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Transfer of Learning: Tips (Part 7)
(September 2002)
This article is excerpted from a recently released publication called Transfer of Learning: A Guide for Strengthening the Performance of Health Care Workers. This guide is a result of collaboration between Intrah/PRIME II and the JHPIEGO Corporation.
Last month, we reviewed the responsibilities of all participants AFTER learning: supervisors, trainers, learners, co-workers and others. Now, here are a few tips to ensure a smooth transfer of learning.
Good Intentions Gone Bad?
Learning interventions that are conducted to fill training quotas or to serve as perks or incentives for workers rather than to meet a specific performance need are generally unsuccessful. If you find yourself in a situation where training is occurring but doesn't appear to be the best intervention or where you were not involved in selecting those to attend training, make the most of it and explore ways to use the training opportunity to improve services. Be creative about how to take advantage of the present situation. Suggest to administrators and policymakers that those who best understand the needs should make decisions regarding who attends future training events.
Goals and Objectives Should Be SMART
SMART means:
- Specific
- Measurable
- Attainable
- Relevant
- Time-bound
Sample Goal: On completion of the self-directed learning program, the nurse-midwife will counsel clients and couples to make reproductive health (RH) decisions.
Sample Objectives:
- After completing module 1, the midwife will be able to describe
to a co-worker the benefits of counseling for RH clients.- After meeting with her learning partners for skills practice
sessions, the midwife will be able to demonstrate the counseling
process and associated interpersonal communication skills.- During the on-the-job, two-week practice period, the midwife
will counsel at least five couples to help them make RH
decisions. The midwife will perform all the critical skills on
the checklist and score a minimum of 85% overall.Need help writing good goals and objectives? See Robert F. Mager's classic, "Preparing Instructional Objectives." The latest edition was published in 1997.
Feedback Misinterpreted?
Feedback that is given (or understood) inappropriately can backfire and result in decreases in desired performance and reductions in worker motivation. Be sure to explain why and how you are giving feedback and the benefits to be gained.
Here is a personal example from an experienced trainer of trainers. "I was observing a new trainer doing a session from the back of the training room. I was taking care to make notes about specific examples of things she did well, could improve and should stop doing. The trainee was furious because each time I wrote something down she assumed it was a mistake she made. The irony was that most of my writing referred to things she did well, but by then she was so angry at me that there was no more communication possible. It took a while to heal the relationship."
Staying in touch when funds for maintaining communication are not included in the budget--a few ideas
- Have the learners deliver a questionnaire to their supervisors soliciting input on how the training has improved performance. Include a section that provides an opportunity for suggestions on improving the training based on the performance outcomes that supervisors are observing.
- Have trainers provide a job aid for supervisors that offers guidance about how to support the learners' new skills and how to contact the trainer if they have specific questions.
- Use regional, district, or other scheduled meetings to connect with the supervisors after the training intervention.
- Explain to program planners and other decision-makers the importance of providing funds or opportunities to communicate with supervisors and learners.
For more information about Transfer of Learning, contact Rick Sullivan at rsullivan@jhpiego.net.
Read the full Transfer of Learning Guide