The transfer security affects the performance of the company. Why? Participants learn new knowledge in further education. However, it often fails to transfer this knowledge into behavior or skills. Various obstacles are responsible for this. We would like to show you different ways to use the blink.it app for transfer security.
Directly to the transfer security
Companies want to offer something to their employees. Of course, further education is also used to entertain employees. However, the knowledge advantage over competitors is often in the foreground. Investments in further education should pay off. For further education 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 into professional everyday life.
Like this definition of transfer, the most well-known transfer model also comes from American researchers Baldwin and Ford. This model explains the transfer process as the result of training input, training output, and transfer conditions. The “provision” for 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 knowledge is transferred to other areas (generalization) and whether the maintenance of training output succeeds.
Participants significantly influence learning and transfer. First, the learning ability is naturally important for learning. An indicator of learning ability is intelligence. Additionally, attitudes, self-efficacy beliefs (Link to term explanation and question items), and various motivational aspects have a significant influence. How high is the learning motivation? How important and useful do participants assess the training content? These participant aspects influence the transfer.
The next important input is the training design. In this area, trainers have a significant influence. Therefore, you should master the design principles. 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 to do it correctly (positive model), but it is also shown how it can go wrong (negative model). Possible obstacles to implementation should be discussed during the training so that participants are aware of what they can do if these obstacles arise.
The last important input relates to the work environment. Are participants supported by their supervisors? What does the workforce think about training and seminars? Do participants have the opportunity 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 acquire 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 whether 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 goals are clear and that participants know what to expect before the event.
Participants are unprepared.
The events are not followed up.
Insufficient time for implementation.
Insufficient application opportunities for the 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 even weeks after the event. People learn through regular repetition. In your live event, you spent a lot of time with the participants. With a personal address in a short video, you reactivate the training experience. Send your participants a short video every week using the blinkit app. What aspects could participants particularly focus on in the coming week? What are the three main content areas that every participant should take away? How can participants overcome transfer barriers? You can address these topics via video in the follow-up.
Informing and preparing with blinks
Invite not only your participants but also the supervisors and other stakeholders to your course. Prepare your participants with short informational blinks for the event. This way, you can clarify questions and alleviate concerns even before the event. Present what goals your training pursues, what behavior participants will change after training, and how you will verify this change. If you can address these points in conversation with your (potential) client, then you have a good chance of getting the assignment. You can summarize these aspects in a short text and provide it in a blink to all participants before the training. This way, participants know what to expect. Find out what prior knowledge your participants already have and adjust your content to their needs. With a simple survey before your event, you can get a picture of the mood and the prior knowledge. Offer advanced participants additional materials and exercises.
Securing support
You should also find out how supervisors are involved in the further education measure. This way, you can inform supervisors about what participants learned in your training. Transfer is greatly influenced by the support of the supervisor. However, the supervisor must be clear about what knowledge, what behaviors, and what skills have been covered. A source of information can be your blink it course. This way, the supervisor gets a quick overview of your course structure, your learning goals, and your calls to action. The supervisor has the opportunity to address employees regarding difficulties with implementation and can find solutions with the participants. In the discussion function under your calls to action, participants can discuss obstacles to implementation. Here you can be active and add further tips and advice and respond to participants' questions. If it is agreed with your participants, then you also have the option to report these aspects back to the responsible supervisor.
