Learning Transfer 
THE LEARNING TRANSFER BIG PICTURE
George Hall Mike Smith Carolyn Dare
Do not forget learning transfer while crafting your learning and development initiatives.
A research-driven model allows your organization to adapt quickly and make real-time adjustments to your learning strategy.
AFTER MORE THAN three decades of experience improving the effectiveness of learning and development programs and consulting with Fortune 500 clients such as Mercedes-Benz, Kimberly-Clark, and Starbucks, our field research indicates that more attention must be paid to learning transfer, that is, the process of applying new knowledge and skills from training when back in the workplace. Despite the importance of incorporating learning transfer into the implementation plan surrounding a course, learning transfer is often neglected as an aspect of learning strategy and design. Too often, learning and development departments look to the individual to implement their own learning. However, aspects of the work environment are beyond the control of the individual and greatly impact participants’ ability to transfer learning from training. Significant, positive bottom-line impacts can be realized by focusing on learning transfer.
How can we begin to improve learning transfer?
Is there a significant opportunity for improvement?
Learning leaders frequently say that improving transfer could be a significant catalyst but do not think their companies are capturing this value or know how to begin the process. Seminal research by two collaborating faculty members at Louisiana State University on leveraging learning transfer, Elwood F. Holton, author or editor of
19 books, and Reid Bates, author of over 150 publications, resulted in a winning 16-factor model that can be used to support any learning initiative. In this article, we present our experiences with the Holton-Bates model and discuss the benefits of using a research-driven model to make real-time adjustments to learning strategy:
• Challenges
George Hall Mike Smith Carolyn Dare
Do not forget learning transfer while crafting your learning and development initiatives.
A research-driven model allows your organization to adapt quickly and make real-time adjustments to your learning strategy.
AFTER MORE THAN three decades of experience improving the effectiveness of learning and development programs and consulting with Fortune 500 clients such as Mercedes-Benz, Kimberly-Clark, and Starbucks, our field research indicates that more attention must be paid to learning transfer, that is, the process of applying new knowledge and skills from training when back in the workplace. Despite the importance of incorporating learning transfer into the implementation plan surrounding a course, learning transfer is often neglected as an aspect of learning strategy and design. Too often, learning and development departments look to the individual to implement their own learning. However, aspects of the work environment are beyond the control of the individual and greatly impact participants’ ability to transfer learning from training. Significant, positive bottom-line impacts can be realized by focusing on learning transfer.
How can we begin to improve learning transfer?
Is there a significant opportunity for improvement?
Learning leaders frequently say that improving transfer could be a significant catalyst but do not think their companies are capturing this value or know how to begin the process. Seminal research by two collaborating faculty members at Louisiana State University on leveraging learning transfer, Elwood F. Holton, author or editor of
19 books, and Reid Bates, author of over 150 publications, resulted in a winning 16-factor model that can be used to support any learning initiative. In this article, we present our experiences with the Holton-Bates model and discuss the benefits of using a research-driven model to make real-time adjustments to learning strategy:
• Challenges
References: Holton, E., & Baldwin, T. (2003). Improving learning transfer in organizations Holton, E.F., Bates, R.A., & Ruona, W.E.A. (2001). Holton, E.F., III, Bates, R., Seyler, D., & Carvalho, M. (1997) Toward construct validation of a transfer climate instrument. Kraiger, K., Salas, E., & Cannon-Bowers, J.A. (1995). Rip, G., & Hall, G. (2014, July). A new lens on training. TD Magazine Gist, M.E., Bavetta, A.G., & Stevens, C.K. (1990). Transfer training method: Its influence on skill generalization, skill