60% of companies worldwide lack on-the-job training

And guess what are the top three strategies for learning in the workplace?

According to ESI International, the top three strategies necessary for the transfer of learning are: (1) trainees have the time, resources and responsibility to apply learning (30%); (2) manager support (23.8 %); and (3) the instruction approach simulates the actual work environment (21.8 %).

Results of a just released global study show that organisations must become more fully committed and engaged in the transfer of learning to the workplace.

Survey findings highlight several weak areas in the on-the-job application of learning, including manager support, trainee preparation, incentives and an overall formal design and measurement process.

Positive indicators of learning transfer include employees leveraging an ever-expanding array of tactics to recall information learned during training and the increasing use of just-in-time tools to apply knowledge and skills directly to the job.

More than 3,000 government and commercial training-related managers responded to the survey conducted by ESI International in March. It focused on three key areas in the application and transfer of learning:

1. Programme design
2. Motivation and preparation to attend training
3. Post-training (back on the job application)

“The study points out some striking contradictions in how well organisations think they transfer learning and the lack of proof to back up their estimate of learning transfer or on-the-job application,” said Raed S. Haddad, Senior Vice President, Global Delivery Services, ESI International.

“Client experience shows us that organisations often fail to establish success criteria or identify expectations for learning engagements. This is a key pre-training strategy in order to measure trainee performance against agreed upon standards.”

Key findings included:

The top three strategies indicated as the most important for the transfer of learning are: (1) trainees have the time, resources and responsibility to apply learning (30 percent); (2) manager support (23.8 per cent); and (3) the instruction approach simulates the actual work environment (21.8 per cent).

While two-thirds of respondents estimate that they apply more than 25 per cent of training knowledge back on-the-job, they have little concrete proof. Almost 60 percent say the primary method for proving or measuring this estimate is either informal/anecdotal feedback or “simply a guess.”

Sixty percent of those surveyed indicate that they do not have a systematic approach to preparing a trainee to transfer, or apply, learning on-the-job.

When asked what specific rewards motivate trainees, almost 60 percent say the “possibility of more responsibility,” followed closely by an impact on their HR/ performance review. Only 20 per cent indicated that there was any financial reward or other incentives.

“Employees need to know that the application of learning is a priority for management.
This can be shown by aligning training with company strategy, motivating employees by setting expectations beforehand and through incentives and sharing post-training reports on employee success or failure in applying what they learned,” said Haddad.