TRANSFER
LEARNING TO THE WORKPLACE:
MANAGER'S ROLE |
| a
one-day workshop |
| This
workshop helps the supervisor identify his role before, during, and
after training to support the effective transfer of learning from the
classroom to the workplace.
|
WORKSHOP
CONTENT
Unit
1: Overview of transfer
of learning
 |
What is
transfer of learning? |
|
Barriers
to transfer of learning |
|
Whose
job is it to apply what’s been learned? |
|
Three-way
partnership between supervisor, trainer, and learner |
Unit
2: The supervisor’s role in
transfer of learning before training
|
Set
standards of performance |
|
Decide
if training is the answer |
|
Define
training needs with trainer: goal analysis and sorting needs vs. wants |
|
Define
target population |
|
Establish
expectations and objectives with trainer |
|
Prepare
the learner for training |
Unit
3: The
supervisor’s role in transfer of learning during training
|
Support
the adult learning process – how people learn |
|
Identify
three styles of learning |
|
Use
appropriate methods to build retention |
|
Provide
sufficient practice to change old habits |
Unit
4:
The supervisor’s role in transfer of learning after training
|
Prepare
the learner for transfer |
|
Overcome
resistance to learning new skills |
|
Provide
effective feedback to motivate and correct |
|
Use
questioning and listening to facilitate skills application |
|
Participate
with trainers to evaluate the results of training |
|
Use
post training performance analysis |
|
Publish
successes |
EXPECTED
OUTCOMES
At
the end of the training, the supervisor will be able to:
| 1. |
Identify
techniques to use a nine-part transfer of learning strategy to transfer
learning in the organization. |
| 2. |
Use
analysis tools to identify training needs. |
| 3. |
Develop
specific strategies to build a partnership with the trainer and learner
to ensure transfer of learning. |
| 4. |
Use
adult learning principles to build learner retention. |
| 5. |
Identify
how a learner’s active role during training influences transferring
learning. |
| 6. |
Develop
coaching and feedback skills to improve the transfer of learning. |
| 7. |
Use
post training performance analysis as a tool to identify what hinders
the transfer of learning. |
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