure if, and to what extent, learning is applied on the job; and
- advocate for full management support and involvement.
Breakdowns in the Transfer of Learning
In a March 2011 survey conducted by
ESI International, more than 3,000 government and commercial training-related managers assessed three key phases in the application and transfer of learning: pre-training strategies, post-training reinforcement, and rewards or incentives used to motivate employees. Overall, the study found 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.
- Sixty percent of those surveyed did not have a systematic approach to preparing a trainee to transfer, or apply, learning on the job.
- Nearly 60 percent stated the “possibility of more responsibility,” followed closely by an impact on their HR/performance review, as specific trainee motivators. Only 20 percent indicated financial rewards or other incentives as motivators.
- Sixty-three percent said managers formally endorse the program, while only 23 percent of managers hold more formal pre- and post-training discussions.
The study revealed striking contradictions regarding how well organizations think they transfer learning and the proof required to back up their estimate of on-the-job application. While two-thirds of respondents estimated they apply more than 25 percent of training knowledge on the job, nearly 60 percent admitted the primary method for proving or measuring this estimate is either anecdotal feedback or “simply a guess.”
Organizations often fail to establish success criteria or identify expectations for learning engagements. This is a key pre-training strategy to measure trainee performance against agreed upon standards.
When it comes to post-learning tools and programs, survey responses show employees leveraging an expanding array of tactics to recall information, including post-course discussions with a manager or team leader, on-the-job tools, informal support through social networks or online forums, and communities such as peer groups.
In order to facilitate the transfer of learning, trainees must have the time, resources and responsibility to apply learning; trainees must have manager support; and the instruction approach must simulate the actual work environment.
Employees need to know the application of learning is a priority for management. Company leaders can show this support by setting expectations beforehand and offering incentives for employees to succeed. In the end, holding employees accountable for learning transfer means the onus is on organizations to communicate the vision and reasons why a change in knowledge, skills or competencies is needed to support the company’s growth.