Transfer of Learning: The Matrix (Part 3)
(May 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.

What is the transfer of learning matrix?

As described last month, the transfer of learning process is an interrelated series of tasks performed by supervisors, trainers, learners, co-workers, and sometimes others (e.g., government regulators, clients, etc.) before, during and after a learning intervention in order to maximize transfer of knowledge and skills and improve job performance. The process is usually represented in a matrix that outlines the specific tasks performed by supervisors, trainers, learners and co-workers.

A matrix provides a useful means of presenting the transfer of learning process. In the transfer of learning matrix, the various participants in the process (supervisors, trainers, learners, co-workers and others) are listed down the left at the beginning of rows, and the point during the training process (before learning, during learning, after learning) is listed across the top at the beginning of columns. At the point of intersection of these rows and columns is information about the responsibilities of each party at a specific point in the training process.

The matrix includes suggestions adapted from the research literature and the experiences of supervisors, trainers and learners in the healthcare field. The suggestions can be adapted to fit many situations, including the use of different types of learning interventions (e.g., classroom, on-the-job, self-directed) and various sorts of supervisory arrangements (e.g., internal on-site, periodic external visits).

Among these suggestions is the development and use of an action plan. An action plan is a written document that describes the steps that supervisors, trainers, learners and co-workers will complete to help maximize the transfer of learning.

An action plan is initiated prior to the training intervention so that everyone who can support the transfer of learning is involved from the beginning. The plan is refined during the training event and usually is not completed until after the event when learners are implementing new skills on the job. As you will see, action plans are a recurring topic throughout the guide. The content and layout of an action plan should support the users of the plan, especially the learners. In developing an action plan, keep in mind these important points:

• Write activities as discrete steps that are realistic, measurable and attainable.
• Identify clear responsibilities for learners, supervisors, co-workers and trainers.
• Develop a specific time schedule for completing activities.
• Identify resources necessary to complete the activities, including plans for acquiring those resources.
• Instruct learners to use a learning journal to help facilitate the development of an action plan. A learning journal is a notebook in which learners document issues, problems, additional needs for skills development, and questions that arise as new knowledge and skills are applied on the job.

Summary of Transfer of Learning Matrix

Below is a summary of the responsibilities of the various participants at each stage of learning. Within each phase of learning, look for the responsibilities associated with the role you play in the process.

Before Learning

Supervisors

• Understand the performance need
• Participate in any additional assessments required for training
• Influence selection of learners
• Communicate with trainers about the learning intervention
• Help learners create a preliminary action plan
• Support and encourage learners

Trainers

• Validate and supplement the results of the performance needs assessment
• Use instructional design and learning principles to develop or adapt the course
• Send the course syllabus, objectives and pre-course learning activities in advance

Learners

• Participate in needs assessments and planning
• Review course objectives and expectations and prepare preliminary action plans
• Begin establishing a support network
• Complete pre-course learning activities

Co-workers and Others

• Participate in needs assessments and discussions of the training's intended impact
• Ask learners to bring back key learning points to share with the work group

During Learning

Supervisors

• Participate in or observe training
• Protect learners from interruptions
• Plan post-training debriefing
• Provide supplies and space and schedule opportunities for learners to practice

Trainers

• Provide work-related exercises and appropriate job aids
• Give immediate and clear feedback
• Help learners develop realistic action plans
• Conduct training evaluations

Learners

• Participate actively in the course
• Develop realistic action plans for transferring learning

Co-workers and Others

• Complete learners' reassigned work duties
• Participate in learning exercises at the request of learners

After Learning

Supervisors

• Monitor progress of action plans with learners and revise as needed
• Conduct post-training debriefing with learners and co-workers
• Be a coach and role model--provide encouragement and feedback
• Evaluate learners' performance
• Stay in contact with trainers

Trainers

• Conduct follow-up activities in a timely manner
• Help strengthen supervisors' skills
• Facilitate review of action plans with supervisors and learners
• Share observations with supervisors and learners
• Maintain communication with supervisors and learners

Learners

• Meet with supervisor to review action plan
• Apply new skills and implement action plan
• Use job aids
• Network with other learners and trainers for support
• Monitor your own performance

Co-workers and Others

• Be supportive of learners' accomplishments

It may not be possible to implement all of these suggestions as part of any one learning intervention. Some of the suggestions in the matrix may represent a radical change from current policies and procedures at your facility. However, if you can adapt and implement just a few of the ideas described in the matrix, you will improve the likelihood that new knowledge and skills will be applied on the job. The more ideas and suggestions you can implement, the stronger the transfer of learning operation will be. In the process you will also help to lay the groundwork for changing--and improving--the design of future learning interventions.

In addition to the specific suggestions included in the matrix, the following actions are essential to the transfer of learning process:

• Exploring and understanding the relationship of knowledge and skills to the other factors that affect performance at the work site
• Establishing and maintaining structures that support desired performance (e.g., using non-training interventions to influence other factors that affect performance, such as constructive feedback, provision of necessary equipment and supplies, clear protocols, etc.)
• Working collaboratively with all individuals who can support (or might hinder) desired on-the-job performance
• Using action plans or similar devices to set and maintain clear performance objectives and expectations and to document progress and challenges
• Creating a supportive environment in which all workers appreciate their potential to improve services by acquiring new skills and knowledge.

Next month, we will review in detail the roles and responsibilities of all the participants BEFORE learning.

For more information about Transfer of Learning, contact Rick Sullivan at rsullivan@jhpiego.net.

Read the full Transfer of Learning Guide

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