Making learning stick: Part one

Choosing your learning and making the most of the training

'Learning is an experience. Everything else is just information.' Albert Einstein

Here are some tips and suggestions for how to make the most of the learning from our training courses:

This guide will support you to transfer learning back into work practice. We know a number of people and systems help to make this happen: our trainers, the learner, the learner’s manager and the culture of the organisation where the learner works.

As learners or managers, how can you make sure the learning from a training course is applied at work?

Research shows that the amount of learning that is transferred back to the job doesn’t solely depend on how good the training course was. It also depends on:

• The importance given to learning and development by the organisation
• Whether the right training need was identified for the right person in the right job
• How well the training course was designed to meet that need
• How well the learners were prepared for the learning experience
• How well the trainers understood the learners’ need
• How well the trainer knows how best to help them learn
• To what extent the learner was supported while trying to use the learning back at work.

Paul Matthews; Learning transfer at work, 2018

Creating the right conditions, context and culture for learning to take place at work is essential.

'A learning organisation is a group of people working together collectively to enhance their capabilities to create results they really care about.'

Peter Senge; The Fifth Discipline: The Art and Practice of learning in Organisations, 2006

What we can do together to create more learning transfer?

Before the training

What learners can do?

Think about what you specifically want to learn and bring back to your work What are you wanting to be able to do differently or better?

People often want a training course to solve a problem they have. Reflect on what the problem is and what knowledge, understanding and skills you need to resolve that problem.

Check through any pre course materials so you can start to feel more engaged in the learning.

Remember – if training is mandatory, it means it is important.

What trainers can do?

If we are training a team of learners from the same organisation we will seek to understand the organisation and the context in which the learning will be applied. We can tailor our training to meet organisation values and mission.

We will discuss with the organisation how we can work together to make the learning stick more.

Managers have a crucial role in staff development

We encourage managers to allow learners to prepare for learning and present the upcoming training in a positive way rather than a have to do it or must be done.  Offer the training to employees as a development opportunity or a gift to celebrate the employee rather than as a put down or to repair a lack on their part.

If the training is to help the team or employee stop doing something – be clear about what you want them to do instead.

Make sure the staff member has thought about why they are attending the training, what they hope to get from it, and what you as their supervisor or manager expect them to gain from it.

Make sure the member of staff is able to focus on the training – encourage and allow them time away from work with minimal distractions.

Managers help set the culture for learning at work

Every time a manager answers a question, delegates a task, or has a conversation with a team member; by their actions; the manager sets the mini culture within the team to be accountable or not, to learn or not, to experiment or not, to seek excellence or not. Employees look to their manager for a lead on team behaviour. A manager has far more influence over shaping a learning culture and changing behaviours than a trainer ever will.

During the training

Learning together

At The Training Exchange, we have a team of experienced trainers and facilitators who are skilled in helping people learn.

It is useful for groups to have the opportunity to think about what would help them learn together. We know how important it is for people to feel included and comfortable enough to be in the training room.

Our courses use a variety of methods to cater for different learning styles. 

We will always try to meet your access requirements and will ask about any barriers before the training:

• We can print courses materials on different coloured background.
• We can have materials in a larger font size.
• We can send out course materials before the training, so you know what to expect.
• We can use captions for online courses.
• We use venues for our open courses that are fully accessible for mobility aids.
• We will encourage participants to think about what works for them and to use the training ‘space’ accordingly.
• We will facilitate a psychologically safe learning environment.

Our training is interactive

We will encourage discussions, group activities and reflections. We know that actively participating helps people to retain their learning and gain more understanding.

We really encourage asking questions to deepen understanding. Whilst we will provide you with all the course materials you need, it also good to take your own notes to capture your insights and plans. Taking notes can help you retain your learning.

Language is important

We encourage you to use real examples in your own words so you can relate to the learning. It is much easier to remember if you use your own vocabulary rather than thinking about second or third hand examples.

The learning zone

The training will be both engaging and comfortable.

We want you to feel stimulated and motivated. This is known as the stretch zone in learning and where there are real opportunities for development and change. We also know that being in the comfort zone can give us a calm space to reflect, before we stretch ourselves again.

Stretch followed by comfort; followed by stretch; followed by comfort. It is about creating a supportive and stimulating learning environment.

Karl Rohnke introduced the comfort, stretch, panic model as a development of the Yerkes-Dodson law. 

As learners you might want to think about where you want to be in your learning. Do you want to feel comfortable and confident in what you already do? Do you want to stretch and challenge yourself to develop and change? 

After the training

Reflecting on what you have learned during the training and how it applies to your role is also helpful. We have some great tips from the research that really helps in Making Learning Stick - Part 2 on our resources page here