As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges of learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts.\u00a0You may also have a role in creating and supporting a learning environment.<\/p>\n
The Challenges of Improving Learning Transfer<\/h2>\n
Individuals \u2014 and organizations \u2014 face significant challenges in their efforts to apply and integrate learning and develop the leadership capacity they need. These challenges include the following:<\/p>\n
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- Formal training is just one aspect of learning.<\/li>\n
- Leadership \u2014 and its development \u2014 is always dependent on the people involved and the context.<\/li>\n
- Leaders are already overloaded.<\/li>\n
- Learning isn\u2019t always aligned with what matters most.<\/li>\n
- The learning culture clashes with the operational culture.<\/li>\n<\/ul>\n
Given these realities, though, you can still begin to help leaders and your organization overcome challenges to learning transfer \u2014 and earn greater benefit from leadership development investments.<\/p>\n
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\nIn the face of unrelenting disruption, effective leadership is what\u2019s needed most. Download our new Talent Development report<\/a> to learn how investing in talent development today will position your organization to succeed tomorrow.<\/p>\nGet the Report<\/a><\/div>\n<\/div>\nHow to Improve Learning Transfer for Leadership Training<\/h2>\n
Learning is a process and works best when it’s viewed as more than merely a program. Leadership development can include formal or classroom-based training \u2014 but it’s just one piece of the learning puzzle that must have corresponding pieces back on the job.<\/p>\n
Research supports the value of extending learning into the workplace and connecting the workplace into formal learning. Most executives cite on-the-job experiences as the key events that shaped them as leaders and taught them important skills, behaviors, or mindsets. In fact, research shows that senior executives distribute their sources of key developmental experiences as 70% on-the-job challenges, 20% other people, and 10% formal coursework and training. At CCL, we use the 70-20-10 \u201crule\u201d<\/a> as a guideline rather than a formula for creating learning experiences. Yet, we know that experiences that focus on creating learning in all 3 categories can boost learning transfer and accelerate development.<\/p>\n
Learning transfer is also a social process. Learning \u2014 and the desired performance that comes from learning \u2014 doesn’t take place in isolation. The work context, including the level of support from role models, mentors, peers, coaches, and bosses, has a powerful impact on turning lessons learned into leadership in action.<\/p>\n
Drawing on our understanding of and experience with adult learners, we produced a white paper on making learning stick<\/a> and explaining our 3 x 3 x 3 model for learning transfer. This framework informs our leadership development work \u2014 and can be applied to development programs or initiatives within your organization.<\/p>\n
Our 3 x 3 x 3 Model for Learning Transfer Helps Make Learning Stick in Development Initiatives<\/h2>\n
Our 3 x 3 x 3 model for learning transfer and making leadership learning stick is:<\/p>\n
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- Think in 3 Phases:<\/strong> Learning isn\u2019t a one-time event, but rather it occurs over time, as explained more below.\n
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- Prepare<\/li>\n
- Engage, and<\/li>\n
- Apply.<\/li>\n<\/ul>\n<\/li>\n
- Use 3 Strategies:<\/strong> Use at least 3 different approaches to provide a chance to deepen and reinforce learning.\n
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- A key leadership challenge,<\/li>\n
- In-class accountability partners, and<\/li>\n
- At-work learning partners.<\/li>\n<\/ul>\n<\/li>\n
- Involve 3 Partners:<\/strong> They each have to take responsibility to ensure learning happens and isn\u2019t a passive activity.\n
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- The learner or participant,<\/li>\n
- The organization, and<\/li>\n
- The training provider.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
This 3 x 3 x 3 model for learning transfer helps organizations that need to look at organizational change and leadership development in large-scale and deeply-personalized ways. It also outlines the critical steps that are required of the leadership development sponsor in the organization.<\/p>\n
Improve Learning Transfer by Designing Development in 3 Phases: Prepare, Engage & Apply<\/h2>\n
For making learning stick, what happens before and after the formal part of a program or development effort is just as important as the program content and delivery.<\/strong> This is true whether the initiative is long or short, in-person or virtual, ongoing or one-time.<\/p>\n
At CCL, we design leadership development keeping the 3 phases of \u201cPrepare, Engage, and Apply\u201d in mind, to help both individual leaders and organizations get the most out of their investment in leadership development.<\/p>\n
The Prepare Phase<\/h3>\n
As soon as a person is tapped for or has chosen to participate in a formal leadership training effort, the development process begins.<\/strong> Consider:<\/p>\n
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- How might you help participants start learning right away?<\/em><\/li>\n
- How do you get them thinking about their leadership experiences, challenges, and needs?<\/em><\/li>\n
- How do you help them connect to the purpose, content, and value of their development experience?<\/em><\/li>\n<\/ul>\n
This is a time when boss support is crucial<\/a>. The Prepare phase involves good communication about logistics and expectations \u2014 but also begins to build an emotional connection to personalize the learning experience. It’s a chance to engage and excite the learner \u2014 rather than approaching the process as another item on their to-do list. Research shows that participants begin to engage in a development experience when they’re able to make plans with a boss, mentor, or coach and discuss the support they’ll need and understand how the program will benefit them.<\/p>\n
At CCL, we carefully prepare participants for their learning experiences in our leadership programs<\/a> by providing guidelines for selecting raters and completing 360 leadership assessments<\/a>, interviewing key stakeholders, selecting real-life challenges they’re facing to apply to course learning, and asking the learners and their colleagues to complete self-assessments and reflections on their leadership style and skills. Other activities during the Prepare phase could include asking participants to read material ahead of time or watch welcome videos from course faculty.<\/p>\n
The Engage Phase<\/h3>\n
The content of a learning experience is important, but so is the way it’s presented.<\/strong> Listening to speakers and reading information is a passive learning process \u2014 and information is less likely to stick than processes that connect and engage each person through applied practice. So when designing leadership development initiatives<\/a>, we always consider how we might create opportunities for guided practice and skill development throughout the program to help improve learning transfer.<\/p>\n
At CCL, we ensure our learning experiences include a variety of ways to keep learners engaged, whether in a live, in-person setting or a virtual leadership program<\/a>. We use a mix of activities such as skill-building, action learning, reflection, simulations, experiential activities, goal-setting, and coaching.<\/p>\n
The Apply Phase<\/h3>\n
Reinforcement and support at work \u2014 away from the learning environment and over time \u2014 is also essential for learning transfer.<\/strong> How might you create opportunities for the participants to use and continue new learning at work and beyond? Most people need structures that foster the application of new concepts and practice of new skills to achieve lasting behavior change. To improve learning transfer, participants need support and encouragement to get past the initial awkward phase that accompanies the application of new skills.<\/p>\n
At CCL, we often use tools such as action-learning projects tied to real work issues; conversations to help connect new learning to an existing business challenge; follow-up lessons through reading, discussion, toolkits, and job aids; and executive coaching<\/a> focused on making progress on goals.<\/p>\n
A Closing Word on Making Learning Stick<\/h2>\n
- How do you get them thinking about their leadership experiences, challenges, and needs?<\/em><\/li>\n
- How might you help participants start learning right away?<\/em><\/li>\n
- Think in 3 Phases:<\/strong> Learning isn\u2019t a one-time event, but rather it occurs over time, as explained more below.\n