The transfer security impacts the performance of the company. Why? Participants learn new knowledge in further training. However, it often fails to transfer this knowledge into behavior or skills. Different obstacles are responsible for this. We want to show you different ways how you can use the blink.it app for transfer security.

Directly to transfer security

Companies want to offer something to their employees. Of course, further training is also used to entertain employees. More often, however, the knowledge advantage over competitors is in the foreground. The investments in further training should pay off. For further training measures to become a competitive advantage, participants must transfer what they have learned into practice. Without this transfer, training cannot improve performance. Clients want to know from trainers how transfer security is implemented.

Learning transfer, training transfer - different terms, same meaning

Training transfer and learning transfer are often used synonymously. The two terms describe the same transfer process.

Transfer refers to the application, generalization, and maintenance of acquired knowledge, skills, and behaviors. Knowledge, skills, and behaviors are transferred from the training situation to professional daily life.

As with this definition of transfer, the best-known transfer model comes from the American researchers Baldwin and Ford. This model explains the transfer process as the result of training input, training output, and transfer conditions. The “equipment” of participants, the training design, and the work environment influence learning and the anchoring of knowledge (output). This knowledge gain after the training phase and the transfer conditions determine whether the knowledge is transferred to other areas (generalization) and whether the maintenance of training output is successful.

• Participants significantly influence learning and transfer. First of all, learning ability is important for learning, of course. An indicator of learning ability is intelligence. Additionally, attitudes, self-efficacy beliefs (link to terminology explanation and question items), and various motivational aspects have a large influence. How high is the learning motivation? How important and useful do participants rate the training content? These participant aspects affect the transfer.

• The next important input is training design. In this area, trainers have a significant influence. Therefore, you should master the design basics. Here you will find a good overview of what you should consider when designing. Transfer is improved when model learning is applied. This means that it is not only demonstrated how it is done correctly (positive model), but it is also shown how it can go wrong (negative model). Possible obstacles in implementation should be discussed during training so that participants know what to do when these obstacles arise.

• The last important input relates to the work environment. Are participants supported by their leadership? What do employees think about training and seminars? Do participants have the chance to apply what they learned in the seminar? Are the measures followed up in any way?

The transfer gap describes a situation in which training participants have acquired new knowledge and skills after events, but do not apply this knowledge or behavior in practice. The content learned and practiced in the seminar room is not implemented in the workplace. Various influencing factors contribute to the transfer gap. Transfer security describes all measures to support the transfer process.

Common transfer obstacles

• In the order clarification, you should find out if all participants are attending your event voluntarily. If this is not the case, then you can prepare for the new situation. Dealing with unmotivated participants is an art in itself.

• Participants do not set learning objectives. Ensure that your training objectives are clear and that participants know in advance what to expect.

• Participants are unprepared.

• The events are not followed up.

• Missing time for implementation.

• Missing application opportunities for new knowledge.

How can you support transfer security online?

Sustainability through reminders with a personal touch

Your participants should continue to think about your training content weeks after the event. People learn through regular repetition. You spent a lot of time with the participants during your face-to-face event. With a personal address in a short video, you can reactivate the training experience. Send your participants a short video each week with the blinkit app. What aspects could participants pay particular attention to in the upcoming week? What are the three main contents that each participant should have taken with them? How can participants overcome transfer barriers? You can address these topics in the follow-up via video.

Inform and prepare with blinks

Invite not only your participants but also leaders and other stakeholders to your course. Prepare your participants with short informational blinks for the event. In this way, you can clarify questions and alleviate concerns even before the event. Present what goals your training aims for, what behavior participants will change after the training, and how you will verify this change. If you can address these points in conversation with your (potential) client, you have a good chance of getting the contract. You can summarize these aspects in a short text and provide it in a blink to all participants before training. This way, participants know what to expect. Find out what prior knowledge your participants already have and adjust your content to the participants' needs. A simple survey before your event can give you a picture of the mood and prior knowledge. Offer advanced participants additional materials and exercises.

Secure support

You should also find out how leaders are involved in the further training measures. This way, you can inform leaders about what participants have learned in your training. Transfer is strongly influenced by the support of the leader. However, the leader must be clear about what knowledge, what behaviors, and what skills were addressed. An information source could be your blink it course. This way, the leader quickly gets an overview of your course structure, your learning objectives, and your calls to action. This way, the leader has the opportunity to address employees regarding difficulties in implementation and can find solutions with participants. In the discussion feature under your calls to action, participants can discuss obstacles to implementation. Here you can take action and add further tips and advice and address participants' questions. If it is agreed upon with your participants, you also have the opportunity to report these aspects back to the responsible leader.

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